Enquiry Form

Humanities

Humanities at Deira International School

Within the Humanities department we aim to deliver a wide and varied curriculum. We seek for our students to develop a passion for the subjects that we teach and hope that many will elect to continue to study Geography and History at IGCSE and IB level. Many of the skills that they will require for these examination courses are fostered in Key Stage 3. Much of the curriculum also gives the students opportunities to build the foundations of essential topic knowledge and understanding.  

Our curriculum aims to develop students that are concerned about issues that affect not just their local area but communities and environments in other parts of the world. The Humanities curriculum makes a significant contribution to the curriculum of the school due to the subjects focus upon the study of places and the impacts of people and events past and present. All aspects of Humanities require pupils to critically enquire and personally reflect on space, place and historical events. The department aims to create informed, inquisitive and analytical pupils who can appreciate the world beyond their experiences. 

Please click on the arrow for a detailed breakdown:

Curriculum Intention  

In Year 7 students learn about the concepts of Geography & History. Students will learn about what it means to be a Geographer and a Historian. The essential skills required are practiced through the investigation of a variety of place and time case studies. Later in the year students will focus in specific detail on the topics of The Roman Empire and Antarctica.  

In Humanities at year 7, using the topics mentioned above, students are taught how to practice and develop the following skills: 

1. Graphing

2. Data Analysis

3. Primary & Secondary Source Analysis

4. Extended Answer Writing

As well as having specific learning objectives and success criteria, each lesson also ties in with a big question idea. This will be referred to throughout each scheme of work, allowing students to make connections between lessons within the topic and across the year. 

Humanities at year 7 acts as the perfect bridge between topics covered at KS2. The topics chosen are different from those covered by the KS2 curriculum and the specific skills students will acquire to be successful. The topics chosen for Year 7 Humanities are chosen to excite, engage and challenge our students. They are also chosen so links between the two subjects can be allowing for greater coherence. 

Curriculum Implementation  

Students are taught through various approaches and methods including:

1. Lessons clearly structured with Learning Objectives and Success Criteria.

2. Each topic is centered around a Big Question that is regularly referred to throughout the topic.

3. Lessons are challenging and engaging with tailored differentiated tasks and support for those. who need it and extension tasks for the most able.

4. Each lesson has an IB Learner attribute focus to develop students holistically.

5. The use of ICT to enhance student learning.

6. A range of teaching methodologies employed throughout each unit such as inquiry-based learning, group discussions, independent learning and guided discovery. 

Assessment  

Throughout the year formative and summative assessment will take place. These include: 

1. Students will complete summative assessments as outlined in the learning journey. Assessments will be cumulative in their nature, whereby the second assessment will contain a proportion of questions related to the first topic and so on throughout the year. This will cause students to re-visit their work and thus help them with their retention of the topics covered.

2. Formative assessments throughout the year such as low stake quizzes. 

3. Long and Short answer exam style questions similar to that of IGCSE.

4. Group Presentationsand research tasks. 

5. Assessment will be cumulative in their nature, whereby the second assessment will contain a proportion of questions related to the first topic and so on throughout the year. This will allow students to re-visit their work and thus helpthem with their retention of the topics covered. 

Wider Curriculum Opportunities  

1. Field Trip to the Dubai Creek and Museum

2. Geography and History in the News Flipboard. This allows students to do further reading on the topics covered and other interesting Geographical and Historical stories. The wider reading helps student to improve their knowledge, make connections between topics and improve their literacy whilst investigating interesting topics.

Curriculum Impact  

“Without Geography you are nowhere, without History you don’t know where you are coming from and where you are going” 

As with other subjects’ success in Humanities, Geography and History will be demonstrated to a large extent by students developing their knowledge base and skill set, and therefore, achieving outstanding internal assessment results. However, the Humanities department strongly believes in developing well rounded students. The learning and discussion of the content of Geography and History naturally ties in with the focus of the IB learner profile. By the end of year, students will have developed all areas of the learner profile and be able to make clear connections to humanities.  

By the end of Year 7 students should be able to understand how humans interact with one another and the natural environment. Describing how and why this varies between places and how this has changed over time. 

