Exceptional Education at the Heart of the Community

History

Purpose of Study

History is fundamental to helping students engage in all manner of conversations and debates, both casual and important. Students should leave secondary school with a firm grasp of the substantive and second order concepts that underpin their understanding of the world around them and why it is the way it is, allowing them to take part and never feel powerless in the conversations and debates they will engage in for the reset of their lives. History is uniquely positioned to do this through the breadth and depth of historical examples available for students to study.

·        Promoting understanding of Second Order Concepts: Engaging all pupils in the core ideas and principles that underpin great history, including familiarity, deployment and challenge of second order concepts including: Causation and Consequence; Change and Continuity; Significance; Similarity and Difference as well as interpretations.

·        Promising understanding of Substantive concepts: Developing students understanding of key knowledge based concepts such as: democracy; monarchy; empire; power.

·        Pursuing excellence in their historical thinking: Developing pupils’ ability to communicate their own historical judgements in a nuanced and academic manner, supported through rigorous interrogation and deployment of well selected evidence.

Aims

The Oasis Academy Silvertown curriculum for history aims to develop students’ breadth and depth of historical knowledge, building a chronological framework of history set in a local, national, and international context by:

·        Studying and interrogating sources and interpretations of specific events, individuals and periods from History

·        Engaging in history that covers the breadth and depth of British History whilst putting it in context of World History

·        Encouraging students to engage with actual historical debates and build their confidence in presenting their own arguments whilst evaluatively criticising the arguments of others.

·        Develop a lifelong love of history underpinned by enquiry,

·        Have sufficient depth of knowledge, substantive and second order concepts that by the end of KS3 students are in a position to continue to engage in history independently or by continuing their studies

·        Engage and apply their knowledge to the world around them and the history they encounter, including books, films, historic buildings, museums, music, art work.

Outside the History Classroom:

As stated in the purpose and aims, History is more than just what you learn in the classroom. It is about developing cultural capital to help students engage and interpret the world around them. Beyond the History classroom we facilitate this through:

·        Cultural visits to heritage attractions of local and national significance, including the Museum of London Docklands and Whitechapel

·        PSHE sessions and assemblies on Remembrance and Black History

·        A growing history library stocked with accessible historical texts and historical fiction.

·        Entering students into national competitions, such as the HA historical fiction contest (One of our students won the competition in 2019)

·        Enquiry specific suggestions for extra reading, watching or listening that students could engage in to deepen their understanding.

History Curriculum Overview

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1    

 Summer 2

7 – Features of the Middle Ages

Who was the man buried near Stonehenge?

 

 

Why did William Win the Battle of Hastings?

What was life like in Medieval England?

Revision/Global Assessment/Significant thinkers

8 – Power , Religion and Britain’s place in the world

What impact has migration had on Britain?

When was the Reformation?

Why has the ‘Indian Mutiny’ been interpreted differently?

Why did the workers of Silvertown go on Strike?

How did the Monarchy lose its power?

Revision/Global Assessment/Further Migration

9 – Significant events of the 20th Century

What impact did the Jarrow Crusade have?

Why was there a World War in 1914?

Why did Katahe Kollwitz create war?

Civil Rights  - UK vs USA

What was the turning point in the position of Women in the 20th century?

Revision/Global Assessment/Holocaust

10

GCSE

Crime & Punishment

Crime and Punishment

Whitechapel/Cold War

Cold War

Cold War

Weimar & Nazi Germany

11

GCSE

Weimar & Nazi Germany

Weimar & Nazi Germany/Early Elizabeth

Early Elizabeth

 

Revision

Revision

GCSE Exams