Subjects

History

Intent

The intent of the History Department is to ensure all pupils irrespective of ability and social background become tolerant, inquisitive and questioning individuals who ultimately make a positive contribution to society.

The department aims to achieve this by delivering a wide ranging and challenging curriculum that encompasses a study of British history and other cultures and how significant events of the past have shaped the present.

The department endeavours to equip young people with the skills to effectively communicate their ideas, debate constructively and use historical skills with accuracy and precision.

By providing this interesting, diverse and relevant curriculum the department seeks to contribute to the wider curriculum and mission statement of the school.

The department’s intent and vision is outlined in the overview of content and schemes of work.

Names of staff, role & contact details

Mr T Paterson
Subject Leader for History
tpn@baines.lancs.sch.uk

Mr K Egan
Teacher of History & Life Skills Co-Ordinator
keg@baines.lancs.sch.uk

Mrs S Petricco
Teacher of History & Geography
spe@baines.lancs.sch.uk

Image module
  HT1HT2HT3HT4HT5HT6
Year 7What is History?How did the Norman’s change England?What were the Crusades and what was its impact?What was medieval life? Villages and TownsHow did the Tudors change religion and government?How and why has Baines School changed since 1717? A local history study
Who lived in Britain before 1066? Why did the Normans invade in 1066?Why was the Medieval Church so important?What was the significance of King John’s signing of the Magna Carta?What were the causes and consequences of the Black Death?
Why did the Peasants Revolt in 1381?
Key contentIntroduction to History England 900 years ago Battle of HastingsConsequences of the Battle of Hastings and the Norman Conquest ChurchChurch Islamic empireChurch Islamic empireHenry VII Henry VIII Edward VI Mary I Elizabeth IHistory of Baines School Archives
Islamic empire CrusadesCrusadesCrusadesReligious change Domestic policies Foreign policies
Does King John deserve his reputation?
Key themesSocial change Role of the individualBeliefs and ideas Revolution and changeBeliefs and ideas Role of the individualWar and conflict Beliefs and ideasBeliefs and ideasRole of the individual Revolution and change
Revolution and change War and conflict Role of the individual Beliefs and ideas
SkillsInterpretation and Representation Analysis and significanceCause and consequenceAnalysis and significanceCause and consequence Key features Writing a narrativeSource and own knowledge Key featureKey features Cause and consequence Analysis and significance
Develop chronological awareness. Structure a PEE paragraph Recalling a wide range of facts. Structuring an essay.Change and Continuity Inference Purpose Utility
Assessment‘William’s effective preparation was the main reason for Harold’s defeat in the Battle of Hastings?’ Do you agree? Explain your answer.Explain how the lives of people were affected by the Normans.Explain the significance of the Magna Carta of 1215Write an account of the Peasants revolt.How convincing is Interpretation A about the reign of King Henry VIII?End of Year Exam
Year 8Why and how did a group of Catholic conspirators try to blow up the king during the Gunpowder Plot of 1605?Who was Oliver Cromwell? Was he a hero or villain? Was the year 1666 a punishment sent from God? Why did people believe in witches in the 17th century?Who were the Native Americans?How have criminals been punished in Britain across the ages?Who was Jack the Ripper?Are you proud or ashamed of the British Empire? What was the Slave trade and how was it abolished? How did African Americans campaign for Civil Rights in the 1950s and 1960s?
Why was King Charles I executed during the English Civil Wars?What was the Industrial Revolution?
Key contentJames IOliver Cromwell Puritanism Glorious revolution Charles IIThe beliefs, rituals and customs of the Native AmericansLaw and orderVictorian London The VictimsWhat is slavery?
The causes, events and consequences of the PlotThe Great Plague The Great Fire of LondonWhat happened to tribes like the Sioux?The development of policing Industrial revolution Population Factories Health ImpactWhy was Jack the Ripper never caught?What was the slave triangle? Conditions on the Middle Passage Resistance Abolition
Charles I personality and character The causes of the English Civil War Why did Parliament win?The witch crazeLiving and working conditionsWho was Jack the Ripper?Life for black Americans Martin Luther King Malcolm X Black Power
The trial and execution of Charles
Key themesBeliefs and ideas War and conflictBeliefs and ideas Role of the individualBeliefs and ideas War and conflictBeliefs and ideas Revolution and changeBeliefs and ideas Role of the individualBeliefs and ideas Revolution and change War and conflict
Revolution and change
Revolution and change War and conflict Role of the individual Beliefs and ideas
SkillsKey features Cause and consequenceInterpretation and representationUtilityInterpretation and representationSource and own knowledge Interpretation and representation Inference Purpose ReliabilityKey features Cause and consequence Analysis and significance
Recalling a wide range of facts.Analysis and significanceSources and own knowledgeSources and own knowledgeChange and Continuity Inference Purpose Utility
AssessmentWrite an account of the Gunpowder Plot‘Oliver Cromwell was a hero’ How far do you agree with this interpretation?How useful is the account by Black Elk and ‘A man Called Horse’ to historians studying the Sun Dance?How convincing is interpretation A about life in Victorian prisons in the nineteenth century?Source A is critical of the police. How do you know? Explain your answer using Source A and your own contextual knowledge.End of Year Exam
Year 9What were the causes of the Titanic disaster?Why is the First World War the ‘war to end all wars?’Why was there a revolution in Russia in 1917?What was life like in Hitler’s Germany?Who was responsible for the assassination of President John F Kennedy?How close did we get to World War Three during the Cold War?
What was the Holocaust and why must it never be repeated?
