KS3 Humanities
At Key Stage 3 groups will be following an internal programme which follows the National Curriculum from History, Geography and Religious Studies.
Intent
Our aim in Humanities is to provide and encourage students with an understanding of our past, to ensure that they can access our world current affairs today. Students are encouraged to discuss different beliefs and practices within the world faiths and to develop a broad knowledge of history in the past, geographical places around the world and to evaluate beliefs and practices as a key skill. This is achieved in lessons via guided tasks, questions and activities, audio visual aids and most recently with online learning. Students are taught using a wide variety of texts and teaching methods and there is an emphasis on current events to help relate Humanities to the present day.
Throughout KS3, students are encouraged to be independent in their learning and to take pride in their work. We pride ourselves on engagement with students and will always offer a friendly and supportive environment in the classroom.
Below is a guide to show what your child will be studying during KS3. The topics role over a three-year period and is designed to link with cross curricular topics and current events from other subjects such as English, Science and PSHE. This will in turn engage students with an understanding of the world around them, to raise awareness of issues affecting our world and to lay a solid foundation for further study at KS4 through a GCSE pathway.
Larches High School: Curriculum Planning 2024 / 25
Subject: Humanities Year Group: KS3
| Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 | Summer Term 2 | |
| Topics to be covered | Medieval Britain 1066 to 1500.
The Norman Conquest: Why was there an invasion? The Victory Completed. The Feudal System. Motte & Bailey Castles. Square Keep Castles. The Land the Normans Rules.
The Medieval Realms Take Shape: The Church and Christendom. The Murder of Thomas Becket. The Crusades. Magna Carta. Simon de Montfort. Henry II and Ireland. Edward I and Wales. Robert Bruce and Bannockburn.
The End Of The Medieval Realms: The Black Death. The Peasants’ Revolt. The War of the Roses. |
Monarchs, Rule and Religion in the United Kingdom in the sixteenth and seventeenth century.
Crown and Parliament under the Tudors: The Monarchs. The four nations. Henry VIII The expansion of England in the early sixteenth century. Henry VIII’s successors.
The Age of Elizabeth: Elizabeth I The expansion of England. The beginnings of overseas exploration. Threats to Elizabeth and the war with Spain. Crown and Parliament. The Stuarts and the Union of Crowns.
Religious change and conflict: The Reformation and the Counter Reformation. England’s break with Rome. The age of witchcraft. The Gunpowder Plot.
The Dissolution of the Monastries: The monasteries before the Dissolution. The Pilgrimage of Grace. |
Countries Around The World.
Introduction to the UK: The countries make up the United Kingdom.
Continents How many continents are there? How do they differ in size and population? What are the major countries of each continent?
Countries: What are the capital cities?
Food: What is the national dish of various countries? What is their staple diet?
Language and Nationalities: |
Comparing Three Countries From Three Different Continents.
Italy: Europe What is the European Union? What are Italy’s main physical features? How does the environment affect people? What are Italy’s main regions? Physical features of North and South Italy. How developed is Italy?
Kenya: Africa What are Kenya’s main features? What are Kenya’s main physical features? Kenya’s population Present day movements of population What is the Maasai way of life? What is a developing country?
Japan: Asia Where is Japan? What are Japan’s main physical features? How has Japan changed? Where is Japan’s industry located? Sustainable development in Japan. How interdependent is Japan? |
The First World War 1914 to 1918
The First World War and its Consequences: Why did it start? What happened? The Western Front. The price of peace?
From Peace to War: The Russian Revolution 1917 – 1924 The League of Nations. Challenges to peace. |
The Second World War 1939 to 1945:
Democracy and Dictatorship: Democracy in the UK and the USA. Communist Russia. Dictatorship in Italy and Japan.
Nazi Germany: The rise of the Nazis. The Nazi dictatorship. Jobs, guns and Jews.
The Origins of the Second World War: Hitler and the Treaty of Versailles. Appeasement. The outbreak of War.
