Year 7

TERM

1

TERM

2

TERM

3

Power and Society

Medieval Establishment

 of Power - 1066-1500

Power and Society

Medieval

Development 

of Society - 1066-1500

Islam's Contribution

to the World Today

In this unit students will begin to examine the key skills used by historians in understanding the past.

They examine the concept of chronology.  They look at change and continuity across the medieval times.

They focus on the theme of power and how it was organised under the feudal regime of the Middle Ages.

Students take their knowledge and understanding of this period further.  They focus on the theme of society.  They will identify change and continuity within and across the Middle Ages.  They will look at causes and consequences of the key events and changes during the Medieval period.

Students will discover how the world of Islam has benefitted the world we live in today, from innovations in medicine, science, maths, art and architecture.

Students will focus on a case study of Spain.  They will examine Islam's contribution to Spanish life.  Focusing on the Spanish town of Cordoba they will present their findings as an oral presentation.

Year 7

TERM

4

TERM

5

TERM

6

The Journey of Religion

The Tudors

1500-1600

Our Democratic Origins

The Stuarts

1600-1700

From Slavery to Equality

Black Peoples of the Americas

In this exciting period of British history, students will examine the nature and extent of diversity with regards religion at this time.  They will learn how to suggest relationships between causes and evaluate sources.

Students will appreciate the tensions forced by religious division at this time.  They will relate this tension to current global events.  There will be links with citizenship.

Students focus on the notion of monarchy and the out dated concept of divine right versus the new move to democracy.  Students examine the English Civil Wars and their impact on society.  Students must select and deploy information relevantly to answer an historical enquiry.  They will learn to make appropriate use of historical terminology to support and structure their work.

This unit takes students on the journey of the Middle Passage from West Africa to the Americas.  They will investigate the conditions on board the slave ships and present their findings in the form of first hand oral presentations.  In terms of historical skills students will discover different interpretations of the past.  They will recognise why some events, people and changes might be judged as more historically significant than others.

Year 8

From Slavery to Equality

Black Peoples of the Americas

People of Profit?

The British Industrial Revolution

1750-1900

The Great War

1914-1918

Students take their knowledge and understanding of this period further by discovering how African Americans worked towards equality in civil rights.  They explore the development of the Black Civil Rights movement.  They will focus on a case study of influential African American leaders in the civil rights movement.  This unit prepares students directly for the Continuous Assessment element of the GCSE History course.

This is a crucial element of the student knowledge in understanding the current world.  This unit has key links to economic well being and citizenship.  Students demonstrate their knowledge and understanding of local, national and international history by analysing historical change and continuity, diversity and causation.

Students embark on events in the twentieth century.  They examine the causes of the First World War and move on to focus more fully on the experience of a soldier in the trenches. Students explain how and why different interpretations of the past have arisen or been constructed. 

Year 8

The Second World War

1939-1945

The Warsaw Ghetto

A case study into the Holocaust

October 1940- May 1943

The Cold War

1945 - 1990

In this unit students begin to appreciate how the impact of the ending of the First World War contributed to the causes of the Second World War.  As they study this unit students will suggest lines of enquiry into historical problems and issues, refining their methods of investigation.

A further critical area of student knowledge and especially crucial in appreciating current global events.  Students take their knowledge and understanding of the Second World War further.  They examine the harrowing feature of the Holocaust in central and eastern Europe.

This unit will directly feed into students' knowledge of the final unit of the GCSE History course.

Students will demonstrate their understanding of international history by constructing substantiated analyses about historical diversity, causation and change.

TERM

1

TERM

2

TERM

3

Year 9

The Industrial Revolution

British Depth

Study

British Depth

Study

Students prepare for their History GCSE by examining the extent of poverty and the living conditions attached to social deprivations.

Students will examine the nature of poverty in the mid 19th and early 20th centuries.  They will go on to focus on the work of individuals such as John Snow, Charles Booth, Seebohm Rowntree and Edwin Chadwick.

The aim of this unit is to ensure students appreciate fully the context of the sometimes radical changes brought in by the Liberal government and the first attempts in establishing a welfare state.

A significant element of British history is a standard requirement.  This unit builds on the knowledge, skills and understanding acquired at key stage 3. The British Depth Study which requires a study of social change in Britain between 1890 and 1918

 Key Topics

The Liberal Reforms

What were working and living conditions like for the poor in the 1890's?

