Year 9 History

Curriculum Intent

We want all of our young people to become competent scholars of the past, ensuring all students develop a love and understanding of our history. We teach the fundamental skills that allow all students to understand the importance of the people that have come before us. Our students learn substantive and important facts, they develop and gain the ability to argue, and they become effective communicators. Through the concept of the trivium our schemes of learning bring established values and developing paradigms together; where knowledge and understanding sit alongside cultural capital, and where skills are interwoven with the content.

Our Vision

To both promote a curiosity about how the study of the past shapes the thinking, actions and values of young people in the present and the future. To support the development of students into confident historians.

Students will develop the ability to ask the right questions and use a range of evidence with confidence and produce beautiful work, crafted with pride. Learning will be supported by high quality teaching and modelling of historical literacy, alongside a developing understanding of a coherent, chronological narrative of Local, British and World History. Students will be provided with the knowledge and understanding to interpret the world in which they live in order to challenge or support the values of the future. In understanding their own identity, students will gain a respect for people of the past and be able to communicate their findings with clarity.

Our Purpose

A high-quality history education should enable all students to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire students’ curiosity to research the past and understand how it forms the future. Teaching should equip students to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps students to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Themes

The topics we study will be include the following themes in Key Stage Three, and these are continued into GCSE and A Level –

Religion
Societies and Culture
Government and Power
Trade, Empire and Economic Growth
Warfare

Autumn Term 1

Is there such a thing as an Original Brit?

Grammar

Students study the following: Migration during the Roman Era followed by Anglo-Saxon migration. The impact of Jewish and Huguenot migration are then considered. The status of Blanke and Francis are then discussed when focusing on Tudor migration. Finally looking at Indian migration and the Windrush generation.

Dialectic

Students ascertain and prioritise cause and consequence and an appreciation of similarity and difference. They discover importance and appreciate significance. Source analysis develops their handling of bias, evidence and interpretation.

Rhetoric

Students will be assessed by a combination of; low stakes testing, spoken contributions, and a variety of different written tasks. Students also have the opportunity to showcase their abilities with research work and more developed project activities.

In school...
How can I support this unit at home...

The history of… migration into Britain

Traditionally migration to England has been taught with the Windrush generation in mind, however, Britain is a nation built on immigration, from the Romans, including Ivory Bangle Lady and Beachy Head Lady, to the Huguenot clock makers. It is important for us to be aware that many immigrants are integral to the workings of Britain, for example, without the Jews invited over during the Norman Conquest, it’s unlikely many grand castles or cathedrals would have been built, which would have made Britain look very different. It’s also interesting to see how England derived its own name from a group of immigrants between 410 to 1066 and how local populations react when a new wave of immigration happens.

History TV Channels
There are very popular and engaging History TV channels that are largely free, either on air or online.
These show an endless variety of History based programming, whether it is on specific historical events, characters or civilisations. The range is unexpected and will always engage. These don’t have to be just viewed to cover the content your child is learning at school – engaging in History of any topic builds the knowledge and transferable skills that can be linked and used whatever your child is studying at that time. Above all this unit will further and understanding and appreciation of the past.

Autumn Term 2

How did the inter-war years influence the rise of extremism?

Grammar

Students study the following: The political uncertainty in Germany following World War One, then the Golden Years, fuelled by bridging loans. The economic depression of the 30s and how that contributed to the rise of fascism in Germany.

Dialectic

Students ascertain and prioritise cause and consequence and an appreciation of similarity and difference. They discover importance and appreciate significance. Source analysis develops their handling of bias, evidence and interpretation

Rhetoric

Students will be assessed by a combination of; low stakes testing, spoken contributions, and a variety of different written tasks. Students also have the opportunity to showcase their abilities with research work and more developed project activities

In school...
How can I support this unit at home...

The history of… the inter-war period

The interwar period was relatively short, yet featured many significant social, political, and economic changes throughout the world. Mechanisation led to the development of social and economic mobility for the middle class. However, the turbulent economics of the 1930s meant Germany was desperate for strong leadership. Learning about the rise of the Nazis enables students to focus on interpretation and to question sources of information.

