UPPER-SCHOOL HISTORY
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1 UPPER-SCHOOL HISTORY "To be ignorant of what occurred before you were born is to remain always a child. For what is the worth of human life unless it is woven into the lives of our ancestors by the records of History?" Marcus Tullius Cicero Key Stage 2 National Curriculum work started at Lower School is continued and completed in Years 5 and 6. Key Stage 3 is started in Year 7, continued in Year 8, and completed at the pupil's senior school. All the topics required for the Common Entrance and Public School Scholarship exams are also covered in Years 7 and 8. Lessons will include explanation by the teacher, class discussions, project-work, use of text-books, library-books, slides, OHP transparencies, and videos. At least one visit to a place of historical interest will take place each year. All pupils are provided with notes on the topics covered in class. ICT work is encouraged where appropriate. Pupils' work is assessed by preps, oral or written tests, and by school exams twice a year. All pupils in Year 8 write essay-answers at frequent intervals. Parents can help their children by encouraging them to read books (a reading-list is available) relevant to the topics being studied, by visiting museums and places of historical interest, by encouraging their children to draw pictures and make models, by ensuring that preps have been completed to the best of the pupil s ability in the allotted time, and that revision has been done thoroughly. BROAD AIMS OF THE SYLLABUS 1. To generate interest in, and enjoyment of, History for its own sake rather than as an examination subject that has to be done. 2. To try to instil in our pupils that whilst History is concerned with dates and events, it is most of all a study of people and change and continuity in human affairs. 3. To develop empathetic understanding of people and times past as a result of increasing familiarity with varied forms of historical evidence. 4. To increase the use and understanding of historical terminology. 5. To develop library / reference skills. 6. To develop (at a level commensurate with the pupil's intellectual maturity) the ability to analyse, infer, conclude on the basis of evidence and to communicate, orally or in writing, a reasoned argument. 7. To build the pupil's understanding of chronology / sequence. (A potentially difficult area, given our present knowledge of children's ability to understand time and sequence in any abstract sense.) 8. To try to balance curriculum content in terms of social, political / economic, military themes and to examine aspects of local and European / World History alongside a core of British themes.
2 YEAR 8 HISTORY PERIODS: 2.5 x 35 mins. PREP: 1 x 30 The work covers the 3 National Curriculum Attainment Targets: AT1: Knowledge and understanding of history; AT2: Interpretations of history; AT3: The use of historical sources. and most of the core and supplementary study units. SKILLS DEVELOPED: a) Understanding progress and regression; b) Understanding the importance of particular individuals and events in history; c) The use of sources and comparison of evidence; d) Taking accurate notes and learning how to revise; e) Writing well-balanced historical essays. AUTUMN TERM: THE MAKING OF MODERN BRITAIN (KS3 Study Unit 2) The Peasants Revolt; Henry VII; Battle of Bosworth Field; problems facing the Tudor dynasty; wool trade; Royal marriages; Henry VIII the renaissance man; Rise of Wolsey; the King s great matter; Thomas Cromwell and the dissolution of the monasteries; Henrician seaforts; Protestantism versus Catholicism; the Edwardian minority; the burnings and Foxe s Book of Martyrs. Examples of activities for this term: Essay on The Peasants Revolt. Write a newspaper article reporting the Battle of Bosworth. Write an essay on why Henry VIII broke with Rome. SPRING TERM: THE MAKING OF MODERN BRITAIN (KS3 STUDY UNIT 2). Henry VIII (cont.); Edward VI and religious reforms; overview of Mary Tudor. Elizabeth I and religion.
3 Examples of activities for this term: Learn the basic tenets of Protestantism and Catholicism. Learn 1547, 1549, 1552 reforms of Edward VI. ClickView documentary on Edward VI. Essays and CE evidence practice. SUMMER TERM: Elizabeth and Mary Queen of Scots. Elizabeth and the Armada. Revision. Once Common Entrance and entry exams are finished, pupils complete a cross-curricular project with Geography and RS. CLASS VISITS: Royal Dockyards, Chatham. OR Historical Dockyard, Portsmouth OR Imperial War Museum.
