History

Course description

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

History develops an interest in, and enjoyment of, exploring the past. A study of History in Year 7 provides opportunities for examining events, people and societies from the Ancient and the Medieval world. The syllabus is closely related to the National Curriculum for England, though modified to suit local requirements.

Course Aims

The aim of History at this stage is to develop the concept of continuity vs. change, similarity vs. difference, cause and consequence among young students. It also helps to develop certain skills—intellectual, moral and attitudinal.

It focuses on the development of specific skills – such as the interpretation of sources, empathy, explanation, and writing extended response answers using the PEEL format. The course structure is as follows:

I. Concept Based Unit: Violence in Society - The Ancient Romans

• Historical sources and how to use them

• The Beginnings of Rome

• The Roman Republic

• How did the Romans extend and control their Empire?

• How civilised were the Romans?

• Entertainment

• Legacy of the Romans

II. Concept Based Unit: Monarchy in the Medieval Age - The Normans

• 1066: The Norman Conquest of England

• The Feudal System

• Norman Castles

III. Islamic Empires

• The spread of Islam across the world

• Ancient Baghdad

• Caravanserai and travel

IV. Independent Study Project

• Students pick a topic from the time periods covered in the year and create an independent study to present to the class. Students are free to choose any topic, such as the development of the Medieval Middle East or a comparison of Medieval Baghdad with Medieval London.

Course outcome

The development of skills is an ongoing process in Key Stage 3 and the pupils learn, practise, combine, develop and refine a wide range of skills. The key skills that we focus on are:

• Source analysis

• Chronological understanding

• Time Management skills

• Essay writing

• Concept mapping

• Decision making

• Presentation skills

• Critical thinking

Types of assessment

Assessment will be an on-going process including formative and summative assessments. Different teachers may use different assessments throughout the year.

Examples of work that are assessed:

• Written assignments and Extended Response Tasks

• Source Analysis

• Oral presentations e.g. debates and discussions

• Quizzes e.g. Kahoot

• Role-plays

Methodology

The methodology used in Year 7 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. Laptops are used to enhance and strengthen the student’s participation and engagement.

Text and materials

History lessons require standard equipment to be brought to every lesson including an exercise book and BYOD. They are also 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 sources, including 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 teachers 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 practise skills learnt in class, undertake research or work on a long-term project.