Watch a movie

There are so many engaging films, that whilst not being documentaries are hugely historic and convey wonderfully the proper context and characters of the events being portrayed in the film.

There are big ‘event’ blockbusters that cover well known moments in History (eg ‘Pearl Harbor’, ‘1917’ and ‘Dunkirk’) and there are films which embrace smaller key moments yet show a lot of great history (eg ‘The King’s Speech’ will follows the journey of King George VI to overcome his speech impediment to speak in public more successfully). The List of films available is endless!

Spring Term 1

Was World War Two the first modern war?

Grammar

Students study the following: What caused World War Two including appeasement and the main events starting with Dunkirk and the defeat of the British Army. We focus on D-Day and discover how Merville Barracks got its name. Finally we consider the implications of nuclear warfare.

Dialectic

Students ascertain and prioritise cause and consequence and an appreciation of similarity and difference. They discover importance and appreciate significance. Source analysis develops their handling of bias, evidence and interpretation

Rhetoric

Students will be assessed by a combination of; low stakes testing, spoken contributions, and a variety of different written tasks. Students also have the opportunity to showcase their abilities with research work and more developed project activities

In school...
How can I support this unit at home...

The history of… World War Two

World War Two was, arguably, the most significant and influential event of the twentieth century. The devastation is almost incalculable. Total military and civilian deaths are estimated at 70 to 85 million, about 3% of the global population during that time. World War Two also saw the dawn of the nuclear age. Not only does the study of World War Two enhance understanding about the atrocities and costs of war, but also questions how wars can be avoided in the future.

Visit a History Museum

Visit any history museum during a school holiday. As well as being a great family day out, have a conversation with your child about the history that you see while viewing the impressive exhibitions on show.
There are many local museums – as well as the big national museums in London such as the History Museum, The Victoria and Albert Museum and many more. There are themed museums as well as general History museums. Many museums have been updated and allow a far more hand-on approach to exhibits. Modern technology also is used to create a far more engaging experience. Museums also have a strong website presence, so that you may be able to tour and research the exhibits online

Spring Term 2

What was the impact of the Civil Rights Movement?

Grammar

Students study the following: Jim Crow and life after slavery in America. Responses to the rising threat of the KKK. The Great Migration and the impact of both wars on Civil Rights. The short term cause, the murder of Emmett Till. Desegregating schools. Impact of the Montgomery Bus Boycott.

Dialectic

Students ascertain and prioritise cause and consequence and an appreciation of similarity and difference. They discover importance and appreciate significance. Source analysis develops their handling of bias, evidence and interpretation

Rhetoric

Students will be assessed by a combination of; low stakes testing, spoken contributions, and a variety of different written tasks. Students also have the opportunity to showcase their abilities with research work and more developed project activities

In school...
How can I support this unit at home...

The history of… the Civil Rights Movement

The civil rights movement was an empowering yet precarious time for Black Americans. The efforts of civil rights activists and countless protesters of all races brought about legislation to end segregation, Black voter suppression and discriminatory employment and housing practices. The March on Washington for Jobs and Freedom was the largest civil rights protest in US history, and contributed to the successful implementation of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. However, it is also important to consider the impact of the Civil Rights movement on today’s modern society.

Watch bespoke History online learning

History is such a popular area of creative and shared leisure activity. There are well known programmes available such as the ‘Horrible Histories’ TV programmes (and a Film too!).

Many people have created their own online versions of short answers and factual documentaries about areas of history that are studied by school students. there are also TED talks and other talks and lectures available online. YouTube is the biggest library of these.

History is officially the most popular leisure activity, whether it is to uncover family ancestry , follow archaeology or to visit museums or read magazines and books dedicated to the past. BBC History magazine is eclectic and very accessible, and is one of the most popular monthly magazines published.. there are History specialist magazines for juniors, and the biggest section in any bookshop is the History section. You can join or just watch Historical recreations (the annual recreations at Kentwell Hall at Long Melford are great fun). And membership of the National Trust is a very cheap way to enjoy many historical attractions all over the country.

Summer Term 1

What conditions and ideologies made the Holocaust possible?

