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:
39 Ways to Save the Planet Podcast Project 17 – The SDGs by 17 Year old’s Podcast
How to invent a Country Podcast A History of the World in 100 Objects
World History Crash Course YouTube Playlist
|
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 |
|
| THE LEARNING JOURNEY FOR GEOGRAPHY | ||||||
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Colour code | Length of time. | Possible Symbol? | Learner Attribute(s) |
| My Dubai | How we describe places | 12 lessons | Burj Khalifa | Balanced | ||
| What is it like to live in a city? | ||||||
| What is the population structure of the UAE? How has it changed over time? | ||||||
| What climate issues does the UAE face? | ||||||
| How can we help to sustainably manage the rapid development of Dubai? | ||||||
| Map Mastery | What are the key map skills? | 12 lessons | Compass | Knowledgable | ||
| How do we use compass directions to describe locations? | ||||||
| How do you locate places using 6 figure grid references? | ||||||
| How do you calculate distance on a map? | ||||||
| How might relief be shown on a map? | ||||||
| Blue Planet | How much water is on our planet? | 11 Lessons | River | Thinker | ||
| The journey of a water droplet | ||||||
| How does water shape our planet? | ||||||
| How can we protect ourselves against the power of water? | ||||||
| Antarctica | What is Antacrtica really like? | 11 Lessons | Light Bulb | Inquirer | ||
| Who ‘owns’ Antarctica? | ||||||
| What valuable natural resources does Antartica have? How are they being exploited? | ||||||
| Why is toursim in Antartica gaining popularity? | ||||||
| Should Anatarctica be developed or not? | ||||||
| * Additional notes for teacher: Water cycle, drainage basin, source, upper course, middle course, lower course. Source to mouth. Erosion types. Oxbow lakes | Colour code and Geographical Focus Key | |||||
| Human Geography | ||||||
| Physical Geography | ||||||
| Economic and Political Geography | ||||||
| Geographical Skills | ||||||
| THE LEARNING JOURNEY FOR GEOGRAPHY | ||||||
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Colour code | Length of time. | Possible Symbol? | Learner Attribute(s) |
| Biomes | What are the different climatic regions of the world? | 12 lessons | Rainforest | Principled | ||
| How can we use and interpret climate graphs? | ||||||
| Why are the tropical rainforests so important? | ||||||
| What is deforestation and why is it occurring? | ||||||
| How can tropical rainforests be sustainably managed? | ||||||
| Down to Earth | Why has the world’s population increased so rapidly? | 12 lessons | Prisoners of Geography Book Cover? | Inquirer | ||
| How do we provide access to water sustainably? | ||||||
| What are the problems with an ageing population? | ||||||
| What are the causes and impacts of air pollution? | ||||||
| How can we solve the problems? | ||||||
| Tectonic Hazards | How is the earth structured? | 11 Lessons | Earthquake | Knowledge | ||
| Why do volcanoes and earthquakes occur where they do? | ||||||
| How do we measure earthquakes? | ||||||
| How do LICs and HICs prepare and respond to earthquakes? | ||||||
| Why do people live near volcanoes? | ||||||
| Changing Cities | How have charactersitcs of urban areas changed over time? | 11 Lessons | Dollar Sign | Thinker | ||
| Urban Sprawl – How do cities grow? | ||||||
| What problems do cities face? | ||||||
| Urban Heat Island | ||||||
| Smart Cities of the Future | ||||||
| Colour code and Geographical Focus Key | ||||||
| Human Geography | ||||||
| Physical Geography | ||||||
| Economic and Political Geography | ||||||
| Geographical Skills | ||||||
| THE LEARNING JOURNEY FOR GEOGRAPHY | ||||
| Unit / Block of work | Key Episodes / Questions | Colour Code | Length of time. | Learner Attribute(s) |
| Factfulness | Is our understanding of the differences between countries incorrect? | 12 lessons | Thinker | |
| Moving away from rich and poor | ||||
| Life on Dollar Street | ||||
| Exploring the world through Gapminder | ||||
| How does development impact the effects of natural hazards? | ||||
| Power and Possibilities | Global Power | 12 lessons | Inquirer | |
| TNC’s, global trade and illegal flows | ||||
| The fast fashion industry | ||||
| Tech giants | ||||
| Cryptocurrency and remittances | ||||
| Resistance and risk to global interactions | ||||
| Vulnerable World | The causes of climate change: physical vs. man made | 12 lessons | Reflective | |
| Risk and vulnerability | ||||
| The impacts on people and places due to enhanced climate change | ||||
| Politics of climate change | ||||
| Mitigation and adaptation strategies | ||||
| Is climate change the greatest threat to human kind? | ||||
| Food and Health | Calories around the world | 12 lessons | Caring | |
| Measurements and patterns of food and health | ||||
| Why do people different access to food consumption? | ||||
| Food insecurity | ||||
| Disease and pandemics | ||||
| * Additional notes for teacher: Compare different income levels in same nationally and globally HDI Shien Rise of Nationalism / anti-globalisation / tax avoidance Countries and calories. Access to sanitation / infant mortality / HALE Physical and humans impacts on food security Food waste – famine, solutions Affluence Water borne diseases, vector borne, pandemics | Colour code and Geographical Focus Key | |||
| Human Geography | ||||
| Physical Geography | ||||
| Economic and Political Geography | ||||
| Geographical Skills | ||||
| THE LEARNING JOURNEY FOR HISTORY | ||||
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Learner Attribute(s) |
| Tudors (VIII-Mary I) (How did the Tudors change English society?) | Who was Henry VIII? | Students will understand who Henry VIII was and his significance in England. Students will also revisit the Reformation – previously covered in year 7. At the end of the unit students will be assessed using a KS3 assessment template – 10 knowledge questions, 2 source questions, 1 narrative account and an essay question. It will be marked /40. | 10 lessons | Open minded – students will consider the impact a change of religion had in England |