Crucial moments during War: The conquest of Poland. The fall of France. The Battle of Britain. The Russian Front. The outbreak of war in the Far East. North Africa and Italy. The War at Sea and in the Air.
How the War affect the British Public: Total war. Rationing. The role of the BBC. The Blitz.
Occupied Europe: The “master race” The Holocaust. Inside Germany. Germans against Hitler.
Victory in Europe and Asia: Normandy invasion. The Russian advance. The German surrender. The war in the Pacific. The Atomic bomb.
A Divided Europe: Tehran, Yalta and Postdam. The division of Germany. The Cold War. Europe in ruins. |
| Knowledge / Skills to be developed and enhanced
|
High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. | High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. | Use and interpret ground, aerial and satellite photos. Describe landscape and land use from photos. Label and annotate photos. Collect and interpret fieldwork data. Use and interpret atlas maps. | Use and interpret ground, aerial and satellite photos. Describe landscape and land use from photos. Label and annotate photos. Collect and interpret fieldwork data. Use and interpret atlas maps. | High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. | High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. |
| Rationale | This scheme is the foundation of the History of our country.
This unit is taught now to enable pupils to fully understand how our country was formed. |
This scheme develops the pupils’ knowledge and understanding of how complex our country is compared to others. How the monarch affected the everyday life of the population, how their religious beliefs were thrust upon others and the consequences if they failed to follow.
This unit is taught now as a natural progression from the first unit. |
This scheme is the foundation of Geography and ensures all the basics such as – What is our own country called? What is a continent? – are covered and are practised so all pupils have a more solid foundation to build their geographical knowledge successfully.
This unit is taught now because these are perhaps the most important threshold concepts in Geography and without secure knowledge, pupils will struggle to progress. Cross curricular links are made with Food Technology regarding staple diets and national dishes. |
This scheme develops the pupils’ knowledge and understanding of three very different countries. Comparing the physical features, population and developments in those countries.
This unit is taught now because it follows the previous scheme and explores three different countries on three separate continents. |
This scheme develops knowledge of the origins of the First World War, its impact on world peace and the consequences from the end of the First World War on the remainder of the 20th century.
This unit is taught now because each continent studied in the previous unit were affected by the War. |
This scheme concludes the academic year and develops knowledge and understanding of the impact of both World Wars on the world today.
This unit is taught now as it links with the previous unit and the one next. |
| Tier 2 vocabulary to be taught | Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
| Tier 3 vocabulary to be taught | Medieval
Normans Motte Bailey Square Keep Suppression Rebellions Feudal Crusades
|
Tudor
Monarch Annulment Monasteries Regent Persecute Dissolution Dismissed Excommunicated Reformation
|
Continents
Population Culture Staple European Asian African Australasian American Hispanic
|
Industrialisation
Renaissance Traditions Division Tourism Landmarks Regionalised Cuisine Climate Economy |
Empires
Propaganda Patriotism Casualties Conscription Rationing Revolution Trenches Warfare Strategy
|
Democracy
Communism Aryan Resistance Dictatorship Evacuate Motives Allies Blitz Holocaust
|
| CEIAG links / Gatsby benchmarks
|
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
| How Learning will take place / pedagogy
-Regular knowledge quizzes/tests linked to the PLC -Each topic identified in the knowledge section will be assessed with an exam question |
| How Learning will be assessed
Ongoing throughout the academic year through written and verbally assessments. Peer assessments to take place where appropriate. |
| Literacy and Numeracy Statement of Intent |
| SMSC Statement