Grammar

Students study the following: The reasons for studying the Holocaust from a historical perspective. Antisemitism and pre-war life. Discriminatory laws and the terror of Kristallnact. The final solution and lessons from Auschwitz. Liberation, resistance and defiance.

Dialectic

Students ascertain and prioritise cause and consequence and an appreciation of similarity and difference. They discover importance and appreciate significance. Source analysis develops their handling of bias, evidence and interpretation

Rhetoric

Students will be assessed by a combination of; low stakes testing, spoken contributions, and a variety of different written tasks. Students also have the opportunity to showcase their abilities with research work and more developed project activities

In school...
How can I support this unit at home...

The history of….the Holocaust

The Holocaust illustrates the dangers of prejudice, discrimination, antisemitism and dehumanisation. It also reveals the full range of human responses, raising important considerations about societal and individual motivations and pressures that lead people to act as they do, or to not act at all. Learning about the Holocaust allows students to think critically and to recognise political rhetoric, enabling them to stand up for their own rights and those of others around them.

So Many Different Histories!

We are all living through history, every day. Understanding and appreciation of what is happening now is a very good way to put our lives into historical context as well as helping with the language and vocabulary that students may find challenging at school. There are many facets to history – apart from the well-known classic areas of the past such as the Romans, The Tudors, The Victorians and The Nazis, there are other branches and types of History. Political History for example, that focuses on power, and those who seek it, use it and at times, misuse it. Economic history helps us to understand those drivers of change, that created empires, dynasties, fortunes and fools.

Social history is about the ordinary people from the past who we can still touch through the legacies of what they did and how it shaped us today. Black history, LGBTQ history, Women’s history, Landscape history, Archaeology, Family history, Military history, Transport history, Sporting history, Scientific history and so many more – there is always something that can ignite a passion for history amongst students and their friends and families – and investigating what you like and where you can find it locally is a good way to start. As Chairman Mao, founder of the People’s Republic of China said in 1949 ‘Even the World’s longest journey begins with the first small step’.

Summer Term 2

How has modern history shaped our world?

Grammar

Students study the following: How did the development of the Atomic Bomb lead to the development of the Cold War? What was the Domino effect and how did it influence the Korean and Vietnam wars? Apartheid – Who was Nelson Mandela? Who shot JFK? Why was the destruction of the twin towers so significant?

Dialectic

Students ascertain and prioritise cause and consequence and an appreciation of similarity and difference. They discover importance and appreciate significance. Local source analysis develops an understanding of local history in a national context

Rhetoric

Students will be assessed by a combination of; low stakes testing, spoken contributions, and a variety of different written tasks. Students also have the opportunity to showcase their abilities with research work and more developed project activities

In school...
How can I support this unit at home...

The history of… how modern history has shaped the world

History helps one to understand the immense complexity of our world and therefore enables one to cope with the problems and possibilities of the present and future. History provides us with a sense of identity. People need to develop a sense of their collective past. Events in the past have made us what we are today. Modern history in particular allows us to understand how ideas and opinions have developed over time and what we can do to improve the environments we live in. It allows us to see how the struggles of the past have shaped our future.

Take a walk

Colchester is one of the most historic towns in the world! It is Britain’s oldest town and one of the few places that has been the Capital of England. It has huge Celtic importance, with its dykes and ditches and earthworks still in evidence (go to Gosbecks!). The Roman Circus at Abbey Fields is one of the most important and significant finds in Northern Europe for Roman history and there is a magnificent museum at its edge run by the Colchester Archaeological Trust. There is evidence of two thousand years of History all over Colchester, with Roman and Medieval town walls, the harbour at the Hythe, wonderful medieval churches, chapels and the ruins of a Priory. And Colchester played a notable part in the English Civil War, coming under siege.

The more modern industrial heritage can be seen in the great buildings on the High Street, and all around the town. And the old Garrison which is still preserved through buildings, walls and its parks remains to show us the 200 year history that Colchester has played in the military history of this country. And nearby there are still relics from modern Wars – deserted airfields and pill box gun emplacements, and memorials in every village to those from these parts who lost their lives.

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