4 UPPER-SCHOOL HISTORY "To be ignorant of what occurred before you were born is to remain always a child. For what is the worth of human life unless it is woven into the lives of our ancestors by the records of History?" Marcus Tullius Cicero Key Stage 2 National Curriculum work started at Lower School is continued and completed in Years 5 and 6. Key Stage 3 is started in Year 7, continued in Year 8, and completed at the pupil's senior school. All the topics required for the Common Entrance and Public School Scholarship exams are also covered in Years 7 and 8. Lessons will include explanation by the teacher, class discussions, project-work, use of text-books, library-books, slides, OHP transparencies, and videos. At least one visit to a place of historical interest will take place each year. All pupils are provided with notes on the topics covered in class. ICT work is encouraged where appropriate. Pupils' work is assessed by preps, oral or written tests, and by school exams twice a year. All pupils in Year 8 write essay-answers at frequent intervals. Parents can help their children by encouraging them to read books (a reading-list is available) relevant to the topics being studied, by visiting museums and places of historical interest, by encouraging their children to draw pictures and make models, by ensuring that preps have been completed to the best of the pupil s ability in the allotted time, and that revision has been done thoroughly. BROAD AIMS OF THE SYLLABUS 1. To generate interest in, and enjoyment of, History for its own sake rather than as an examination subject that has to be done. 2. To try to instil in our pupils that whilst History is concerned with dates and events, it is most of all, a study of people and change and continuity in human affairs. 3. To develop empathetic understanding of people and times past as a result of increasing familiarity with varied forms of historical evidence. 4. To increase the use and understanding of historical terminology. 5. To develop library / reference skills. 6. To develop (at a level commensurate with the pupil's intellectual maturity) the ability to analyse, infer, conclude on the basis of evidence and to communicate, orally or in writing, a reasoned argument. 7. To build the pupil's understanding of chronology / sequence. (A potentially difficult area, given our present knowledge of children's ability to understand time and sequence in any abstract sense.) 8. To try to balance curriculum content in terms of social, political / economic, military themes and to examine aspects of local and European / World History alongside a core of British themes.
5 YEAR 7 HISTORY PERIODS: 2.5 x 35 mins. PREP: 1 x 30 mins. The work covers the 3 National Curriculum Attainment Targets: AT1: Knowledge and understanding of history; AT2: Interpretations of history; AT3: The use of historical sources. and most of the core and supplementary study units. SKILLS DEVELOPED: a) Understanding progress and regression; b) Understanding the importance of particular individuals and events in history; c) The use of sources and comparison of evidence; d) Taking accurate notes and learning how to revise; e) Writing well-balanced historical essays. AUTUMN TERM: MEDIAEVAL REALMS / RISE OF ISLAM (KS3 Study Units 1&6) William I and the Norman Conquest; Battle of Hastings; How William gained control of England; the personality of Henry II; how he acquired the Angevin Empire; the judicial system; conflict with Becket; Islam and its origins; the Prophet Mohammed; the Koran and the basic tenets of the Islamic faith; Islamic civilisation; the growth of Islam; the Holy Land - land of conflict then and now; Richard I; his neglect of England; the man and the myth; preparations for the Crusades; Sicily, Cyprus and the siege of Acre; his reputation in the East; Arsuf and Jaffa; his relationship with Saladin; the failure to capture Jerusalem; the Austrian imprisonment and ransom; Robin Hood ; Hollywood history!; death of Richard. Examples of activities for this term: Construct a table then diagram showing problems faced by William I after Hastings. Prepare a list of the pros and cons of ruling an area as extensive as The Angevin Empire. Explain the motives for people going on a Crusade. Compare the reality of Richard s reign with the myth. ClickView film about Crusades.