| Why did Henry VIII break with Rome? | ||||
| What happened during the reign of Edward VI? | ||||
| What happened during the reign of Mary I? | ||||
| Elizabethan Period (Was the Elizabethan Age ‘Golden’?) | What was the Spanish Armada? | This topic will expose students to a strong female leader. Students will understand reasons for the Spanish Armada and evaluate whether it was a success/failure for Elizabeth and Philip and consider the reasons why Elizabeth wanted to be presented in such a way. Students will be asked to write an essay comparing 2 historical interpretations and decide which they agree with and why. This will be prepared over 2 lessons. | 10 lessons | Balanced – considering varying historians opinions on Elizabeth |
| What was life like in Elizabethan England? | ||||
| How did Elizabeth portray herself in portraits? | ||||
| How do Historians interpret Elizabeth I? | ||||
| Exploration (Why did Exploration occur?) | What was the ‘age of exploration’? | Students will consider the significance of several explorers and consider which had the most impact on the world we live in today. Students will be assessed through an End of Unit assessment that consists of knowledge, source and essay style questions. | 10 lessons | Reflective – considering why and how Exploration has occurred |
| Who was Ibn Battuta? | ||||
| Why was Vasco de Gama significant? | ||||
| Who was Christopher Columbus? | ||||
| Age of Empires (How have Empires changed the world?) | Who were the Mongols? | Students will begin this unit considering previous learning on Empires e.g. Romans, Ottoman, Spanish Armada and then consider whether Empires still exist today. They will then be exposed to Empires that have existed throughout History consistently thinking about the similarities and differences between them. | 10 lessons | Thinker – considering how both Modern and Ancient Empires have impacted the world |
| Why did Spain want an Empire? | ||||
| Why was the British Empire known as the Empire on which the ‘sun never set’? | ||||
| Why was India the ‘Jewel in the crown’ of the British Empire? | ||||
| Life in the Empires (How did Empires impact indigenous populations?) | Why was tea thrown into the Boston Harbour? | Inquirer based learning into life for people who lived under Imperial rule. Students will write a report on life in a country of their choosing this will be completed at the end of the unit over the course of 2 lessons. Trip to Etihad museum. | 10 lessons | Inquirer – Investigating how life was for people under imperial rule |
| Life in India under British rule | ||||
| Why was there a ‘Scramble for Africa’? | ||||
| How did the British Empire impact Australia? | ||||
| THE LEARNING JOURNEY FOR HISTORY | ||||
| Unit / Block of work | Key Episodes / Questions | Additional Detail | Length of time. | Learner Attribute(s) |
| Slavery in the Americas and Arab World (How did New World Slavery turn Africans into Negroes?) | How did Africans become enslaved? What is exceptional about the Middle Passage? How did people resist slavery? How was slavery abolished? | This topic will expose students to the idea of race and how it became a social construct. Students will understand how people became enslaved and the trade developed. Additionally students will do a comparative study with slavery in the Arab world and how slavery was resisted. Students will be assessed by making inferences through sources and writing an extended response considering the utility of a source in regard to an enquiry. | 10 Lessons | Reflective – reflecting on the impact the Slave Trade has had on both the American and Arab region |
| Conflict through time (How has war changed the world?) | How has war changed the world? Did the Crimean War have a significant effect on the world? How did the Boer War change warfare? The Boer War: 1899 – 1902 How can 2 bullets lead to 20 million deaths? Why was the Empire important to victory in WW1? To what extent was WWI a total war? How fair was the T.O.V. on Germany? Was the fighting worse in WWII than WWI? | Students will look at conflict through time and the developments that have not only changed wars but society. Students will be assessed through an End of Unit assessment that consists of knowledge, source and essay style questions. | 10 Lessons | Thinker – comparing how conflict has evolved over several decades. |
| Rise of Dictators (Is a dictatorship an effective way to run a country?) | What is a dictatorship? What methods do dictators use to consolidate power? What is society like under a dictatorship? How do different dictatorships compare? Do dictatorships solve problems better than democracies? | This topic will help students explore other forms of government and the methods used. They will look at various case studies of dictatorships to answer the key questions. Students will complete an presentation style assessment arguing the merits of different forms of government. | 10 Lessons | Knowledgeable – being able to compare and contrast regimes across regions |
| Rights movements (How have rights been fought for over time?) | What right was being threatened? What methods were used? How successful were methods? Is active or passive resistance more effective? What changes were made to society? What is the legacy of the rights movement? | This scheme of work will be a comparative study that looks at various rights movements spanning from the Suffragettes, to the Civil Rights movements and the fight for indigenous groups. This unit will be examined during the end of year exams through knowledge questions and an extended written piece. It will also culminate in individual reflections from students which will be presented at the end of the term. | 20 Lessons | Principled – considering the impact rights groups have had culminating in a reflective piece produced independently |