History & Sociology
Intent
To develop an in depth knowledge and understanding of the past and see how it shapes the present. Lessons should inspire curiosity through the teaching of key events, people and discoveries.
IMPLEMENTATION
Students will learn about the past through investigating a series of engaging enquiry questions that may cover; first and second order concepts, a topic or theme in breadth, or delve into a narrower topic in depth. Through investigating the answers to enquiry questions students develop a broad base of knowledge of the past as well as developing key historical skills such as causation, change and continuity, interpretations and using sources. Consideration has been given to ensure progression across skills throughout the time the students are in school as well as ensuring that students develop a sense of chronology. Opportunities for assessment have been clearly identified and planned for. Cross curricular themes have been specifically linked – for example literacy and citizenship. (See the Curriculum Map and Curriculum Overviews for further details)
IMPACT
Students’ exercise books, online learning areas as well as completed assessments and exams provide evidence of a broad and balanced history curriculum and demonstrate they have developed key knowledge and skills.
By the time they leave Notre Dame RC Girls’ School students will be able to:
- Show an understanding of the present through a respectful engagement with the past.
- Engage in the process of historical enquiry and understand how history is created.
- Engage with evidence and interpretations in meaningful ways.
- Understand the development of history over long periods of time as well as in the short term.
- Show an understanding of a diverse, broad range of periods and people.
- Engage with the history around them
Curriculum Map
Curriculum Plans
Year 7
|
What we teach and why? |
Autumn Term |
Spring Term |
Summer Term |
|
Who had power in the middle ages?
Why? This provides the early foundation of students’ chronological engagement with Early Medieval History. These topics develop students’ understanding of why 1066 is seen as a significant turning point in British History. It also provides the foundation for understanding the changing role and influence of the church. |
What was the impact of the Silk Roads?
Why? These topics will help students to understand essential development in the cultural exchange between the Eastern and Western worlds. Students will also learn how the past influences the present and be able to compare the impact of the current pandemic to a historical one.
|
How did the Tudors shape modern Britain?
Why? Learning about the Tudors, in particular the Reformation helps to form the basis of an understanding of the development of church state and society in Early Modern Britain. Learning in detail about how historians discover the past helps students to develop their critical thinking skills and understand that we can’t always be 100% certain about the past.
|
Year 8
|
What we teach and why? |
Autumn Term |
Spring Term |
Summer Term |
|
What was the Age of Discovery?
Why? Many of the changes during this time period still influence the world we live in today. The Elizabeth helps students to understand the institutions of Britain today. Studying European voyages of Exploration helps students to understand the connections between Britain and other countries and how European empires have shaped the world we live in today. |
Diversity, Ideas and Industry - is it fair to compare the lives of pauper apprentices to slaves?
Why? The legacies of both the transatlantic slave trade and the industrial revolution have had a long lasting influence on the society we live in today. For example, It is important to learn how the industrial revolution influenced the world of work today and how enslaved Africans actively resisted and were active in fighting for their own freedom.
|
Suffrage, Democracy and Power - when did women in Britain gain power?
Why? This topic will help students to understand that in the past people have fought for choice, rights and freedoms that many of us take for granted today. Learning about the suffrage movement builds empathy; helping students to understand the passion and fury felt by women of the later 19th and early 20th centuries, as well as those involved in anti-suffrage campaigns.
|
Year 9
|
What we teach and why? |
Autumn Term |
Spring Term |
Summer Term |
|
Remembrance and wider word challenges - were the two world wars inevitable?
Why? The first world war was truly global conflict fought on a scale never seen before. The consequences were wide ranging, including the introduction of remembrance, the changing borders of Europe (and overseas colonies) and the rise of Hitler to power in Germany. Learning about Hitler’s rise to power helps students to understand reasons why extremists ideas may become appealing to people in times of crisis
|
Democracy and Dictatorship - what damage do dictatorships do?
Why? Study of the Holocaust underlines that genocide is a process which can be challenged or perhaps stopped rather than an inevitable event. Learning about the Holocaust and the Cold War is an opportunity to analyse the decisions and actions taken (or not taken) by a range of people in an emerging time of crisis
|
How successfully was racial injustice challenged around the world after 1945?
