History

Course description

This is the second year of the Key Stage 3 History course.

History develops an interest in, and enjoyment of, exploring the past. A study of History provides opportunities for examining events, people and societies from Ancient, Medieval and Modern times. The Year 8 syllabus is closely related to the UK National Curriculum, though modified to suit local requirements and the skills of individual teachers.

Course Aims

The aim of History in Year 8 is to give the students a sound understanding of key issues, events and perceptions which have shaped the History of the Modern Age.

Students gain and develop knowledge, conceptual understanding, research skills, analytical and interpretive skills as well as communication skills, contributing to the development of the student as a whole. Increasingly, students should develop a lifelong interest in, and enjoyment of, History.

Main concepts and topics covered:

Concept Based Unit: Leadership in the Tudor Era

Henry VII

• The problems and solutions faced by Henry VII

Henry VIII

• Problems Henry faced during his reign

• The life and times of Henry VIII (1509 – 1533)

• Dissolution of the monasteries

• The wives of Henry VIII

• Source handling exercise on Henry VIII leading to classroom debate.

Edward and Bloody Mary

• A short unit on the middle Tudor monarchs including a source study on whether Mary was the bloodiest queen.

Elizabeth I

• Problems faced by Elizabeth

• Portraits

• The execution of Mary, Queen of Scots

• The defeat of the Spanish Armada 

Concept Based Unit: How did the Native Americans survive on the Plains?

• Lifestyle and beliefs of the Native Americans

• Conflict between Native Americans and Europeans

• Perceptions of Native Americans – were they Savage or Noble?

• Battles to end the life of the Native Americans

• Was Custer a good leader?

African Kingdoms

• What is an African Kingdom?

• How do we study African Kingdoms?

• Mali

• Mansa Musa

• Gold Trade

• Islam

Concept Based Unit: The Rise and Fall of Empires

• What is an Empire?

• Economic, political, military and ideological empires

• Why do Empires rise?

• What are the consequences of imperialism?

• Who do Empires fall?

Course outcome

The development of skills is an ongoing process in Key Stage 3. They include:

• Historical Enquiry

• Historical Debate

• Source analysis

• Chronological understanding

• Time Management skills

• Exam taking skills

• Note making skills

• Concept Mapping

• Essay writing

Types of assessment

Assessment will be an on-going process and include formative and summative assessments.

Examples of work to be assessed:

• Written assignments including essays

• Oral presentations e.g. debate, discussions, quizzes, role-plays.

• Research work on a particular topic/whole project

• Board displays by students

• Tests and the End of Year Exam

Methodology

The methodology used in Year 8 is interactive and varied. They include interactive class discussion, explanation of concepts by the teacher, evaluation of sources, both written and visual, student-centred activities like debates, group discussion, oral and power point presentations by students, role plays and project work.

Text and materials

History lessons require standard equipment to be brought every lesson including writing book and BYOD. They are expected to bring a black or blue pen, green or red pen, pencils, an eraser, glue, ruler, colour pencils, sharpener and scissors. 

In History we use a variety of resources, such as online websites and textbooks.

Grading policy

All assessment is criterion referenced and aligned to learning objectives as outlined in teacher’s termly projections. Teachers mark work on the basis of mark schemes made in collaboration with colleagues of the same year group.

Formative assessments may be given a progress grade, an effort grade or a comment. They help the teacher follow student progress and inform the learner about strengths and areas of development. All summative assessments are graded using a History Progress Map which is derived from and ultimately feeds into the IGCSE assessment specification.

Additional expectations

Homework is set according to the timetable and involves students in a variety of tasks, some written and some more creative. They may be asked to practice skills learnt in class, undertake research or work on a long-term project.