Year 9: Three-year Scheme of Work Half-term: Autumn 1 Unit title: Getting the vote Weeks 1–2 Enquiry question: How democratic was Britain in the 19th Century? Content details Links to Edexcel GCSE (9–1) History Progression scale focus Target understanding for all students Additional understanding for some students Extra stretch understanding End of half term assessment will cover Week 1 * Look at elections in c1800 and why people criticised them: Rotten boroughs, franchise, electoral practices, etc. * Build on Namier research – information on the electoral system towards the end of the 18th Century in The Structure of Politics * Review key terms and the concept of democracy Developing concept of democracy is important to: Weimar and Nazi Germany, 1918–1939 and to other topics. Evidence Target Step 6 Stretch to Step 7 Historical vocabulary Target Step 6 Evidence Step 6: Learners use sources to make simple inferences about the past and are beginning to understand that historians gather evidence by interrogating information with a particular purpose. Learners can use a small group of sources together to make simple inferences and present this as evidence. Historical vocabulary Step 6: Learners use historical vocabulary correctly in their work and it is becoming a feature of the way in which they talk and write about history. Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. Historical vocabulary Step 6: They have a growing awareness of context and can begin to explain why some historical language is relevant in one period but not another (e.g. Leveller, Lollard, Protestant). Change and continuity Step 7: Learners understand that the historical significance of changes differs depending on the timescale used or the person looking at the change. Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how these two ideas work together. They can support comments on utility and reliability by using content from sources that they are given, but this remains undeveloped. Evidence Change and continuity Week 2 * The 1832 Reform Act and the extent of its influence * Chartists * The 1867 and 1884 Reform Acts and their influence; Secret Ballot Act Change and continuity Target Step 6 Stretch to Step 7
Change and continuity Step 6: They can recognise that a change may be important to one society or group of people but has little historical significance in another context. Weeks 3–4 Enquiry question: What's the truth about Victorian Women? Week 3 * Victorian attitudes towards women. Property ownership, physical and mental abilities, role in society * Victorian attitudes towards marriage * Women's clothes * Differences between how working class and upper class women were seen and treated Evidence Target Step 6 Stretch to Step 7 Evidence Step 6: Learners use sources to make simple inferences about the past and are beginning to understand that historians gather evidence by interrogating information with a particular purpose. Learners can use a small group of sources together to make simple inferences and present this as evidence. (Reinforced) Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how these two ideas work together. Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. Evidence Step 7: They can support comments on utility and reliability by using content from sources that they are given, but this remains undeveloped. Evidence Step 7: They are able to formulate questions that are loosely based on a line of enquiry, but struggle to explain why this would be an important question to answer. Evidence Change and continuity Week 4 * Victorian women in medicine (Florence Nightingale), teaching, literature, Politics (Elizabeth Fry), Science and Maths (Ada Lovelace) * Jobs women were doing by 1900 * Women climbers and cyclists Evidence Target Step 6 Stretch to Step 7
Weeks 5–6 Enquiry question: How did women get the vote? Week 5 * Suffragette and suffragist demands and their tactics * Resistance to votes for women and the suffrage movement * Introduce concepts of liberalism and conservatism Interpretations Target Step 6 Stretch to Step 7 Change and continuity Step 7: Learners can use the language of change to talk about developments and how they are measured in different ways (e.g. political, economic, pace, extent). Learners understand that the historical significance of changes differs depending on the timescale used or the person looking at the change, but they cannot yet link these ideas with other developments. Interpretations Step 6: Learners can select and describe the key features of a variety