Our aim is that our History Curriculum should promote interest within our students and lead them to a wider and deeper understanding of the world in which we live. We aim to equip our students with the skills 
they need to be critical thinkers who are able to communicate complicated ideas. History is important; it is our collective memory. It shapes how we think about the place we live in and our role in the world. History encompasses key moments of national importance as well as key concepts like, revolution, democracy and empire. History is also personal as it challenges our students to think about themselves and how they think about the ‘individual’. We want our students to become skilful Historians who can select and analyse evidence, write extensively, interpret questions and think critically. Above all the study of History at Sale Grammar School is interesting and engaging!.
KS3 Curriculum - Course of Study
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Year 7
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Year 8
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Year 9
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Autumn Term 1
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· What is History?
· How did the ancient world shape your life?
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· How powerful were 17th & 18th century monarchs?
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· How did democracy come under threat in the Interwar years?
· To what extent Jews persecuted before the Holocaust?
· How were the Nazi able to implement the “Final Solution”?
· Why did Britain win World War Two?
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Autumn Term 2
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· Was the Norman Conquest really so significant?
· Why did medieval people build such glorious Cathedrals, but live in such simple houses?
· Why was the Archbishop of Canterbury murdered?
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· How united was the United Kingdom?
· Why do Britain and the USA have a “special relationship”?
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Spring Term 1
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· Could Medieval Kings always do what they wanted?
· How “hard” was life in the Middle Ages?
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· “From this filthy sewer pure gold flows”. Is this the best way to describe Victorian Manchester?
· Should the British Empire be a source of national pride?
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· Was the “Mother Country” a good mum?
· How do you fight a Cold War?
· “We’ve never had it so good”; has that been the story of post-war Britain?
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Spring Term 2
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· Why were the Peasants Revolting?
· Are Medieval wars worth remembering?
· How important were women in the War of the Roses?
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· Should the British Empire be a source of national pride?
· How democratic was Britain in the 19th century?
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Summer Term 1
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· Did Henry VIII line up to his public image?
· Why were Mary I and MQA such controversial figures?
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· What’s the truth about Victorian and Edwardian women?
· How would you commemorate the First World War?
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· Did the British Empire “jump” or was it “pushed”?
· Why was 9/11 significant?
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Summer Term 2
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· Was the reign of Elizabeth I really a “Golden Age”?
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· How would you commemorate the First World War?
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Extra Curriculum
KS3 Reading
Key Stage 4
Key Stage 5
YEAR 7 CORE LEARNING OBJECTIVES:
Chronology
- Sequence events e.g. a timeline
- Divide the past up in to different periods of time
- Identify some difference and similarities between periods of time
Knowledge and understanding. Students can provide:
- Some causes
- Some results of events
- Some changes
- Identify differences in people’s lives
- Use dates and historical terms in their work
Evidence
- Use sources of information to answer questions about the past
- Describe the source or rewrite parts of the source
Significance
- Identify that some events, people and changes were really important
Interpretation
- Understand that the past can be shown in different ways by different people
- Identify some viewpoints
- Identify positive and negative language
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Autumn Term 1
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- What is History?
- How did the ancient world shape your life?
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Autumn Term 2
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- Was the Norman Conquest really so significant?
- Why did medieval people build such glorious Cathedrals, but live in such simple houses?
- Why was the Archbishop of Canterbury murdered?
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Spring Term 1
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- Could Medieval Kings always do what they wanted?
- How “hard” was life in the middle ages?
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Spring Term 2
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- Why were the Peasants Revolting?
- Are Medieval wars worth remembering?
- How important were women in the War of the Roses?
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Summer Term 1
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- Did Henry VIII line up to his public image?
- Why were Mary I and MQA such controversial figures?
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Summer Term 2
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- Was the reign of Elizabeth I really a “Golden Age”?
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YEAR 8 CORE LEARNING OBJECTIVES
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Chronology
- Describe in detail features of past societies
- Explain why there are similarities and differences between periods
Knowledge and understanding
- Make links between causes, consequences and events
- Show how one cause led to another
- Explain which differences there were in History
- Explain how big these differences were in people’s lives in the past
- Write in a structured way
- Use connectives to link paragraphs
- Reach a supported conclusion
Evidence
- Identify what the sources say can be different
- Identify which sources are useful for the task
Significance
- Explain which events, people and changes could be judged as more important than others could and give reasons why
Interpretation
- Provide reasons why events, people and changes have been interpreted in different ways
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| Autumn Term 1 |
- How powerful were 17th and 18th century monarchs?
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| Autumn Term 2 |
- How united was the United Kingdom
- Why do Britain and the USa have a "special relationship"?
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| Spring Term 1 |
- "From the filthy sewer pure gold flows". is this the best way to describe Victorian Manchester?
- Should the British Empire be a source of national pride?
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| Spring Term 2 |
- Should the British Empire be a source of national pride?
- How democratic was Britain in the 19th century?
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| Summer Term 1 |
- What's the truth about Victorian and Edwardian woman?
- How would you commemorate the First World War?
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| Summer Term 2 |
- How would you commemorate the First World War?