Geography at Deira International 

Curriculum Intention  

In Geography the year begins with students learning about the ‘physical health of our planet’ by exploring different Biomes, investigating their characteristics, the impact that they have on the planet and the impacts that humans have on them. Students will move onto discover the causes, impacts and responses to Tectonic and Extreme Weather events. 

In the final term students will undertake a topic based on the book ‘Prisoners of Geography’ by Tim Marshall, exploring the concept of how the world has been and continues to be defined by physical and political boundaries. 

In Geography at year 8, using the topics mentioned above, students are taught how to practice and develop the following skills:  

1. Mapping and spatial awareness skills

2. Graph interpretation skills

3. Extended writing skills

4. Data collection and analysis – field trip and subsequent assessment

5. Teamwork skills and creativity

6. Research skills enabling students to become independent learners

As well as having specific learning objectives and success criteria, each lesson also ties in with a big question idea. This will be referred to throughout each scheme of work, allowing students to make connections between lessons within the topic and across the year. 

The scope for choosing Geographical and Historical topics is vast, we of course have the entire world and everything that has ever happened on it to choose from! The topics mentioned above are selected to instill within students a passion for Geography. They have been carefully chosen to interest, engage and challenge our students. The knowledge gained from the chosen topics give the perfect base of understanding and the skills required for further study at IGCSE and IB. 

As well as learning about fascinating topics and developing key skills, the study of Geography naturally allows students to develop key life skills, such as those listed in the IB Learner Profile. The very nature of the content covered for example will result in student being open minded, caring inquirers. 

Year 8 is the first year that students will specialize in these fields as standalone subjects. The curriculum helps develop key Geographical and hopefully a sense of wonder about people, places and significant events past, present and future. 

Curriculum Implementation  

1. Students are taught through various approaches and methods including:   

2. Each topic is centered around a Big Question that is regularly referred to throughout the topic.

3. Lessons are challenging and engaging with tailored differentiated tasks and support for those who need it and extension tasks for the most able

4. A range of teaching methodologies employed throughout each unit such as inquiry-based learning, group discussions, independent learning and guided   

Focus on developing IB Learner Profile attributes throughout the curriculum.

Assessment: 

1. Students will complete summative assessments as outlined in the learning journey. Assessments will be cumulative in their nature, whereby the second assessment will contain a proportion of questions related to the first topic and so on throughout the year. This will cause students to re-visit their work and thus help them with their retention of thetopics covered. 

2. Formative assessments throughout the year such as low stake   

3. Long and Short answer exam style questions

4. Research Projects

5. Presentations

6. Assessment will be cumulative in their nature, whereby the second assessment will contain a proportion of questions related to the first topic and so on throughout the year. This will cause student to re-visit their work and thus help them with their retention of the topics covered.

Wider Curriculum Opportunities  

1. Field Trip to the Green Planet

2. Geography in the News Flipboard. This allows students to do further reading on the topics covered and other interesting Geographical stories. The wider reading helps student to improve their knowledge, make connections between topics and improve their literacy whilst investigating interesting topics.

Curriculum Impact 

“Without Geography you are nowhere, without History you don’t know where you are coming from and where you are going”. 

Success in Geography will be measured by the ability of students to do the following: 

1. Develop skills in order to observe, analyse, compare, relate, and explain for them to have a deeper understanding of the importance of space, and how they can effectively use and improve space.  

2. Analyse societies differing perspectives on how to use space and understand how communities and societies organise, locate and use spaces.

3. Develop an understanding of the impacts which both physical and human geography can have and the processes which affect their development. 

4. Acquire a sense of place and an understanding of relative location on a local, regional and global scale; and to appreciate the differing levels of development and inequalities. 

5. Understand communities and cultures around the world and how they are affected and constrained by different environments in order to acquire a critical and sympathetic awareness of interactions between humans and the environment.

6. Appreciate the links between Geography and History. 

Curriculum Intention

In Year 8 the year begins with students learning about the Tudors and Renaissance. Students will investigate key events and individuals of this time period and draw comparisons with present day. Students will move onto investigate the age of Exploration and Imperialism topics, assessing the legacy of key individuals and events from this time. The year concludes with a detailed investigation into the causes and effects of the French Revolution. 