of interpretations (e.g. visual, written, spoken) and explain the reasons for their construction (e.g. to entertain, to inform, to persuade). They will understand that this is linked to who made the interpretations. Change and continuity Step 7: They will be able to communicate their understanding of changes by identifying lines of development rather than just individual changes. Interpretations Step 7: Learners are able to link the construction of different interpretations to the use of different sources. They have a broad understanding that historians can explain the same event through different stories (e.g. the abolition of the slave trade as an economic argument, as the work of white abolitionists, or as a story of slave revolts and resistance). Change and continuity Step 8: Learners are confident when using the language of change and are beginning to explain why some changes are significant or seen as significant depending on perspective. Evidence Change and continuity Week 6 * Role of women in munitions factories and other previously male occupations during the First World War * Job losses after war ended and men came back etc. * Granting of the franchise, but FA decision to ban women footballers from FA grounds Warfare through time, Change and continuity Target Step 7 Stretch to Step 8
Week 7 Enquiry question: How much more democratic was Britain by 1928? Week 7 * Compare situation in 1800 with electoral system in 1928 and with today's electoral system * Can also compare to previous periods, e.g. the era of Walpole Change and continuity Target Step 7 Stretch to Step 8 Change and continuity Step 7: They will be able to communicate their understanding of changes by identifying lines of development rather than just individual changes. Change and continuity Step 8: Learners are confident when using the language of change and are beginning to explain why some changes are significant or seen as significant depending on perspective. Change and continuity Step 8: Learners can explain lines of development in which changes work cumulatively in the same direction or pull in different directions. Evidence Change and continuity Half-term: Autumn 2 Unit title: The First World War Weeks 8–11 Enquiry question: Why did the First World War start in 1914? Content details Links to Edexcel GCSE (9–1) History Progression scale focus Target understanding for all students Additional understanding for some students Extra stretch understanding End of half term assessment will cover Week 8 * The Franco-Prussian War * The unification of Germany in 1871 and how it affected relations with France and the balance of power in Europe * Concept of Nation and Nationalism Weimar and Nazi Germany, 1918–1939 Causation and consequence Target Step 6 Stretch to Step 7 Causation and consequence Step 6: Learners can link categories of causes to form a simple causal picture and begin to explain why something happened in history. Learners may still hold the belief that things happen because people wanted them to and may be over-reliant on the agency of historical Causation and consequence Step 7: Learners are becoming confident in forming a causal picture using information that they are given and can construct a sound explanation of why something happened. Causation and consequence Step 7: Learners are beginning to be more selective Causation and consequence Step 8: Learners are able to construct and explain a causal argument using historical knowledge with which they are becoming increasingly familiar. This argument will put forward a case for Interpretations Causation and consequence Week 9 * Look at the extent of European empires by late 19th Century * Germany's desire for an Weimar and Nazi Germany, 1918–1939 Evidence (cartoons) Target Step 7 Stretch to Step 8
sources. They have a broad understanding that historians can explain the same event through different stories (e.g. the abolition of the slave trade as an economic argument, as the work of white abolitionists, or as a story of slave revolts and resistance). Analytical narrative Step 6: Learners can construct a descriptive narrative about the past and show hints of analysis within their work. There are hints of organisation, but this does not yet have an impact on the overall structure. The information that they use to support their narrative is sometimes accurate, but may lack relevance in places. may be weaker in parts. They use some accurate information in their work but this does not necessarily show conceptual understanding and may be limited in scope.
