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History

Our aim is that our History Curriculum should promote interest within our students and lead them to a wider and deeper understanding of the world in which we live. We aim to equip our students with the skills they need to be critical thinkers wPicture1ho are able to communicate complicated ideas. History is important; it is our collective memory. It shapes how we think about the place we live in and our role in the world. History encompasses key moments of national importance as well as key concepts like, revolution, democracy and empire. History is also personal as it challenges our students to think about themselves and how they think about the ‘individual’. We want our students to become skilful Historians who can select and analyse evidence, write extensively, interpret questions and think critically. Above all the study of History at Sale Grammar School is interesting and engaging!.  

Year 7

Year 8

Year 9

Year 7

 

Autumn Term 1

  • What is History?
  • How did the ancient world shape your life?

Autumn Term 2

  • Was the Norman Conquest really so significant?
  • Why did medieval people build such glorious Cathedrals, but live in such simple houses?  
  • Why was the Archbishop of Canterbury murdered?  

Spring Term 1

  • Could Medieval Kings always do what they wanted?
  • How “hard” was life in the middle ages?

Spring Term 2

  • Why were the Peasants Revolting?
  • Are Medieval wars worth remembering?
  • How important were women in the War of the Roses?     

Summer Term 1

  • Did Henry VIII line up to his public image?
  • Why were Mary I and MQA such controversial figures?  

Summer Term 2

  • Was the reign of Elizabeth I really a “Golden Age”?

Year 7 Core Learning Objectives:

Chronology

  • Sequence events e.g. a timeline
  • Divide the past up in to different periods of time
  • Identify some difference and similarities between periods of time

Knowledge and understanding. Students can provide:

  • Some causes
  • Some results of events
  • Some changes
  • Identify differences in people’s lives
  • Use dates and historical terms in their work

Evidence

  • Use sources of information to answer questions about the past
  • Describe the source or rewrite parts of the source

Significance

  • Identify that some events, people and changes were really important

Interpretation

  • Understand that the past can be shown in different ways by different people
  • Identify some viewpoints
  • Identify positive and negative language
 
 
Year 8
 
Autumn Term 1
  • How powerful were 17th and 18th century monarchs?
Autumn Term 2
  • How united was the United Kingdom
  • Why do Britain and the USa have a "special relationship"?
Spring Term 1
  • "From the filthy sewer pure gold flows". is this the best way to describe Victorian Manchester?
  • Should the British Empire be a source of national pride?
Spring Term 2
  • Should the British Empire be a source of national pride?
  • How democratic was Britain in the 19th century?
Summer Term 1
  • What's the truth about Victorian and Edwardian woman?
  • How would you commemorate the First World War?
Summer Term 2
  • How would you commemorate the First World War?

 

Year 8 Core Learning Objectives

Chronology

  • Describe in detail features of past societies
  • Explain why there are similarities and differences between periods

Knowledge and understanding

  • Make links between causes, consequences and events
  • Show how one cause led to another
  • Explain which differences there were in History
  • Explain how big these differences were in people’s lives in the past
  • Write in a structured way
  • Use connectives to link paragraphs
  • Reach a supported conclusion

Evidence

  • Identify what the sources say can be different
  • Identify which sources are useful for the task

Significance

  • Explain which events, people and changes could be judged as more important than others could and give reasons why

Interpretation

  • Provide reasons why events, people and changes have been interpreted in different ways
 
 
Year 9
 
Autumn Term 1 & 2
  • How did democracy come under threat in the interwar years?
  • To what extent Jews persecuted before the Holocaust? 
  • How were the Nazi able to implement the "final solution"
  • Why did Britain win World War Two? 
Spring Term 1 & 2
  • Was the " Mother Country" a good mum? 
  • How do you fight Cold War?
  • We've never has it so good; has that been the story of post-war Britain?
Summer Term 1 & 2
  • Did the British Empire "jump" or was it "pushed"?
  • Was religion the cause of the 9/11 attacks?

Year 9 Core Learning Objectives

Chronology

  • Explain different societies and periods from British and international History and make links between features within and across different periods
  • Compare what life was like in different places and times and pick out the similarities and differences

Knowledge and understanding

  • Explain the links between cause, consequences and events
  • Breakdown and organise causes e.g. in terms of importance and long term, short term
  • Explain why and give reasons why different people’s lives in the past were different
  • Reach a balanced conclusion
  • Use specialised historical vocabulary effectively and timely
  • Use relevant and appropriate quotes to support your argument
  • Write a well-structured, analytical piece of work

Evidence

  • Evaluate strengths and weaknesses of sources through examining reliability and utility
  • Use sources to support your argument
  • Identify the nature, origin and purpose of a source

Significance

  • Use criteria to explain which events, people and changes could be judged as more important than others

Interpretation

  • Explain why there are different interpretations of events in History
  • Evaluate which interpretation you think is most valid 
Page Documents Date  
KS3 reading lists 04th Oct 2021 Download