WHO’S WHO?
Progress Leader: Mr S Watkiss
Teaching Staff: Mr P McNicol, Mr J Messham
Link Governor: Mrs G Sinnott
OUR AIMS
Here at Up Holland, we aim to provide a curriculum that inspires students to investigate the past in an engaging manor but that also to develop a passion for subject that is resonates from the staff. Our intent is to develop Up Holland High School student’s with a broad overview of British history from c400 - present, Students at Up Holland will have a firm grasp on significant events and people and how towards the later part of the Early-modern period Britain’s role in the wider world. Through their learning, students will develop a chronological understanding of the key events and developments politically and socially and be able to evaluate the significance. Furthermore, they will analyse various pieces of evidence to come to well-substantiated conclusions about the past. Students will also explore different interpretations of the past and consider how and why interpretations differ. As students progress building on their understanding of historical concepts, knowledge and the ability to recall will help underpin their growth as inquisitive critical thinkers.
Homework will focus on supporting their understanding of historical language and researching people/events around the world at the same time of the unit being studied to give them a broader understanding of history. At Up Holland we also understand the importance of building cultural capital for all our students and how this can further help them grow a wider understanding of the world through their study of history. This is further supported by the teaching of British Values within the History curriculum, promoting respect, tolerance, acceptance and empathy. By the time our students leave us they will have developed how to organise their thoughts and articulate them clearly, respectfully and leave Up Holland as confident well-rounded young adults with an understanding of how the modern world has been shaped by the events of the past.
YEAR 7 |
|
|
TERM
| UNIT OF STUDY
| KEY SKILLS / LEARNING
|
Autumn
| Who ruled England c400-900AD?
The Norman Conquest
| * Identifying/describing/explaining
* Analysis of evidence
* Making judgements
|
Spring
| What was life like in Medieval England?
Power and Conflict in the Medieval Period
| * Describing/explaining
* evaluating
* Outline narrative account
* Significance
* Source analysis
* Interpretations over time
|
Summer
| Chaos and Conflict in the Medieval Period
Women that Shaped the World
| * Describing/explaining/judgements
* Outline narrative
* Change and continuity
* Relative significance
|
YEAR 8 |
|
|
Autumn
| Turmoil under the Tudors The English Civil War | * Describing/explaining
* Interpretations
* Change and continuity
* Significance
* Source analysis
|
Spring
| The International Slave Trade
The Industrial Revolution
| * Interpretation
* Source Analysis
* Research – local history
* Judgements
|
Summer
| The Rise and Fall of the British Empire
Crime & Punishment A Thematic Study | * Change and continuity
* Outline narrative
* Source analysis
* Evaluating change over time
|
YEAR 9 |
|
|
Autumn
| Significant events of World War 2
Post World War 2 Britain
The Holocaust
| * Significance
* Interpretation
* Source analysis
* Research
|
Spring
| The Impact of Terrorism on the Modern World | * Source analysis & evaluation - accuracy and utility of evidence
* Research
* Interpretation
|
Summer
| USA – The Great Depression Depth Study
USA 1930 - 2000 Social Change Breadth Study | * Evaluating key changes
* Source analysis – focus on message and purpose of cartoons
* Research
|
ENRICHMENT OPPORTUNITIES
Year 8 trip to the International Slave Trade Museum Liverpool.
HOW TO SUPPORT YOUR CHILD'S LEARNING
Ask them what they think about specific events in history? Why was it important?
Encourage them to watch documentaries and read books on historical people or events that capture their interest and imagination.
WHERE TO GO:
Year 7 – Chester to explore Roman History, Castles in the North West such as Lancaster Castle and Clitheroe Castle. Conwy Castle is also a great example showing the power of the Norman and Plantagenet kings.
Year 8 – International Slave Trade Museum, Liverpool. Speke Hall, Liverpool designed in the Tudor style and Rufford Old Hall where a young William Shakespeare was rumoured to have performed. Quarry Bank Mill would be worth visiting to coincide with when we study the Industrial Revolution.
Year 9 – Imperial War Museum Manchester. The National Holocaust Centre and Museum, Nottingham.
WHAT TO WATCH:
Key Stage 3 - Horrible Histories the Movie / Cromwell / Gunpowder / Roots / 12 Years a Slave / Armistad/ Blackadder goes forth / The Trench / Passchendaele / 1917/ Testament of Youth/ Saving Private Ryan / Pearl Harbour / Battle of Britain / Dunkirk / The Pianist / Conspiracy / Schindler’s list.
WHAT TO READ:
Biographies about William the Conqueror, King John, Henry VIII, Elizabeth I, Cromwell, Martin Luther King, Malcolm X
Dan Jones: Crusaders
Ian Mortimer: The Time Traveller’s Guide to Medieval England/Elizabethan England
Slavery: 12 years a slave by Solomon Northup
WW1: They called it Passchendaele, War Horse, All quiet on the Western Front
Andrew Crozier: The Causes of the Second World War
USA in the 1930/40/50/60’s and Civil Rights: Of Mice and Men, Catcher in the Rye, The Feminine Mystique, To Kill a Mocking Bird, The Help, Malcolm X autobiography
The Holocaust: The diary of a Young Girl Anne Frank, The Book Thief, Hitler’s Willing Executioners: Ordinary Germans and the Holocaust by Daniel Jonah Goldhagen.
ONLINE:
English Heritage
History Learning Site
ClassZone
The Story of Mankind
BBC Bitesize History
FUTURE CAREERS:
GCSE History is a highly regarded as a strong academic qualification by employers and in further education. It gives students a wide range of transferable skills such as logical argument, research skills, analysis of data, problem solving, creative thinking and empathy. Some professions where these skills may apply include: Academic researcher/ Archaeologist/ Archivist/ Heritage manager/ Historic buildings inspector/conservation officer/ Museum education officer/ Museum or gallery curator/ Museum or gallery exhibitions officer/ Secondary school teacher/lecturer/ Police Officer/ Lawyer/ Writer/ Journalist/ Politician/ Historical advisor TV/Film/ Social Worker.