Weeks 12–13 Enquiry question: What was the First World War like? Week 12 * Who fought in the First World War? Recruitment and conscription * Key features of trench warfare on the western front * The Battle of the Somme * War poetry * Warfare through time, c1250–present * Medicine through time, c1250–present Evidence Target Step 7 Stretch to Step 8 Interpretations Step 7: Learners are able to link the construction of different interpretations to the use of different sources. They have a broad understanding that historians can explain the same event through different stories (e.g. the abolition of the slave trade as an economic argument, as the work of white abolitionists, or as a story of slave revolts and resistance). (Reinforced) Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how these two ideas work together. They can support comments on utility and reliability by using content from sources that they are given, but this remains undeveloped. (Reinforced) Interpretations Step 8: Learners can explain how and why an interpretation may have been constructed using points relating to purpose, viewpoint, background, source availability and selection. This may remain quite deterministic and simplistic (e.g. ‘Historian X wrote this because he was from France’). Evidence Step 8: Learners can distinguish between ideas of utility and reliability, and understand that historians use ‘unreliable’ sources as valuable pieces of evidence. Interpretations Step 8: Learners will understand that interpretations can be tested for validity, but will need a lot of support to begin to do this. Interpretations Causation and consequence Week 13 * The end of the war * A look at casualty rates compared to other conflicts * Spanish influenza * State of Europe at the end of the war * Some good outcomes: Medical advances, technological advances, e.g. aviation, the League of Nations * Warfare through time, c1250–present * Medicine through time, c1250–present Background to: * Weimar and Nazi Germany, 1918–1939 Interpretations Target Step 7 Stretch to Step 8
Half-term: Spring 1 Unit title: Conflict in the 20th Century Weeks 14–15 Enquiry question: How did new ideas cause conflict? Content details Links to Edexcel GCSE (9–1) History Progression scale focus Target understanding for all students Additional understanding for some students Extra stretch understanding End of half term assessment will cover Week 14 * What did communists believe in? * Changes brought about in Russia by industrialisation and war, and why this made communism appealing * Briefly cover the Russian Revolution and the West's reaction to it * Russia and the Soviet Union, Background to: * Mao’s China, 1945–1976 * Superpower relations and the Cold War, 1941–91 Chronology Target Step 7 Causation and consequence Target Step 7 Stretch to Step 8 Causation and consequence Step 7: Learners are becoming confident in forming a causal picture using information that they are given and can construct a sound explanation of why something happened. Causation and consequence Step 7: They may be starting to prioritise some causes as more important than others, but the explanation or reasoning behind this remains weak. (Reinforced) Causation and consequence Step 7: Learners are beginning to be more selective when deploying historical knowledge, although this may be patchy. Interpretations Step 7: Learners are able to link the construction of different interpretations to the use of different sources. They have a Causation and consequence Step 8: Learners are able to construct and explain a causal argument using historical knowledge with which they are becoming increasingly familiar. This argument will put forward a case for defining the importance of particular causes or groups of causes, but there will be a lack of organisation or sustained argument. Interpretations Step 8: Learners will understand that interpretations can be tested for validity, but will need a lot of support to begin to do this. Causation and consequence Step 8: Learners show recognition of the importance of selecting knowledge to strengthen their points, although this is not always successful. Causation and consequence Analytical narrative Week 15 * What is Fascism? * Who was Adolf Hitler and what did he believe in? * Nazi ideas about nationalism, race and Lebensraum, and how these contributed to the outbreak of the Second World War Weimar and Nazi Germany, 1918–1939 Interpretations Target Step 7 Stretch to Step 8
Week 20 Enquiry question: What has caused conflict in the 20th Century? Week 20 * Review learning: list drivers of conflict * "Industrialisation of war" * Arms races as drivers of conflict * Look at how ideas about the drivers of conflict have changed over time, e.g. how ideas about the Cold War have changed since the conflict ended and as new information, like the Kremlin archives, has become available * Superpower relations and the Cold War, 1941–91 Relevant to: * Warfare through time, c1250–present Change and continuity Target Step 7 Stretch to Step 8 Stretch to Step 9 Interpretations Target Step 8 Change and continuity Step 7: They will be able to communicate their understanding of changes by identifying lines of development rather than just individual changes. (Reinforced) Interpretations Step 8: Learners can explain how and why an interpretation may have been constructed using points relating to purpose, viewpoint, background, source availability and selection. Change and continuity Step 8: Learners can explain lines of development in which changes work cumulatively in the same direction or pull in different directions. However, they struggle to link lines of development (e.g. religious, political, economic) to each other and may see them as discrete from each other. Change and continuity Step 9: Learners can begin to look at lines of development over a long period of time and can select some examples to support a simple argument about change and continuity or significance. Causation and consequence Analytical narrative Half-term: Spring 2 Unit title: The Holocaust Weeks 21–23 Enquiry question: To what extent were Jews persecuted before the Holocaust? Content details Links to Edexcel GCSE (9–1) History Progression scale focus Target understanding for all students Additional understanding for some students Extra stretch understanding End of half term assessment will cover Week 21 * Why should we remember Clifford's Tower? What happened and why? * European persecution: the Spanish Inquisition; Pogroms in Russia and Eastern Europe Chronology Target Step 7 Stretch to Step 8 Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how these two Evidence Step 8: Learners can distinguish between ideas of utility and reliability, and understand that historians use Evidence Step 8: They use general contextual knowledge of the period studied to support their comments, but this remains unfocused. Evidence Interpretations Chronology
Catholic because this was before the Reformation?’). (Reinforced) Chronology Step 8: Learners can use new knowledge that they have been given to add to their understanding by beginning to assimilate both ‘facts’ and historical ideas into their own historical picture of the past. Weeks 24–26 Enquiry question: How were the Nazis able to implement the 'Final Solution"? Week 24 * Approach holocaust using a personal story, e.g. Leon Greenman. What happened? * Why did the Holocaust happen: Tie this to decision making within the Nazi party – who came up with the Final Solution? Who carried it out? * Hannah Arendt's idea of the "banality of evil" Weimar and Nazi Germany, 1918–1939 Causation and consequence Target Step 7 Stretch to Step 8 Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how these two ideas work together. They can support comments on utility and reliability by using content from sources that they are given, but this remains undeveloped. (Reinforced) Interpretations Step 7: They have a broad understanding that historians can explain the same event through Evidence Step 8: Learners can distinguish between ideas of utility and reliability, and understand that historians use ‘unreliable’ sources as valuable pieces of evidence. Learners can support their comments on sources by using source content and sometimes by referencing the provenance of a source, although they struggle to draw Evidence Step 9: Learners are starting to make judgements about sources and how they can be used for a specified enquiry. They support the comments that they make by using precise content from sources and backing it up with sound contextual knowledge. Evidence Interpretations Chronology Week 25 * Case studies of different forms of resistance (cross ref with Slave Rebellions) e.g. 1943 Warsaw Ghetto uprising, joining resistance movements in occupied countries, joining armies of the allies * Are people passive victims of fate? * Who survived the Holocaust? Weimar and Nazi Germany, 1918–1939 Evidence Target Step 7 Stretch to Step 8 Stretch to Step 9
Weeks 31–32 Enquiry question: Why is the Middle East in the news so much? Week 31 What caused the First Gulf War? * Why have dictatorships flourished in the Middle East? * Case study: Saddam Hussein * Treatment of the Kurds and the Iraqi people. Use of chemical weapons * Financial pressures from the war – debts to Kuwait and Saudi Arabia * Local issues: Iraqi claims over Kuwait. Iraq's land-locked status. Disputes over oil production by Kuwait * Reasons for intervention by the UN, US and allies. How important was oil? Conflict in the Middle East, Causation and consequence Target Step 7 Stretch to Step 8 Stretch to Step 9 Change and continuity Step 8: Learners are confident when using the language of change and are beginning to explain why some changes are significant or seen as significant depending on perspective. Change and continuity Step 8: Learners can explain lines of development in which changes work cumulatively in the same direction or pull in different directions. However, they struggle to link lines of development to each other. Causation and consequence Step 7: Learners are becoming confident in forming a causal picture using information that they are given and can construct a sound explanation of why something happened. (Reinforced) Change and continuity Step 9: Learners can begin to look at lines of development over a long period of time and can select some examples to support a simple argument about change and continuity or significance. Causation and consequence Step 8: Learners are able to construct and explain a causal argument using historical knowledge with which they are becoming increasingly familiar. This argument will put forward a case for defining the importance of particular causes or groups of causes, but there will be a lack of organisation or sustained argument. Causation and consequence Step 9: Learners use knowledge to construct a causal argument, although they may struggle to make this knowledge fully relevant to the question asked. There is some attempt to organise their answer using a causal focus and there will be evidence of an argument forming Change and continuity Causation and consequence Week 32 What caused the 'War on Terror'? * The dramatic events of 9-11 * What is Islamic extremism and what do Islamic extremists want? * Reasons for western intervention against the Taliban in Afghanistan and the Second Gulf War * Review of the causes of conflict in the Middle East in the 20th Century. Identify common causes and changing causes of instability Change and continuity Target Step 8 Stretch to Step 9