In History at year 8, using the topics mentioned above, students are taught how practice and develop the following skills: 

1. Essay writing structure – PEE

2. Identifying and discussing causation – long term, short term, trigger causes

3. Comparing sources and identifying differences

4. Assessing change and continuity

5. Evaluate historical interpretations – why accounts differ and how reliable they are

As well as having specific learning objectives and success criteria, each lesson also ties in with a big question idea. This will be referred to throughout each scheme of work, allowing students to make connections between lessons within the topic and across the year. 

The scope for choosing Geographical and Historical topics is vast, we of course have the entire world and everything that has ever happened on it to choose from! The topics mentioned above are selected to instill within students a passion for History. They have been carefully chosen to interest, engage and challenge our students. The knowledge gained from the chosen topics give the perfect base of knowledge and skills required for further study at IGCSE and IB. 

As well as learning about fascinating topics and developing key skills, the study of History naturally allows students to develop key life skills, such as those listed in the IB Learner Profile. The very nature of the content covered for example will result in student being open minded, caring inquirers.  

Year 8 is the first year that students will specialize in these fields as standalone subjects. The curriculum helps developed key Geographical and Historical skills and hopefully a sense of wonder about people, places and significant events past, present and future. 

Curriculum Implementation  

Students are taught through various approaches and methods including:   

1. Each topic is centered around a Big Question that is regularly referred to throughout the topic.

2. Lessons are challenging and engaging with tailored differentiated tasks and support for those who need it and extension tasks for the most able

3. A range of teaching methodologies employed throughout each unit such as inquiry-based learning, group discussions, independent learning and guided   

4. Focus on developing IB Learner Profile attributes throughout the curriculum

Assessment 

1. Long and Short answer exam style questions

2. Research Projects

3. Presentations

4. Assessment will be cumulative in their nature, whereby the second assessment will contain a proportion of questions related to the first topic and so on through the year. This will cause student to re-visit their work and thus help them with their retention of the topics covered

Wider Curriculum  

1. History in the News Flipboard. This allows students to do further reading on the topics covered and other interesting Historical stories. The wider reading helps student to improve their knowledge, make connections between topics and improve their literacy whilst investigating interesting topics.

Curriculum Impact  

“Without Geography you are nowhere, without History you don’t know where you are coming from and where you are going” 

Success in History will also be measured by the ability of students to do the following:

1. Acquire and understand historical knowledge in breadth and in depth and across different cultures. 

2. Develop an appreciation and an understanding of History as a discipline. 

3. Foster international awareness and understanding by presenting the achievements of different cultures in the past and thereby promoting empathy with and understanding of other societies. 

4. Foster a better understanding of the present through an understanding of the past. 

5. Develop an ability to use and communicate historical knowledge and understanding. 

6. Present clear, concise, relevant, and well substantiated argument 

7. Evaluate, interpret and use source material critically as historical evidence. 

8. Identify and evaluate different approaches to, and different interpretations of, historical events and topics.

Geography at Deira International 

Curriculum Intention  

In Year 9 the year begins with students learning about the concept of global development, the topic is influenced by and links investigating with the Book Factfulness by the demographer Hans Rosling.  

Students will move onto exploring Population, investigating the causes, impacts and responses to the Population Explosion. The year will conclude with a focus around the theme of Sustainability. Students will, investigate the causes, impacts and responses to Climate Change 

In Geography at year 9, using the topics mentioned above, students are taught how to practice and develop the following skills: 

1. Research skills – global population data, climate change, facts, megacities case studies  

2. Graph descriptions and analysis  

3. Research skills 

4. Empathy and understanding – sweatshop workers  

5. Justification skills 

6. Teamwork skills  

7. Map skills 

8. Explanation of natural processes 

As well as having specific learning objectives and success criteria, each lesson also ties in with a big question idea. This will be referred to throughout each scheme of work, allowing students to make connections between lessons within the topic and across the year. 

During year 9 students will select their option subjects, the topics mentioned above are selected to inspire engagement and enjoyment in these subjects hopefully resulting in high numbers of students electing to continue their studies within these fields. As with year 8, the possible choice of topics to cover in Geography is vast. As well as interesting and challenging our students the specific topics chosen to provide excellent foundation for IGCSE in terms of the knowledge acquired and skills that are practiced.  