6 SPRING TERM: MEDIAEVAL REALMS / THE CRUSADES (KS3 Study Units 1&5) John and Arthur of Brittany; John versus Innocent III; John and the Barons; John and his detractors; his victories at Mirabeau, Damme and Rochester; the Magna Carta and its significance; death of John; Edward I and the Welsh; English dominance; defeat of Llewellyn; castle building; death of Alexander III of Scots; John Balliol; Sir William Wallace and the quest for Scots freedom; Bruce the defiant; Edward II, neglect and Bannockburn; Scots independence. Examples of activities for this term: Viewing clips from two or three Hollywood films with Robin Hood settings, write a critique of their historical content. Draw up a modern Magna Carta. Draw cartoon strip of Scottish road to independence. SUMMER TERM: MEDIAEVAL REALMS (KS3 Study Unit 1) Anglo-French conflict; trade and alliances; Agincourt, Crecy and Sluys; Joan of Arc; chivalry; heraldry; the Black Death - origins, symptoms, spread of, reactions to, and its effects; antisemitism. Examples of activities for this term: Study sources and evidence relating to the 100 Years War. Written, pictorial and video. Answer a series of Common Entrance document questions on the Black Death and Peasants Revolt. CLASS VISIT: Dover Castle. OR Canterbury OR Dickens World and Chatham Historic Dockyard
7 UPPER-SCHOOL HISTORY "To be ignorant of what occurred before you were born is to remain always a child. For what is the worth of human life unless it is woven into the lives of our ancestors by the records of History?" Marcus Tullius Cicero Key Stage 2 National Curriculum work started at Lower School is continued and completed in Years 5 and 6. Key Stage 3 is started in Year 7, continued in Year 8, and completed at the pupil's senior school. All the topics required for the Common Entrance and Public School Scholarship exams are also covered in Years 7 and 8. Lessons will include explanation by the teacher, class discussions, project-work, use of text-books, library-books, slides, OHP transparencies, and videos. At least one visit to a place of historical interest will take place each year. All pupils are provided with notes on the topics covered in class. ICT work is encouraged where appropriate. Pupils' work is assessed by preps, oral or written tests, and by school exams twice a year. All pupils in Year 8 write essay-answers at frequent intervals. Parents can help their children by encouraging them to read books (a reading-list is available) relevant to the topics being studied, by visiting museums and places of historical interest, by encouraging their children to draw pictures and make models, by ensuring that preps have been completed to the best of the pupil s ability in the allotted time, and that revision has been done thoroughly. BROAD AIMS OF THE SYLLABUS 1. To generate interest in, and enjoyment of, History for its own sake rather than as an examination subject that has to be done. 2. To try to instil in our pupils that whilst History is concerned with dates and events, it is most of all, a study of people and change and continuity in human affairs. 3. To develop empathetic understanding of people and times past as a result of increasing familiarity with varied forms of historical evidence. 4. To increase the use and understanding of historical terminology. 5. To develop library / reference skills. 6. To develop (at a level commensurate with the pupil's intellectual maturity) the ability to analyse, infer, conclude on the basis of evidence and to communicate, orally or in writing, a reasoned argument. 7. To build the pupil's understanding of chronology / sequence. (A potentially difficult area, given our present knowledge of children's ability to understand time and sequence in any abstract sense.) 8. To try to balance curriculum content in terms of social, political / economic, military themes and to examine aspects of local and European / World History alongside a core of British themes.
8 YEAR 6 HISTORY PERIODS: 2.5 x 35 mins. PREP: 1 x 50 mins.(every fortnight) The work covers the 3 National Curriculum Attainment Targets: AT1: Knowledge and understanding of history; AT2: Interpretations of history; AT3: The use of historical sources. and core and supplementary study units. SKILLS DEVELOPED: a) Memorising and recall; b) Understanding cause and effect; c) Chronology; d) Writing accurate paragraphs on historical topics; e) Drawing clear pictures and diagrams. AUTUMN TERM: THE VICTORIANS (KS2 Study Unit 3A) Work based on Penshurst visit.queen Victoria and her family; the Age of Victoria; Prince Albert; changes in transportation; growth of Britain as an industrial power; population change; working conditions; profit and exploitation; social reformers (Lord Shaftesbury); need for education; public schools; reading and literature; The Great Exhibition of 1851; architecture of the age; the expansion of the British Empire; the need for economic markets; military might; the class structure; Victorian homes; faith; service; social attitudes; clothing and entertainment. Examples of activities for this term: Design a railway poster. Compare and contrast a day in the life of a Victorian child and a child in modern Britain. Write a diary entry after a visit to the Great Exhibition. Carry out some Victorian school tasks as part of our Victorian Day (Victorian Roadshow). ClickView documentary on The Industrial Revolution. SPRING TERM: BRITAIN AND THE HOME FRONT (KS2 Study Unit 3B) The life of Sir Ernest Shackleton; his expedition. WW1 causes; Battle of the Somme; trench warfare; Treaty of Versailles.