Half-term: Summer 2 Unit title: What's the best way to bring about change? Weeks 33–38 Enquiry question: What's the best way to bring about change? Content details Links to Edexcel GCSE (9–1) History Progression scale focus Target understanding for all students Additional understanding for some students Extra stretch understanding End of half term assessment will cover Week 33 * How to bring about change by stirring up moral outrage * Elizabeth Fry and prison reform * Link back to anti-slavery campaigns Crime and punishment through time, c1000–present Evidence Target Step 7 Stretch to Step 8 Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. (Reinforced) Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how these two ideas work together. (Reinforced) Evidence Step 8: Learners can distinguish between ideas of utility and reliability, and understand that historians use ‘unreliable’ sources as valuable pieces of evidence. Evidence Step 8: Learners can support their comments on sources by using source content and sometimes by referencing the provenance of a source, although they struggle to draw conclusions from ideas of nature, origin and purpose. Evidence Interpretations Week 34 * Is conflict a good way to bring about change? * The American Civil War, why it broke out and whether it settled the issues that started it * Compare with the English Civil War The American West, Causation and consequence Target Step 8 Stretch to Step 9 Causation and consequence Step 8: Learners can explain why events had certain consequences and begin to recognise that one cause may have multiple or conflicting consequences. They will begin to see how causes Causation and consequence Step 9: Learners are beginning to place their causal reasoning within a wider contextual knowledge of the period or country studied.
Week 36 Controlling the media to change how people think * Propaganda - During the Blitz - In Soviet Russia - In Nazi Germany * Public information campaigns aimed at changing behaviour, e.g. 1980s Aids campaign, stop smoking Relevant to * Weimar and Nazi Germany, 1918–1939 * Warfare through time, c1250–present * Russia and the Soviet Union, 1917–1941 * Medicine through time, c1250–present Evidence Target Step 8 Stretch to Step 9 Evidence Step 8: Learners can support their comments on sources by using source content and sometimes by referencing the provenance of a source, although they struggle to draw conclusions from ideas of nature, origin and purpose. (Reinforced) Evidence Step 8: Learners can formulate their own historical questions but struggle to plan a line of enquiry or select sources to use. Evidence Step 9: Judgement of provenance is becoming more of a feature of learners’ understanding, so that ideas of nature, origin and purpose are sometimes reflected in their answers. Evidence Step 9: Learners are confident in asking historical source questions of their own and can describe the types of sources which would be useful. Week 37 How can we change the law? * Abolition of the death penalty in Britain * Abortion Law Reform * Poll Tax riots – forced laws to be repealed Crime and punishment through time, c1000–present Analytical narrative Target Step 8 Stretch to Step 9 Analytical narrative Step 8: Learners’ narrative accounts attempt analysis and show some appreciation of the relevant historical concept (e.g. constructing a narrative of a cause) but are not clearly focused. They are able to plan an answer that builds an account, but it lacks internal logic. Learners are able to select mostly relevant knowledge so that it adds to the quality of their work. Analytical narrative Step 9: Learners can construct a narrative account which shows some sound analysis and a basic understanding of how the relevant historical concept should be linked to the narrative. Analytical narrative Step 9: They are able to organise their account so that it shows some logic and an ability to plan, but there is no overall coherence. Learners are able to select relevant knowledge that has some links with the topic and the question. Week 38 Is terrorism ever justified? * How do we define terrorism? Interpretation Target Step 8 Stretch to Step 9 Interpretations Step 8: Learners can explain how and why an Interpretations Step 9: Learners can make a case
* Nelson Mandela and the ANC * Link back to suffragettes interpretation may have been constructed using points relating to purpose, viewpoint, background, source availability and selection. (Reinforced) Interpretations Step 8: Learners will understand that interpretations can be tested for validity, but will need a lot of support to begin to do this. for or against an interpretation and use some relevant contextual knowledge to support their evaluation, but they tend to make only assertive judgements of interpretations that lack clear justification.