As well as learning about fascinating topics and developing key skills, the study of Geography naturally allows students to develop key life skills, such as those listed in the IB Learner Profile. The very nature of the content covered for example will result in student being open minded, caring inquirers. 

Regardless of whether students continue with Geography we seek to instill within students a lifelong desire to be inquisitive about people, places and significant events past, present and future

Curriculum Implementation  

Students are taught through various approaches and methods including: 

1. Each topic is centered around a Big Question that is regularly referred to throughout the topic. 

2. Lessons are challenging and engaging with tailored differentiated tasks and support for those who need it and extension tasks for the most able 

3. A range of teaching methodologies employed throughout each unit such as inquiry-based learning, group discussions, independent learning and guided discovery.  

4. Focus on developing IB Learner Profile attributes throughout the curriculum. 

Assessment  

1. Students will complete summative assessments as outlined in the learning journey. Assessments will be cumulative in their nature, whereby the second assessment will contain a proportion of questions related to the first topic and so on throughout the year. This will cause students to re-visit their work and thus help them with their retention of the topics covered. 

2. Formative assessments throughout the year such as low stake quizzes.   

3. Long and Short answer exam style questions 

4. Research Projects 

5. Presentations  

Wider Curriculum Opportunities  

1. Field Trip to the Green Planet 

2. Geography in the News Flipboard. This allows students to do further reading on the topics covered and other interesting Geographical stories. The wider reading helps student to improve their knowledge, make connections between topics and improve their literacy whilst investigating interesting topics. 

Curriculum Impact  

“Without Geography you are nowhere, without History you don’t know where you are coming from and where you are going”. 

1. Develop skills in order to observe, analyse, compare, relate, and explain for them to have a deeper understanding of the importance of space, and how they can effectively use and improve space.   

2. Analyse societies differing perspectives on how to use space and understand how communities and societies organise, locate and use spaces. 

3. Develop an understanding of the impacts which both physical and human geography can have and the processes which affect their development. 

4. Acquire a sense of place and an understanding of relative location on a local, regional and global scale; and to appreciate the differing levels of development and inequalities.  

5. Understand communities and cultures around the world and how they are affected and constrained by different environments in order to acquire a critical and sympathetic awareness of interactions between humans and the environment. 

6. Appreciate the links between Geography and History. 

History at Deira International 

Curriculum Intention  

In History the year begins with students learning about the Industrial Revolution, with a focus on changes in technology, living standards and society in a wider sense. Students will explore the topics of Slavery and various Civil Rights movements. Students will investigate how key individuals have acted to enforce lasting change. 

Students will investigate significant events such as WW1 and the Russian Revolution, looking into the causes and legacies of these turning points in History. 

In History at year 9 using the topics mentioned above, students are taught how to practice and develop the following skills: 

1. Source analysis – boycotts, alliances

2. Source evaluation – content, nature, origin, purpose 

3. Essay writing – how to write effective introductions and conclusions 

4. ICT skills – research into individuals, laws Debating skills 

5. Chronology 

6. Establishing links/themes

As well as having specific learning objectives and success criteria, each lesson also ties in with a big question idea. This will be referred to throughout each scheme of work, allowing students to make connections between lessons within the topic and across the year 

During year 9 students will select their option subjects, the topics mentioned above are selected to inspire engagement and enjoyment in these subjects hopefully resulting in high numbers of students electing to continue their studies within these fields. As with year 8, the possible choice of topics to cover in History is vast. As well as interesting and challenging our students the specific topics chosen to provide excellent foundation for IGCSE in terms of the knowledge acquired and skills that are practiced.  

As well as learning about fascinating topics and developing key skills, the study of History naturally allows students to develop key life skills, such as those listed in the IB Learner Profile. The very nature of the content covered for example will result in student being open minded, caring inquirers. 

Regardless of whether students continue with History we seek to instill within students a lifelong desire to be inquisitive about people, places and significant events past, present and future. 

Curriculum Implementation  

Students are taught through various approaches and methods including:   

1. Each topic is centered around a Big Question that is regularly referred to throughout the topic.

2. Lessons are challenging and engaging with tailored differentiated tasks and support for those who need it and extension tasks for the most able

3. A range of teaching methodologies employed throughout each unit such as inquiry-based learning, group discussions, independent learning and guided   

4. Focus on developing IB Learner Profile attributes throughout the curriculum.

Assessment 

1. Long and Short answer exam style questions

2. Research Projects

3. Presentations

4. Assessment will be cumulative in their nature, whereby the second assessment will contain a proportion of questions related to the first topic and so on through the year. This will cause student to re-visit their work and thus help them with their retention of the topics covered.

