History

Course description

This is the third Year of the three-year Key Stage 3 History course.

The learning of History at this stage encourages students to respect and understand the world around them. This is achieved through the study of individuals, societies and environments in a historical context and the interplay of contemporary, geographical, political, social, economic and technological factors. The syllabus is closely related to the National Curriculum for England, though modified to suit local requirements.

Course aims

The aim of History in Year 9 is to give the students a sound understanding of key issues, events and concepts which have shaped the history of the 20th century. 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

1. World War I

• Causes – long term and immediate; results – special emphasis on Treaty of Versailles

• Trench Warfare – creative project on life in the trenches

• Dragons Den Weapons group work

• Battle of the Somme – critical enquiry based on the role of General Haig

2. Concept Based Study on Peacemaking:Treaty of Versailles Special study

•  Students study the Treaty of Versailles from a variety of angles incorporating all the Humanities based subjects in order to ensure deep learning and an understanding of the key concepts.

3. Hitler’s Rise to Power

• Links to the Treaty of Versailles

• Different forms of government and further investigation into dictatorship.

• Hitler’s early life and rise to power

4. World War II

•  Cause of World War Two

•  Interpretations about Dunkirk and Dresden.

•  Home Front during the war

•  Source based enquiry into whether the Atom Bomb was justified in Hiroshima

5. Decolonisation

• India

• Kenya

• Middle East

• Suez Canal

6. The Cold War and Civil Rights

• How did the Cold War come about?

• Political ideology

• Key moments post World War II

Course outcomes

The development of skills is an ongoing process in Key Stage 3 and the students learn, practise, combine, develop and refine a wide range of skills. The key tools to enhance/teach these skills that we focus on are:

• Discussion

• Debate

• Source analysis

• Chronological understanding

• Time management skills

• Exam taking skills

• Note making skills

• Concept mapping

• Decision making

• Presentation skills

• Essay writing

• Critical thinking

Types of assessment

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

Different teachers may use different assessments throughout the year.

Type of Assessment

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

• End of Year Exam

Methodology

The methodology used in Year 9 is interactive and varied. The methods used for teaching History in Year 9 include interactive class discussion, explanation of concepts by the teacher, evaluation of sources, both written and visual, movie dramatisations, documentaries, learner-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 equipment. They are expected to bring a black or blue pen, green or red pen, pencils, an eraser, glue, ruler, colour pencils, sharpener and scissors.

A key text is Aaron Wilkes’ War, Technology and Identity, although we do not use it exhaustively. Other resources such as multimedia and online materials are used selectively.

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.