Key contentEdwardians and class system What happened to the Titanic? Who was to blame for the sinking of the Titanic?Long-term causes Short-term causes Trench warfare End of War and its consequencesTsarism to BolshevismDemocracy and Dictatorship Life in Nazi Germany Persecution of Jews in 1930s GhettosWho was John F Kennedy? What happened in Texas on the 22nd November 1963? Conspiracy?The development of the Cold War
Final solution
Key themesRole of the individual Beliefs and ideasWar and conflict Revolution and changeRevolution and changeRole of the individual Beliefs and ideasRole of the individual Beliefs and ideasWar and conflict Beliefs and ideas
Revolution and change War and conflict Role of the individual Beliefs and ideas
SkillsInterpretation and representation Analysis and significanceInterpretation and representationInference Purpose Utility ReliabilityInterpretation and representationInterpretation and representationInterpretation and representation
Sources and own knowledge Assessing sources based on nature, origin and purposeSources and own knowledgeAnalysis and significance Assessing pieces of propaganda as evidenceAnalysis and significance Explain reasons why Justify points of view in a debateAnalysis and significance Inference Purpose Utility Reliability
Sources and own knowledge
AssessmentWhich was the more important reason for the Titanic disaster:How convincing is ‘Blackadder Goes Forth’ as an interpretation of the First World War?How does interpretation B differ from A about the February Revolution? Why might they differ?Which method was the most important for the Nazi’s in keeping people under control in Germany: • Terror‘Lee Harvey Oswald was responsible for the assassination of President Kennedy. He acted alone’ Do you agree?End of Year Exam
• The design and construction of the ship• Propaganda?
• The actions of Captain Smith and his crew?
Year 10Paper 1: Understanding the Modern WorldPaper 1: Understanding the Modern WorldPaper 1: Understanding the Modern World Section B: Conflict andPaper 1: Understanding the Modern World Section B: Conflict andPaper 2: Shaping the Nation Section A: Health and the people:c1000 to the present dayPaper 2: Shaping the Nation Section A: Health and the people:c1000 to the present day
Section A: 1D America, 1920-1973: Opportunity and inequalitySection A: 1D America, 1920-1973: Opportunity and inequalitytension in Asia, 1950-1975tension in Asia, 1950-1975
American people and the ‘Boom’ Americans’ experiences of the Depression and the New DealPost-war AmericaConflict in KoreaEscalation of conflict in VietnamMedicine stands still – Medieval medicineThe beginnings of change – Renaissance medicine
The ending of conflict in Vietnam
Key themesRole of the individual Revolution and change Beliefs and ideasRole of the individual Revolution and change Beliefs and ideasWar and conflict Role of the individual Beliefs and ideasWar and conflict Role of the individual Beliefs and ideasRole of the individual Beliefs and ideasRole of the individual Revolution and change Beliefs and ideas
Revolution and change War and conflict Role of the individual Beliefs and ideas
SkillsInterpretation and representation Analysis and significance Assessing sources based on nature, origin and purposeInterpretation and representationInference Purpose Utility ReliabilityInterpretation and representationInterpretation and representationInterpretation and representation
Analysis and significanceSources and own knowledgeAnalysis and significanceAnalysis and significance Assessing sources based on nature, origin and purposeAnalysis and significance Inference Purpose Utility Reliability
Sources and own knowledge
Assessment01:How does Interpretation A differ from Interpretation B…..? (4 marks) 02:Why might the authors of Interpretations A and B have a different interpretation…? (4 marks) 03: Which interpretation do you find more convincing…..? (8 marks)04:Describe two….(4 marks) 05:In what ways did….? (4 marks)01: Source K supports….How do you know? (4 marks)03: Write an account…(8 marks)Full assessmentEnd of Year Exam
06: Two factor question. (12 marks)02: How useful are Sources L and M..? (12 marks)04: Do you agree? Essay. (16 marks + 4 SPaG)
Year 11Paper 2: Shaping the Nation Section A: Health and the people:c1000 to the present dayPaper 2: Shaping the Nation Section A: Health and the people:c1000 to the present dayPaper 2: Shaping the Nation Section B: Norman England, c1066-1100Paper 2: Shaping the Nation Section B: Norman England, c1066-1100Revision
Key contentA revolution in medicine – Germ Theory, anaesthetics and public healthModern medicineConquest and control Life under the NormansThe Norman church and monasticismRevision
The historic environment of Norman England
Key themesRole of the individual Revolution and change Beliefs and ideasWar and conflict Role of the individual Beliefs and ideasRevolution and change War and conflict Role of the individual Beliefs and ideasRole of the individual War and conflict Beliefs and ideasRevolution and change War and conflict Role of the individual Beliefs and ideas
Revolution and change War and conflict Role of the individual Beliefs and ideas
SkillsAnalysis and significance Inference Purpose Utility ReliabilityInterpretation and representationSources and own knowledge Analysis and significanceInterpretation and representationInterpretation and representation
Sources and own knowledgeAnalysis and significanceAnalysis and significance Inference Purpose Utility Reliability
Assessment01:How useful is Source A…? (8 marks) 02: Explain the significance….? (8 marks)03: Compare…..Explain your answer with reference to both….(8 marks)01: How convincing is Interpretation A……(8 marks) 02: Explain……(8 marks)03: Write an account…..(8 marks) 04: Historical environment essay. (16 marks)Mock exam
04: Explain your answer with reference….Essay. (16 marks + 4 SPaG)

How and when is my child assessed?

The History department assess pupils in Key Stage 3 and Key Stage 4 every half-term following the Lancashire Assessment model. Over the course of an academic year we assess historical skills and knowledge through a range of tasks culminating in an end-of-year examination.

Name of course(s) offeredExam BoardLink to SpecNature of assessment
GCSE HistoryAQAhttps://www.aqa.org.uk/subjects/history/gcse/history-8145Two 2 hour examination papers

Useful Resources