How were social reformers reacting to the social problems of the 1890's

Why did the Liberal government introduce reforms to help the young, old and unemployed?

How effective were these reforms?

Year 9

TERM

4

TERM

5

TERM

6

British Depth

Study

British Depth

Study

Continuous

Assessment

Civil Rights in the USA during the 1950's and 1960's

Key Topics

Women's Suffrage

What was the social, political and legal position of women in the 1890's?

What were the arguments for and against female suffrage?

How effective were the activities of the suffragists and suffragettes?

How did women contribute to the war effort?

Key Topics

How were civilians affected by the war?

How effective was government propaganda during the war?

Why were some women given the vote in 1918?

What was the attitude of the British people at the end of the war towards Germany and the Paris Peace Conference?

Coursework: Historical Enquiry Controlled Assessment (25%) which requires the completion of one essay task. 

Year 10

TERM

1

TERM

2

TERM

3

Continuous

Assessment

Civil Rights in the USA during the 1950's and 1960's

Continuous

Assessment

Civil Rights in the USA during the 1950's and 1960's

Continuous

Assessment

Civil Rights in the USA during the 1950's and 1960's

Unit A973 - History Enquiry

Role of the individual

In 20th&21st Century History

Key Points to consider:-

How the individual brought about change

The impact they had on other people

Immediate and long-term importance beyond the lifetime

Importance of other factors

Comparing the individual with other

individuals and other factors

The significance of the individual must drive the argument

How students should study the unit:-

Thorough source material

Consider  a range of interpretations and representations of the individual

Consider the reasons for the differences in interpretations and representations of the individual

Achievements of African-Americans during this period:-The role of individuals such as Marcus Garvey; W E B Dubois and Booker T Washington

Investigation into the life of MLK

The impact of MLK's faith on his philosophy of political protest

Non-Violent Direct Action

The Montgomery Bus Boycott and the Freedom Rides

SCLC vs NAACP

The Albany Movement (1961-2)

Events in Birmingham 1963

The March on Washington 1963

Who were King's critics

What was the impact of King in the 21st century?

Year 10

TERM

4

TERM

5

TERM

6

Continuous

Assessment

Civil Rights in the USA during the 1950's and 1960's

Germany, 1918-1945

Germany, 1918-1945

Investigation into the life of Malcolm X

An assessment of the achievements of Malcolm X

Who were Malcolm X's critics

Extended written answer - What was the impact of Malcolm X in the 21st century?

A comparison of Malcolm X and MLK

Paper 1 Examination: One World Depth Study, focusing on key features and characteristics of particular societies over a shorter period.

The content consists of a

one Study in Depth on:

Germany, 1918-1945

Key Question 1: Was the Weimar Republic doomed from the start?

How did Germany emerge from defeat in the First World War?

• What was the economic and political impact of the Treaty of Versailles on the Weimar Republic?

• To what extent did the Republic recover after 1923?

• What were the achievements of the Weimar period?

Year

11

TERM

1

TERM

2

TERM

3

Germany, 1918-1945

Germany, 1918-1945

The Cold War, 1945-1975

Key Question 2: Why was Hitler able to dominate Germany by 1933?

What did the Nazi Party stand for in the 1920s?

• Why did the Nazis have little success before 1930?

• Why was Hitler able to become Chancellor by 1933?

• How did Hitler consolidate his power in 1933?

Key Question 3(a): The Nazi regime: how effectively did the Nazis control Germany, 1933-1945?

How much opposition was there to the Nazi regime?

How effectively did the Nazis deal with their political opponents?

How did the Nazis use culture, propaganda and the mass media to control the people?

Why did the Nazis persecute many groups in German society?

Paper 1

Examination: A study on Aspects of International Relations, 1919-2005, charting key changes, defining key issues and including key people and events.

The content consists of a three part core on Aspects of International Relations, 1919-2005. Candidates at ATS will study:

Part 2. The Cold War, 1945-1975

Year 11

TERM

5

TERM

5

TERM

5

The Cold War, 1945-1975

The Cold War, 1945-1975

The Cold War, 1945-1975

Key Question 4: Who was to blame for the Cold War?

Why did the USA-USSR alliance begin to break down in 1945?

How had the USSR gained control of Eastern Europe by 1948?

How did the USA react to Soviet expansionism?

Who was more to blame for the start of the Cold War, the USA or the USSR?