Wider Curriculum Opportunities 

1. History in the News Flipboard. This allows students to do further reading on the topics covered and other interesting Historical stories. The wider reading helps student to improve their knowledge, make connections between topics and improve their literacy whilst investigating interesting to

Curriculum Impact  

“Without Geography you are nowhere, without History you don’t know where you are coming from and where you are going” 

Success in History will be measured by the ability of students to do the following: 

1. Acquire and understand historical knowledge in breadth and in depth and across different cultures. 

2. Develop an appreciation and an understanding of History as a discipline. 

3. Foster international awareness and understanding by presenting the achievements of different cultures in the past and thereby promoting empathy with and understanding of other societies. 

4. Foster a better understanding of the present through an understanding of the past. 

5. Develop an ability to use and communicate historical knowledge and understandi 

6. Present clear, concise, relevant, and well substantiated arguments. 

7. Evaluate, interpret and use source material critically as historical evidence. 

8. Identify and evaluate different approaches to, and different interpretations of, historical events and topics

Term

Overarching Topics

Assessment

Learning Resources

Half Term 1

 

 

 

Overarching Topic

What is History?

The BIG Question

What are the key skills that Historians need to investigate and understand the past?

·         Histogram

·         Chronology

·         Using Sources

·         Iron Age Life

·         Historical Mystery and Investigation

·         Tollund Man

 

 

Written Test – short answer questions about all the lessons in the topic.

Socrative assessment towards the end of the unit to check knowledge and recall

All lesson resources including lesson PowerPoints and worksheets can be found on TEAMS

 

To support and extend students’ knowledge around the topics covered and subject in general. Students can also visit the links below:

 

Global New Podcast

The Climate Question Podcast

39 Ways to Save the Planet Podcast

Project 17 – The SDGs by 17 Year old’s Podcast

The Documentary Podcast

 

Vox Atlas YouTube Playlist

 

Gapminder

 

National Geographic

 

 

 

How to invent a Country Podcast

Home School History Podcast

You’re Dead to Me Podcast

A History of the World in 100 Objects

 

World History Crash Course YouTube Playlist

 

The History Channel

Half Term 2

 

 

 

 

Overarching Topic

What is Geography?

The BIG Question

What are the key skills that Geographers need to investigate and understand the earth?

·         Scale

·         Living in the City

·         Migration to Dubai

·         Influential events in the history of Dubai

·         Oil

·         Diversification of the economy

·         Tourism

·         Rapid Development – Pros and Cons

Extended Writing – Assessing the Rapid Development of Dubai.

Socrative assessment towards the end of the unit to check knowledge and recall.

Half Term 3

 

 

 

 

 

Overarching Topic

The Roman Empire

The BIG Question

Were the Romans brutal or civilized?

·         Who were the Romans?

·         How was Rome ruled?

·         Law and Order

·         Gladiators

·         The Roman Army

·         Julius Caesar

·         Pompeii

·         The collapse of the empire

·         Legacy

Extended Writing – Assessing the question above through the writing of an essay

Socrative assessment towards the end of the unit to check knowledge and recall.

Half Term 4

Overarching Topic

Antarctica

The BIG Question

The last great wilderness, should it be developed or not.

·         Climate

·         Melting Ice

·         Animals

·         Tourism in Antarctica

·         Race to the South Pole

·         Resources

·         Territorial Claims

·         The Treaty

·         Future of the continent debate

Magazine Task – creating an article that covers all aspects of the big question above

Socrative assessment towards the end of the unit to check knowledge and recall.

Half Term 5

Overarching Topic

The Island Project

 

The BIG Question

How would you create a Utopian society?

Students working in groups to design and create the perfect new nation and island society

 Student presentations – students will work in small groups to design and present their Island societies

 

Half Term 6

Overarching Topic

End of Year Assessment

Conclusion of the Island Project

End of Year Written Assessment which will cover all topics from the year

 

Term

Overarching Topics

Assessment

Learning Resources

Term 1

 

 

 

Overarching Topic

Biomes

The BIG Question

What is the physical health of our Planet Earth like?