9 Examples of activities for this term: Write an essay on Sir Ernest Shackleton Watch documentary on his famous expedition. SUMMER TERM: BRITAIN AND THE HOME FRONT (KS2 Study Unit 5) 1920s fashion; 1930s aviation; causes of WW2; Air-raid precautions; evacuation; rationing; DD through to VJ Day; Battle of Britain; air-raids; coastal protection; proximity to London and the continent; V1 and V2 rockets. Examples of activities for this term: Write a news bulletin reporting the success of the Battle of Britain. Watch PowerPoint presentation on Dunkirk. CLASS VISITS Victorian Roadshow. (Ian Roberts brings it to the school) AND WWII Workshop (Ian Roberts brings it to the school)
10 UPPER-SCHOOL HISTORY "To be ignorant of what occurred before you were born is to remain always a child. For what is the worth of human life unless it is woven into the lives of our ancestors by the records of History?" Marcus Tullius Cicero Key Stage 2 National Curriculum work started at Lower School is continued and completed in Years 5 and 6. Key Stage 3 is started in Year 7, continued in Year 8, and completed at the pupil's senior school. All the topics required for the Common Entrance and Public School Scholarship exams are also covered in Years 7 and 8. Lessons will include explanation by the teacher, class discussions, project-work, use of text-books, library-books, slides, OHP transparencies, and videos. At least one visit to a place of historical interest will take place each year. All pupils are provided with notes on the topics covered in class. ICT work is encouraged where appropriate. Pupils' work is assessed by preps, oral or written tests, and by school exams twice a year. All pupils in Year 8 write essay-answers at frequent intervals. Parents can help their children by encouraging them to read books (a reading-list is available) relevant to the topics being studied, by visiting museums and places of historical interest, by encouraging their children to draw pictures and make models, by ensuring that preps have been completed to the best of the pupil s ability in the allotted time, and that revision has been done thoroughly. BROAD AIMS OF THE SYLLABUS 1. To generate interest in, and enjoyment of, History for its own sake rather than as an examination subject that has to be done. 2. To try to instil in our pupils that whilst History is concerned with dates and events, it is most of all, a study of people and change and continuity in human affairs. 3. To develop empathetic understanding of people and times past as a result of increasing familiarity with varied forms of historical evidence. 4. To increase the use and understanding of historical terminology. 5. To develop library / reference skills. 6. To develop (at a level commensurate with the pupil's intellectual maturity) the ability to analyse, infer, conclude on the basis of evidence and to communicate, orally or in writing, a reasoned argument. 7. To build the pupil's understanding of chronology / sequence. (A potentially difficult area, given our present knowledge of children's ability to understand time and sequence in any abstract sense.) 8. To try to balance curriculum content in terms of social, political / economic, military themes and to examine aspects of local and European / World History alongside a core of British themes.
11 YEAR 5 HISTORY PERIODS: 2 x 35 mins. PREP: 1 x 40 mins. (every fortnight). The work covers the 3 National Curriculum Attainment Targets: AT1: Knowledge and understanding of history; AT2: Interpretations of history; AT3: The use of historical sources. and most of the core and supplementary study units. SKILLS DEVELOPED: a) Memorising and recall; b) Understanding cause and effect; c) Chronology; d) Writing accurate paragraphs on historical topics; e) Drawing clear pictures and diagrams. AUTUMN TERM: AZTECS (KS2 Study Unit 6) The study of ancient civilisations; the upsurge of Islam; the need to discover another way round Africa; early discoverers; spices the need to discover India; fear of travel; Portuguese discoverers; caravels; Christopher Columbus sails west; discovery of American continent. Beginnings of the Aztec Empire; settlement by Lake Texcoco. Aztec society: how they lived; food; bringing up children; surrounding tribes; religion: the gods; art and design; architecture; the City of Tenochitlan; culture. The coming of Cortes; Montezuma; ending of an Empire; diseases; new foods to Europe; the legacy and its impact. Tasks may include: Drawing a time-line. Posters. Video-tape on Ancient Civilisations and the Aztecs. Mapwork to include: Europe in the 15 th century; voyages of discovery; detail of Mexico. Aztec designs: a headdress; a god. Making a codex. Talk by "Mexicolore".
12 SPRING TERM: LIFE IN TUDOR TIMES (KS2 Study Unit 2) England in 1483 (The Age of the Renaissance and the Power of the Church. Need to reform the Roman Catholic Church.) Wars of the Roses. Battle of Bosworth Field. The Tudor Family. Henry VII (marriage; alliances; power over the Barons; Star Chamber; money.) Henry VIII (the man; the wives; the children; break with Rome; Wolsey; Dissolution of the Monasteries). Tasks may include: Drawing of the Tudor Rose. Tudor family tree. Timeline of Monarchs. Video of Henry VIII. Looking at portraits. Worksheets. Mini study. SUMMER TERM: LIFE IN TUDOR TIMES (KS2 Study Unit 2) Edward VI: His life; protectors; Duke of Northumberland; Protestants; Church; Prayer Book; Lady Jane Grey. Mary I: Early life; religion; marriage of Philip of Spain; rebellion of Sir Thomas Wyatt; Elizabeth s imprisonment; loss of Calais. Elizabeth I: Character; balancing of religion; Mary Queen of Scots; advisors; Armada; Drake; Raleigh. Tasks may include: Video of Edward VI and Tudor children. Cartoons. Armada mini study. Poetry Shakespeare s theatre. Poster. Work based on Penshurst Place visit. CLASS VISITS Penshurst Place.
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