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, roles & 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
Mr Ian Bourn
Teacher of History & Learning Support Assistant
ibn@baines.lancs.sch.uk
| HT1 | HT2 | HT3 | HT4 | HT5 | HT6 | ||
|---|---|---|---|---|---|---|---|
| Year 7 | What is History? | How did the Normans change England? | What were the Crusades and what was its impact? | What was medieval life? Villages and Towns | How 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 Johns signing of the Magna Carta? | What were the causes and consequences of the Black Death? | ||||
| Why did the Peasants Revolt in 1381? | |||||||
| Key content | Introduction to History England 900 years ago Battle of Hastings | Consequences of the Battle of Hastings and the Norman Conquest Church | Church Islamic empire | Church Islamic empire | Henry VII Henry VIII Edward VI Mary I Elizabeth I | History of Baines School Archives | |
| Islamic empire Crusades | Crusades | Crusades | Religious change Domestic policies Foreign policies | ||||
| Does King John deserve his reputation? | |||||||
| Key themes | Social change Role of the individual | Beliefs and ideas Revolution and change | Beliefs and ideas Role of the individual | War and conflict Beliefs and ideas | Beliefs and ideas | Role of the individual Revolution and change | |
| Revolution and change War and conflict Role of the individual Beliefs and ideas | |||||||
| Skills | Interpretation and Representation Analysis and significance | Cause and consequence | Analysis and significance | Cause and consequence Key features Writing a narrative | Source and own knowledge Key feature | Key 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 | Williams effective preparation was the main reason for Harolds 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 1215 | Write an account of the Peasants revolt. | How convincing is Interpretation A about the reign of King Henry VIII? | End of Year Exam | |
| Year 8 | Why 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 content | James I | Oliver Cromwell Puritanism Glorious revolution Charles II | The beliefs, rituals and customs of the Native Americans | Law and order | Victorian London The Victims | What is slavery? | |
| The causes, events and consequences of the Plot | The Great Plague The Great Fire of London | What happened to tribes like the Sioux? | The development of policing Industrial revolution Population Factories Health Impact | Why 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 craze | Living and working conditions | Who was Jack the Ripper? | Life for black Americans Martin Luther King Malcolm X Black Power | |||
| The trial and execution of Charles | |||||||
| Key themes | Beliefs and ideas War and conflict | Beliefs and ideas Role of the individual | Beliefs and ideas War and conflict | Beliefs and ideas Revolution and change | Beliefs and ideas Role of the individual | Beliefs and ideas Revolution and change War and conflict | |
| Revolution and change | |||||||
| Revolution and change War and conflict Role of the individual Beliefs and ideas | |||||||
| Skills | Key features Cause and consequence | Interpretation and representation | Utility | Interpretation and representation | Source and own knowledge Interpretation and representation Inference Purpose Reliability | Key features Cause and consequence Analysis and significance | |
| Recalling a wide range of facts. | Analysis and significance | Sources and own knowledge | Sources and own knowledge | Change and Continuity Inference Purpose Utility | |||
| Assessment | Write 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 9 | What 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 Hitlers 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 content | Edwardians 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 consequences | Tsarism to Bolshevism | Democracy and Dictatorship Life in Nazi Germany Persecution of Jews in 1930s Ghettos | Who was John F Kennedy? What happened in Texas on the 22nd November 1963? Conspiracy? | The development of the Cold War | |
| Final solution | |||||||
| Key themes | Role of the individual Beliefs and ideas | War and conflict Revolution and change | Revolution and change | Role of the individual Beliefs and ideas | Role of the individual Beliefs and ideas | War and conflict Beliefs and ideas | |
| Revolution and change War and conflict Role of the individual Beliefs and ideas | |||||||
| Skills | Interpretation and representation Analysis and significance | Interpretation and representation | Inference Purpose Utility Reliability | Interpretation and representation | Interpretation and representation | Interpretation and representation | |
| Sources and own knowledge Assessing sources based on nature, origin and purpose | Sources and own knowledge | Analysis and significance Assessing pieces of propaganda as evidence | Analysis and significance Explain reasons why Justify points of view in a debate | Analysis and significance Inference Purpose Utility Reliability | |||
| Sources and own knowledge | |||||||
| Assessment | Which 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 Nazis 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 10 | Paper 1: Understanding the Modern World | Paper 1: Understanding the Modern World | Paper 1: Understanding the Modern World Section B: Conflict and | Paper 1: Understanding the Modern World Section B: Conflict and | Paper 2: Shaping the Nation Section A: Health and the people:c1000 to the present day | Paper 2: Shaping the Nation Section A: Health and the people:c1000 to the present day | |
| Section A: 1D America, 1920-1973: Opportunity and inequality | Section A: 1D America, 1920-1973: Opportunity and inequality | tension in Asia, 1950-1975 | tension in Asia, 1950-1975 | ||||
| American people and the Boom Americans experiences of the Depression and the New Deal | Post-war America | Conflict in Korea | Escalation of conflict in Vietnam | Medicine stands still Medieval medicine | The beginnings of change Renaissance medicine | ||
| The ending of conflict in Vietnam | |||||||
| Key themes | Role of the individual Revolution and change Beliefs and ideas | Role of the individual Revolution and change Beliefs and ideas | War and conflict Role of the individual Beliefs and ideas | War and conflict Role of the individual Beliefs and ideas | Role of the individual Beliefs and ideas | Role of the individual Revolution and change Beliefs and ideas | |
| Revolution and change War and conflict Role of the individual Beliefs and ideas | |||||||
| Skills | Interpretation and representation Analysis and significance Assessing sources based on nature, origin and purpose | Interpretation and representation | Inference Purpose Utility Reliability | Interpretation and representation | Interpretation and representation | Interpretation and representation | |
| Analysis and significance | Sources and own knowledge | Analysis and significance | Analysis and significance Assessing sources based on nature, origin and purpose | Analysis and significance Inference Purpose Utility Reliability | |||
| Sources and own knowledge | |||||||
| Assessment | 01: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 assessment | End 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 11 | Paper 2: Shaping the Nation Section A: Health and the people:c1000 to the present day | Paper 2: Shaping the Nation Section A: Health and the people:c1000 to the present day | Paper 2: Shaping the Nation Section B: Norman England, c1066-1100 | Paper 2: Shaping the Nation Section B: Norman England, c1066-1100 | Revision | ||
| Key content | A revolution in medicine Germ Theory, anaesthetics and public health | Modern medicine | Conquest and control Life under the Normans | The Norman church and monasticism | Revision | ||
| The historic environment of Norman England | |||||||
| Key themes | Role of the individual Revolution and change Beliefs and ideas | War and conflict Role of the individual Beliefs and ideas | Revolution and change War and conflict Role of the individual Beliefs and ideas | Role of the individual War and conflict Beliefs and ideas | Revolution 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 | |||||||
| Skills | Analysis and significance Inference Purpose Utility Reliability | Interpretation and representation | Sources and own knowledge Analysis and significance | Interpretation and representation | Interpretation and representation | ||
| Sources and own knowledge | Analysis and significance | Analysis and significance Inference Purpose Utility Reliability | |||||
| Assessment | 01: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) |
Some of the content and/or sequencing in schemes of learning during the academic year 20/21 and academic year 21/22, may differ due to the extended periods of remote learning and other Covid-related disruptions to regular learning.
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) offered | Exam Board | Link to Spec | Nature of assessment |
|---|---|---|---|
| GCSE History | AQA | https://www.aqa.org.uk/subjects/history/gcse/history-8145 | Two 2 hour examination papers |