Why? This unit will help students to understand the impact and successes of different protest methods used to achieve civil rights and racial justice. There will be a particular focus on the case studies of the USA and Britain, topics studied will include the legacy of the transatlantic slave trade as well as institutional racism. Students will also gain an understanding of recent debates surrounding controversial statues.
|
Year 10
|
What we teach and why? |
Autumn Term |
Spring Term |
Summer Term |
|
Paper 1 - Crime and Punishment (thematic study)
Why? This forms the GCSE Paper Thematic Study. You will gain a clear understanding of the differences between key themes such as retribution, deterrence, reform and rehabilitation, the nature of crime, punishment and law enforcement This historical understanding will enable you to reflect on change over time and the systems we have in place today.
|
Paper 1 – Crime and Punishment – the historic environment – Whitechapel, 1870-1900
Why? This unit applies knowledge gained in the thematic study to a specific time and place. You will develop your analytical skills in applying contextual knowledge to evaluate sources. Paper 2 – Early Elizabethan England The Virgin Queen; legitimacy, gender, marriage. Her character and strengths.
|
Paper 2 Early Elizabethan England (continued)
Why? This forms the GCSE Paper 2 British Depth Study. This allows students to dive deeper than KS3 and immerse themselves in the so called ‘Golden Age’ of Elizabethan England. They will learn about the threats Elizabeth faced and the accomplishments of her reign. Paper 3 – The USA, Conflict at home and abroad
Why? This forms part of the Modern Depth Study of Paper 3 at GCSE. Students engage with the struggles black Americans faced after WW2, the early civil rights movement and its achievements, the protest movement in the 1960s and its successes, the significance of the civil rights and voting rights acts. |
Year 11
|
What we teach and why? |
Autumn Term |
Spring Term |
Summer Term |
|
Paper 1 - Superpower relations and the cold war In this unit, you will learn: The early development of the Cold War, division of Germany and Berlin and the ‘Soviet sphere of influence’.
Why? This forms the GCSE Paper 2 Period Study. This period study covers a time span of over 50 years to give students a chronological and long-term overview of the significance and impact of the Cold War.
|
Paper 3 - The USA and the Vietnam War Year 11 US involvement in Vietnam, 1954-61
Reactions to Vietnam and US failure 1974-75
The peace process and the end of the war
○ Strengths of North Vietnam ○ Weaknesses of the US armed forces ○ Impact of opposition to the war Why? Students engage with the origins of the Vietnam War, the reasons for American involvement in the Vietnam War, the tactics used by each side, the reaction to the Vietnam War in the USA and the reasons why the USA lost. |
Revision and GCSE exams
|
Useful Links
Sociology (KS4)
Course Outline
Sociology students at Notre Dame enjoy the course immensely and achieve good results (87% 4 or above in 2019)
Sociology is the study of human behaviour and society. It is a Social Science with its’ own set of guiding principles which are used to question, research and explain our social world. If you are someone who enjoys questioning their own life and why we have to do the things we do, this subject will allow you to thrive. If you are interested in why the riots of 2011 started, how family can influence the choices you make or how schools and media shapes our opinions then you should choose Sociology. You need to be happy to challenge your own opinions and respect others.
AT GCSE, students explain and evaluate different sociological theories such as Feminism, Marxism, Functionalism and social research that explains how humans have constructed our society. Particular focus is placed on the role of gender, ethnicity, social class and age in society today. The themes of power and inequality are explored through all of the units on the course which include; Researching Society, the Family, Education, Crime and Deviance and The Mass Media. Sociology is an academic subject, and students should be prepared to analyse statistics, construct their own social research, evaluate sociological evidence and write extended answers.
Assessment
The course is assessed by 2 written examinations that are worth 50% each. Both these written exams are sat at the end of Year 11. There is no controlled assessment or coursework.
Paper 1: Understanding Social Processes – including families, education, cultural transmission and sociological research methods (50%)
Paper 2: Understanding social structures – including social differentiation, crime and deviance (50%)
Sociology Additional Information
Sociology at GCSE is useful for a range of careers including Journalism, Media, Health Care, Law, Teaching, Social Work, Politics, Criminology, Public Services and much more. Sociology is a discipline that can be studied at A-level , degree level and beyond for those who wish to work within the civil service and government departments, pressure groups, overseas development, public relations welfare and probation services.
More information on the Eduqas GCSE course can be found here:
