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Ulverston Victoria High School

Ulverston Victoria
High School

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Y7 History

Head of Department

Ms S Lomas

 
 
Organisation of the subject:

Pupils have 2x 50 minute lessons a week

Key Concepts (The big ideas underpinning the subject)

  • Historical concepts such as continuity and change, cause and consequence, similarity, difference and significance,. Pupils will use these skills to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • Understanding of the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • Gaining of historical perspective by placing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short and long-term timescales

What will your child be learning? 

  • A pre 1066 study
  • The development of Church, state and society in Medieval Britain 1066-1509
  • The development of Church, state and society in Britain 1509-1745
  • Ideas, political power, industry and empire: Britain, 1745-1901
  • Challenges for Britain, Europe and the wider world 1901 to the present day
  • The Holocaust
  • A local History study

Key 'Learning Capacities' in this subject 

  • Gain a coherent understanding of Britain’s past and that of the wider world
  • Inspire pupils’ curiosity to learn more about the past
  • Equip pupils to ask perceptive questions, weigh evidence, sift arguments and develop perspective and judgement
  • Help pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time

Key 'Learning Capacities' in this subject 

  • Gain a coherent understanding of Britain’s past and that of the wider world
  • Inspire pupils’ curiosity to learn more about the past
  • Equip pupils to ask perceptive questions, weigh evidence, sift arguments and develop perspective and judgement
  • Help pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time

How will your child be learning? 

  • Investigation and sources driven lessons
  • Small group work
  • Individual research
  • One to one discussions with teachers
  • Extended projects
  • Engagement with people from the last and through local historical links

How will learning be assessed? 

  • Monitoring homework and classwork
  • One assessment per term that assesses the four key areas of historical study: Knowledge, use of historical concepts such as assessing usefulness, working with sources and working with interpretations

What can you do to support your child? 

  • Read with your child both non fiction and historical fiction
  • Support homework through research and encourage pupils to look in a variety of places
  • Foster an environment of interest in the past by watching historical programmes of visiting historical environments
  • Engage in discussions about what leaning has taken place

Equipment needed for this subject 

  • Pens, pencils, ruler, highlighters, coloured pencils

Extra-Curricular/Enrichment Opportunities 

  • Opportunities for trips, both local and international
  • Archaeological experience days
  • Listening to the testimony of a Holocaust survivor