Biomes and Ecosytems

Why are the Tropical Rainforests so important?

Sustainable Management

Animal Adaptations

 

Rainforests – End of Unit Test

Biomes Infographic/

Research Poster

 

 

All lesson resources including lesson PowerPoints and worksheets can be found on TEAMS

 

 

To support and extend students’ knowledge around the topics covered and subject in general. Students can also visit the links below:

 

Global New Podcast

The Climate Question Podcast

39 Ways to Save the Planet Podcast

Project 17 – The SDGs by 17 Year old’s Podcast

The Documentary Podcast

 

Vox Atlas YouTube Playlist

 

Gapminder

 

National Geographic

 

 

 

Term 2

 

 

 

 

Overarching Topic

Plate Tectonics

The BIG Question

How do our actions turn natural hazards into catastrophes?

·         Tectonic Theory

·         Plate Boundaries

·         Earthquakes

·         Volcanoes

·         Impacts of and responses to tectonic activity

Disaster News Report – Student Presentations

End of Unit Test

 

Term 3

 

 

 

 

 

Overarching Topic

Prisoners of Geography

The BIG Question

Should borders still exist in a 21st Century Globalized World?

·         The Arctic

·         Russia

·         China

·         The Americas

·         Africa

·         Europe

·         The Middle East

End of Year Written Assessment which will cover all topics from the year

*Please note that due to changes in curriculum time topics are covered over a termly basis.

Term

Overarching Topics

Assessment

Learning Resources

Term 1

 

 

 

Overarching Topic

Factfulness

The BIG Question

Is everything that I know about the world wrong?

·         Are you smarter than a Chimpanzee?

·         Four Income Levels

·         Infant Mortality

·         Moving away from rich and poor

·         12 Bad things that are decreasing

·         Natural Hazards

Class debate about Development

End of unit Test with IGCSE style questions (source questions focusing on skills and knowledge)

 

 

Socrative assessment towards the end of the unit to check knowledge and recall.

All lesson resources including lesson PowerPoints and worksheets can be found on TEAMS

 

To support and extend students’ knowledge around the topics covered and subject in general. Students can also visit the links below:

 

Global New Podcast

The Climate Question Podcast

39 Ways to Save the Planet Podcast

Project 17 – The SDGs by 17 Year old’s Podcast

The Documentary Podcast

 

Vox Atlas YouTube Playlist

 

Gapminder

 

National Geographic

 

Term 2 

 

 

 

 

Overarching Topic

Population

The BIG Question

How many people can live on planet Earth?

·         The Population Explosion

·         Birth Rates and Death Rates

·         Demographic Change

·         Population Distribution and Density

·         Megacities

·         Migration

·         Urban Problems

Population and Migration – End of unit Test with IGCSE style questions (source questions focusing on skills and knowledge)

 

Population and Migration – Infographic creation using graphs, tables and charts.

 

Term 3

 

 

 

 

 

Overarching Topic

Climate Change

The BIG Question

Can we save the planet before it is too late?

·         Extreme Weather

·         Climate Change Causes

·         Climate Change Impacts

·         Climate Change Solutions

Climate change – Causes, impacts and solutions presentations

 

End of Year Written Assessment which will cover all topics from the year

Term

Overarching Topics

Assessment

Learning Resources

Half Term 1

 

 

 

Overarching Topic

The Tudors

The BIG Question

How did the Tudors change English society?

·         Catholics and Protestants

·         Reformation

·         Henry VIII

·         Bloody Mary

·         Elizabeth I

·         The Spanish Armada

 Extended Answer – Why did the Spanish Armada Fail? Essay

 

All lesson resources including lesson PowerPoints and worksheets can be found on TEAMS.

 

 

To support and extend students’ knowledge around the topics covered and subject in general. Students can also visit the links below:

 

How to invent a Country Podcast

Home School History Podcast

You’re Dead to Me Podcast

A History of the World in 100 Objects

 

World History Crash Course YouTube Playlist

 

The History Channel

 

 

Half Term 2

 

 

 

 

Overarching Topic

The Renaissance

The BIG Question

How did the Renaissance change how we create?

·         What was the Renaissance

·         Why did it happen in Italy?

·         Architecture

·         Leonardo Da Vinci

Written Test – Renaissance Source and

Half Term 3

 

 

 

 

 

Overarching Topic

Exploration

The BIG Question

Are exploration and discovery always positive?

·         Age of Exploration

·         Ibn Battuta

·         Christopher Columbus

·         Pirates

·         Dr Livingstone

·         Migration

Extended answer – Assessing the significance of Christopher Columbus

 

Half Term 4

Overarching Topic

Imperialism

The BIG Question

How did European nations change global societies?

·         Aztec Empire

·         Conquistadores

·         The British Empire

·         East India Company

·         Independence Movements

Extended answer – Source and Essay Interpretations Assessment

 

Half Term 5

Overarching Topic

French Revolution

The BIG Question

What leads humanity to revolution?

·         Louis XVI and Marie Antionette

·         Three Estates

·         Tennis Court Oath

·         Storming the Bastille

·         Declaration of the Rights of Man

·         Execution of Louis XVI

·         Napoleon Bonaparte

Written assessment – describe, explain, and source-based assessment

All lesson resources including lesson PowerPoints and worksheets can be found on TEAMS.

Half Term 6

Overarching Topic

End of Year Assessment

Conclusion of the French Revolution topic

End of Year Written Assessment which will cover all topics from the year

 

Term

Overarching Topics

Assessment

Learning Resources

Half Term 1

 

 

 

Overarching Topic

Industrial Revolution – technology, individuals, education, urbanization, living standards.

The BIG Question

What impact did the IR have on societies?

·         Agricultural Revolution

·         Population Explosion

·         Changes in Technology

·         Important Individuals

·         Child Labour

·         Factory Art

Industrial Revolution – GCSE style questions (source and essay questions focusing on cause/consequence and significance)

 

Socrative assessment towards the end of the unit to check knowledge and recall.

All lesson resources including lesson PowerPoints and worksheets can be found on TEAMS.

 

To support and extend students’ knowledge around the topics covered and subject in general. Students can also visit the links below:

 

How to invent a Country Podcast

Home School History Podcast

You’re Dead to Me Podcast

A History of the World in 100 Objects

 

World History Crash Course YouTube Playlist

 

The History Channel

 

 

Half Term 2

 

 

 

 

Overarching Topic

Slavery– capture, trade, middle passage, auctions, plantation life, resistance, abolition

The BIG Question

What are the impacts of slavery?

·         African Society

·         The Triangular Trade

·         Slave Auctions

·         Plantations

·         Resistance

·         Abolition

Slavery and Abolition – GCSE style questions (source and essay questions focusing on cause/consequence and significance)

 

Socrative assessment towards the end of the unit to check knowledge and recall.

Half Term 3

 

 

 

 

 

Overarching Topic

World War One – alliances, imperialism, militarism, nationalism, assassination

The BIG Question

What causes conflict between nations?

·         Why do wars begin

·         Militarisation

·         Alliances

·         Imperialism

·         Recruitment

·         Trench Warfare

World War One – Causation essay.

Half Term 4

Overarching Topic

Russia in Revolution – socio-economic problems, political problems, revolution, Duma, October manifesto, World War One, Bolsheviks, Civil War

The BIG Question

What leads humanity to revolution?

·         Russia in the 19th Century

·         The Russian Revolution

·         Dual Power

·         Lenin

·         Bolsheviks

·         The USSR

Russia in Revolution – GCSE style questions (source and essay questions focusing on cause/consequence and significance)

 

 

Half Term 5

 

 

 

Overarching Topic

Civil Rights – segregation, individuals, laws, boycotts, grass root opposition

The BIG Question

How have human rights changed over time?

·         Civil Rights in the USA

·         Suffragettes

·         Apartheid

Civil Rights Movement and the Suffragettes – significance debate

 

All lesson resources including lesson PowerPoints and worksheets can be found on TEAMS

 

Half Term 6

 

 

 

 

Overarching Topic

End of Year Assessment

Conclusion of the Civil Rights topic

The BIG Question

How has KS3 History shaped your world view?

 End of Year Written Assessment which will cover all topics from the year