Key Question 5: Who won the Cuban Missile Crisis?

How did the USA react to the Cuban Revolution?

• Why did Khrushchev put missiles into Cuba?

• Why did Kennedy react as he did?

• Who won the Cuban Missile Crisis?

Key Question 6: Why did the USA fail in Vietnam?

Why did the USA get increasingly involved in Vietnam?

• What were the different ways that the USA and the Communists fought the war?

• Whose tactics were the most effective - the USA's or the Communists'?

• Why did the USA withdraw from Vietnam?

Revision of the course

Year 12

TERM 1

TERM 2

TERM 3

F962 - Period Study - Democracy and Dictatorship in Germany 1919-1963

F962 - Period Study - Democracy and Dictatorship in Germany 1919-1963

F962 - Period Study - Democracy and Dictatorship in Germany 1919-1963

Candidates develop -

use and understanding of historical terms, concepts and skills

their interest in and understanding of important developments

sufficient chronological range to provide for the study of change and continuity as well as cause and consequence.

Understanding of change and developments over a substantial length of time to see issues in a wider perspective.

Awareness of significant individuals, societies, events and issues.

Different historical perspectives - eg, aesthetic, cultural, economic, ethnic, political, religious, scientific, social and technological

Assessment

The Unit is assessed by two answers each of which may be drawn from one or more than one key issue. 

The essay format of the answers requires you to demonstrate appropriate skills in you writing such as structure, vocabulary and a combination of relevant knowledge and explanation.

Questions may be based on:

• Analysis
• Assessment
• Comparison of elements within the period
• Judgement about a quotation

Key Questions

How strong was Weimar Germany in the 1920s?

• How and why did the Nazi Party come to power in 1933?

• How effectively did the Nazis maintain their position in power after 1933?

Year 12

TERM 4

TERM 5

TERM 6

F962 - Period Study - Democracy and Dictatorship in Germany 1919-1963

F962 - Period Study - Democracy and Dictatorship in Germany 1919-1963

A2 Unit F966: Historical Themes

F966 - A2 Themes - Russia and its Rulers 1855-1964

Key Questions

How successful were Hitler's economic and social policies, 1933-45?

• Why and with what consequences was Germany divided after the Second World War?

• How successful was Adenauer as Chancellor from 1949 to 1963?

Revision

The Historical Themes unit is a synoptic part of the specification.  A synopsis is an overview of a period, examining the broad outline rather than specific details.

In this unit you will develop an understanding of:-

connections between different elements of the subject

how to draw together knowledge, understanding and skills of diverse issues

Year 13

A2 Unit F966: Historical Themes

F966 - A2 Themes - Russia and its Rulers 1855-1964

A2 Unit F966: Historical Themes

F966 - A2 Themes - Russia and its Rulers 1855-1964

A2 Unit F966: Historical Themes

F966 - A2 Themes - Russia and its Rulers 1855-1964

Assessment

Assessment is not by a traditional outlines paper so there is no requirement for detailed depth of knowledge.

Candidates are required to show breadth of historical understanding supported with appropriate factual material and illustrations.

Assessment

The three essays set on every theme will test a part of a different Topic Area, but some may draw on more than one Topic Area (thus parts of at least two Topic Areas for each theme are tested in every question paper). Candidates may answer any two questions in two hours. Each question is designed to stretch and challenge candidates, to enable them to show a holistic understanding of the topic and to demonstrate the appropriate skills and knowledge required to interpret historical evidence.

Revision

Year 13

A2 Unit F966: Historical Themes

F966 - A2 Themes - Russia and its Rulers 1855-1964

A2 Unit F966: Historical Themes

F966 - A2 Themes - Russia and its Rulers 1855-1964

A2 Unit F966: Historical Themes

F966 - A2 Themes - Russia and its Rulers 1855-1964

Assessment

Assessment is not by a traditional outlines paper so there is no requirement for detailed depth of knowledge.

Candidates are required to show breadth of historical understanding supported with appropriate factual material and illustrations.

Assessment

The three essays set on every theme will test a part of a different Topic Area, but some may draw on more than one Topic Area (thus parts of at least two Topic Areas for each theme are tested in every question paper). Candidates may answer any two questions in two hours. Each question is designed to stretch and challenge candidates, to enable them to show a holistic understanding of the topic and to demonstrate the appropriate skills and knowledge required to interpret historical evidence.

Revision