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History

 

subject overview

As teachers of History at Harrow High, we want our learners to generate an interest and passion in the past that will remain with them for life. We wish to transmit knowledge and understanding of the past, both within the United Kingdom and of the wider world and aim that our learners continuously develop life skills such as thinking, evaluating, analysing, empathising and communicating. It is also part of our responsibility, to instil the gift of developing written skills and critically assessing events. Therefore, learners can formulate their own views on which explanations they think seem most convincing. In this way, they develop their own ability to argue both logically and lucidly and have every opportunity to do the best they can.

unit overview - autumn term

Skills

  • Using a range of chronology to understand the key events in the topic.
  • Showing and using a range and depth of historical knowledge to analyse understanding.
  • Developing skills to examine various interpretations of history and what they mean.
  • Organisation of work via learning essay writing skills focusing on analysis.
  • Developing communication skills via presentations, speeches, news reports and projects.
  • Developing a range of vocabulary using knowledge organisers.
  • Making connections between different events and time periods.
  • Developing exam skills to answer the exam questions.

Knowledge

  • To examine what the early challenges were to the Weimar Republic and the changes in German society between 1924 -29.
  • Analyse the development of the Nazi party and how the Nazis became so popular.
  • Evaluate the role played by the Munich Putsch and how Hitler became chancellor.
  • Examine how Hitler created a dictatorship between 1933-39, including the setting up of the police state, influencing attitudes and combating any resistance and opposition.
  • Evaluate life in Nazi Germany including the role of women, education, Jews, living standards and the persecution of minorities.  

Rationale

  • This unit is essential to bridging the gap between KS3 & KS4. It will help learners gain a broader understanding and contextual knowledge of the development Weimar Germany and Nazi Germany during this pivotal period in History, which has influenced many key events during the course of the twentieth century.
  • The unit is part of the GCSE syllabus therefore it is necessary to teach it and it is a balance between short questions and source work. It is interesting for our learners as there is opportunity to explore what a dictatorship is like and why some countries turn to these alternatives. It also provides scope for learners to gain a deeper understanding into the lives of everyday people and how they found themselves so helpless against such a tyrannical ruler like Hitler.
  • Learners are expected to acquire knowledge and exam skills as specified in the specification for this unit and to apply it progressively throughout the course across the topics and across the skills in order to understand the importance and relevance of transferring skills and knowledge. The diverse range of activities offered in this unit enables learners to broaden the range or reading, writing and thinking activities that they will use.

unit overview - spring term

Medicine

Skills

  • Using a range of chronology to understand the key events in the topic.
  • Showing and using a range and depth of historical knowledge to analyse understanding.
  • Developing skills to examine various interpretations of history and what they mean.
  • Organisation of work via learning essay writing skills focusing on analysis.
  • Developing communication skills via presentations, speeches, news reports and projects.
  • Developing a range of vocabulary using knowledge organisers.
  • Making connections between different events and time periods.
  • Developing exam skills to answer the exam questions.

Knowledge

  • To examine what the main ideas were about the causes, approaches and prevention of disease was during the medieval period 1250- 1500, Medical Renaissance 1500-1700, Medicine 18th & 19th century and Medicine in modern Britain.
  • Analyse the role of key individuals in medicine.
  • Evaluate the Black Death, Great Plague, Cholera and the development of Penicillin.  
  • Evaluate the context of the British sector of the Western Front and the conditions requiring medical treatment in 1914 -1918.

Rationale

  • This unit is vital in demonstrating and further helping learners gain a broader understanding and contextual knowledge of the development of Medicine over time and how we have got to the technological advances we have today in medicine.
  • The medicine unit is part of the GCSE syllabus therefore it is necessary to teach it and it is a balance between short questions/ essays and source work. It is interesting for our learners as there is opportunity to explore where our medical beliefs and inventions have come from and as some would like to train as doctors for the future it’s an excellent introduction to medicine as a career.
  • Learners are expected to acquire knowledge and exam skills as specified in the specification for this unit and to apply it progressively throughout the course across the topics and across the skills in order to understand the importance and relevance of transferring skills and knowledge. The diverse range of activities offered in this unit enables learners to broaden the range or reading, writing and thinking activities that they will use.

unit overview - summer term

 Early Elizabethan England

Skills

  • Using a range of chronology to understand the key events in the topic.
  • Showing and using a range and depth of historical knowledge to analyse understanding.
  • Developing skills to examine various interpretations of history and what they mean.
  • Organisation of work via learning essay writing skills focusing on analysis.
  • Developing communication skills via presentations, speeches, news reports and projects.
  • Developing a range of vocabulary using knowledge organisers.
  • Making connections between different events and time periods.
  • Developing exam skills to answer the exam questions.

Knowledge

  • To examine the problems Elizabeth faced as Queen
  • Analyse the impact of religion on Elizabethan England
  • Evaluate the threats to Elizabeth from Catholics and Mary, Queen of Scots
  • Explain the causes of the invasion by the Spanish Armada

Rationale

  • This topic allows for an in depth study of a relatively short historical period through which learners can develop their subject knowledge and have a significant understanding of an important historical figure and the impact this part of British History has had on our lives today. The role of a strong female leader ties in with the current world and helps engage the interest of all learners giving them the knowledge that gender did not limit achievement 500 years ago.
  • The Religious conflict between Catholic and Protestant that first began in this period is something that has affected both British and world history ever since and to some extent continues to do so. This topic focuses much of its knowledge on the impact of religion on society and issues caused by religious division. This unit is part of the GCSE syllabus therefore it is necessary to teach it and it is a balance between short questions and essay work.
  • Through the use of ‘How far do you agree…’ type questions, this topic allows learners to develop their skills in historical evaluation.  Learners are expected to acquire knowledge and exam skills as specified in the specification for this unit and to apply it progressively throughout the course across the topics and across the skills in order to understand the importance and relevance of transferring skills and knowledge. The diverse range of activities offered in this unit enables learners to broaden the range or reading, writing and thinking activities that they will use.

knowledge Organiser

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

  • Quiz themselves at home, using the read, write, cover, check method.
  • Practise spelling key vocabulary
  • Further researching people, events and processes most relevant to the unit.