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YEAR 9 CORE LEARNING OBJECTIVES
Chronology
- Explain different societies and periods from British and international History and make links between features within and across different periods
- Compare what life was like in different places and times and pick out the similarities and differences
Knowledge and understanding
- Explain the links between cause, consequences and events
- Breakdown and organise causes e.g. in terms of importance and long term, short term
- Explain why and give reasons why different people’s lives in the past were different
- Reach a balanced conclusion
- Use specialised historical vocabulary effectively and timely
- Use relevant and appropriate quotes to support your argument
- Write a well-structured, analytical piece of work
Evidence
- Evaluate strengths and weaknesses of sources through examining reliability and utility
- Use sources to support your argument
- Identify the nature, origin and purpose of a source
Significance
- Use criteria to explain which events, people and changes could be judged as more important than others
Interpretation
- Explain why there are different interpretations of events in History
- Evaluate which interpretation you think is most valid
| Autumn Term 1 & 2 |
- How did democracy come under threat in the interwar years?
- To what extent Jews persecuted before the Holocaust?
- How were the Nazi able to implement the "final solution"
- Why did Britain win World War Two?
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| Spring Term 1 & 2 |
- Was the " Mother Country" a good mum?
- How do you fight Cold War?
- We've never has it so good; has that been the story of post-war Britain?
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| Summer Term 1 & 2 |
- Did the British Empire "jump" or was it "pushed"?
- Was religion the cause of the 9/11 attacks?
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Overview
Students will follow the AQA Specification, which enables students to study a broader spectrum of History including; 50% British History, a thematic sweep through 1000 
years and in-depth studies into Korea and Vietnam. The course will therefore provide students with an understanding of some of the key events which have shaped the country and world we live in today.
The GCSE course is interesting and always very popular, building on the skills students have developed in Key Stage 3. It is an academic subject which develops source evaluation skills and the ability to write extended answers; both of which are used extensively during the two years.
Assessment
The course is assessed in two units, as follows and has no Non-Examined Assessment (NEA)
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Paper 1:
“Understanding the modern world” will be studied in Year 10.
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Unit 1
America, 1920-1973: opportunity and inequality. This period of study focuses on the development of the USA during a turbulent half century of change. It was a period of opportunity and inequality – when some Americans lived the 'American Dream' whilst others grappled with the nightmare of poverty, discrimination and prejudice.
Unit 2
Conflict and tension in Asia 1950-1975. This wider world depth study enables students to understand the complex and diverse interests of different states and individuals and the ideologies they represented. It focuses on the causes and events of the Cold War in Asia, specifically the Korean and Vietnam wars, and why it proved difficult to resolve the tensions which arose.
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Paper 1 is assessed in a 2-hour examination and accounts for 50% of the overall marks.
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Paper 2:
“Shaping the nation” will be taught in Year 11.
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Unit 1
Britain: Migration, empires and the people: c790 to the present day. This thematic study will enable students to gain an understanding of how the identity of the people of Britain have been shaped by their interaction with the wider world. It will consider the ebb and flow of peoples into and out of Britain and evaluate their motives and achievements. It considers the causes, impact and legacy of Empire upon the ruled and the ruling in the context of Britain’s acquisition and retreat from Empire.
Unit 2
Elizabethan England, c1568-1603. This British depth study focuses on major events of Elizabeth I’s reign - considered from economic, religious, political, social and cultural standpoints, and arising contemporary and historical controversies. This unit also includes the study of an historical site, which is chosen by the AQA every year.
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Paper 2, like Paper 1, is assessed via a 2-hour exam with 50% of the overall marks. Both exams will be sat at the end of Year 11.
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Why Study History
- Simply because you love it – a genuine interest and passion in the subject is a must!
- The skills you acquire, such as research skills and the ability to construct supported arguments and answers, are highly valued by employers and universities.
- History feeds into a wide range of careers and professions e.g. law, journalism, accountancy, human resources, a wide variety of graduate schemes and, of course, teaching!
- Enjoy reading about the subject.
- Its reputation – it is viewed as one of the most rigorous and academic A-Levels by universities.
- The Year 13 Historical Investigation (NEA) will help you prepare for university life and independent study.
Our Department
- Staffed by four History graduates who love their subject!
- Teaches the AQA History A-Level.
- Well stocked with textbooks specifically written for A-Level examinations, with plenty of additional reading material available also.
Need more information?
We offer two different A-Level History Courses:
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Course 1: Conflict
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A LEVEL
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HIS1C The Tudors:
England, 1485 - 1603
Taught by Miss Mattox
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HIS2K America:
A Nation Divided,
1845-1877
Taught by Miss
Wilkinson
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Unit 3 Historical Investigation (NEA) Coursework – approximately 3500 words covering
the causes of the First World War
20% of A-Level
Completed throughout Year 13
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Course 2: Power and People
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A LEVEL
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HIS1H Tsarist and
Communist Russia,
1855-1964
Taught by Miss Cooper
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HIS2M Wars and
Welfare Britain in
Transition 1906-1957
Taught by Miss
Robinson
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Unit 3 Historical Investigation (NEA) Coursework – approximately 3500 words covering
the Tudor dynasty
Completed throughout Year 13
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Course requirements
- Minimum of a Grade 6 in GCSE History or a similar subject (English, Geography, GCSE RS).
- A committed, hardworking approach.
- Willingness to read widely, with no aversion to writing essays or producing lots of detailed notes!
- Participation in seminar style lessons.