Humanities focuses on the study of historical events, individuals and societies throughout the Geographical world and provides opportunities to promote SMSC values through its curriculum and teaching methods. Spiritual Development: W encourage spiritual development by exploring the beliefs, values and motivations of historical figures and societies. Students may analyse how religion and spirituality influenced people’s lives, actions and decisions throughout history and today, including the religious impact of many societies from each continent. Studying significant events, such as religious conflicts or movements, can prompt students to reflect on their own beliefs. Moral Development: Our lessons offer numerous opportunities to discuss moral issues and dilemmas from the past and in today’s society. Teachers can facilitate discussions on ethical decision-making, justice, and morality in historical contexts. By examining the consequences of actions taken by individuals, governments and societies, students can develop their understanding of right and wrong, empathy, and moral responsibility. Social Development: Humanities enables social development by examining the relationships, interactions and dynamics within and between different societies. Students may explore issues of power, inequality, and social justice throughout history. Analysing the experiences of diverse social groups, such as women, minorities, and workers, fosters empathy, understanding, and awareness of social issues past and present. Cultural Development: Cultural development is inherent in the study of history as it involves exploring the customs, traditions, beliefs and practices of past societies. In other units with a Geographical element we look at cultures and traditions in various countries throughout the world. We exposes students to diverse cultures, civilizations and perspectives from around the world. By learning about different cultural identities students develop respect, appreciation, and tolerance for cultural diversity. Incorporating SMSC values into Humanities helps students develop a broader understanding of historical events and their significance, while also fostering personal and social development. Teachers can integrate SMSC values through classroom discussions, debates, analysis of primary and secondary sources. Additionally, encouraging students to consider the relevance of historical lessons to contemporary society promotes critical thinking and civic engagement. |
| BRITISH VALUES
British values is often explored within the context of most units. Democracy: The development of democratic institutions in Britain through study of Medieval Britain from 1066 to 1500, followed by with studies from the next 200 years. A comparison with the political system in Germany in the inter-war years and how that contrasted with Britain is followed by the Cold War in our second year of study. Rule of Law: The rule of law is often discussed in relation to the development of legal systems and the concept of justice in British history. Topics may include the emergence of common law, the consolidation of monarchy and authority in the Elizabethan Era. The expansion of the British Empire and its impact across the world is also evident. Individual Liberty: This theme can be explored through the study of social movements, political reforms and the struggle for rights and freedoms in British history, primarily through the Industrial Revolution. This is further developed in our third year with a unit specifically on the Civil Rights Movement in the USA from 1954 to 1975, followed by the Windrush generation. This also includes the treatment of the Jews in Europe with a unit dedicated in the second year. Mutual Respect and Tolerance: Students may examine the challenges and conflicts arising from cultural, religious and ethnic diversity throughout history and the challenges faced today. Freedom of Speech and Expression: The evolution of free speech and press freedom in Britain and a comparison with events in Germany in the interwar years. These themes are integrated into the study of specific units, such as the Tudor period, the Industrial Revolution, the Victorian Era and the World Wars, allowing students to explore how British Values have evolved over time and shaped the nation’s history Personal Development awareness days are celebrated throughout the three year course including National Days of the countries we are studying, the various wars and the Monarchs and leaders who played such a pivotal role in creating the societies we live in today (eg Remembrance Day, Windrush Day Martin Luther King’s Birthday). |
| Evaluation at end of academic year
Ongoing throughout the academic year through written and verbally assessments. Peer assessments to take place where appropriate. |
Larches High School: Curriculum Planning 2025 / 26
Subject: Humanities Year Group: KS3
| Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 | Summer Term 2 | |
| Topics to be covered | The Cold War
A Divided Europe: Tehran, Yalta and Postdam. The division of Germany. The Cold War. Europe in ruins.
Origins of the Cold War The differences between capitalism and communism and how they portrayed each other. The development of the arms race and ‘Mutually Assured Destruction’ (MAD) |
Holocaust Memorial Day Project
Battalion 101: Why did they shoot?
Understanding the range of groups persecuted by the Nazis – Jewish resistance – Learning lessons from the Holocaust
The British response to the Holocaust
What happened after the Holocaust?
The Atomic Bomb The dropping of the atomic bombs on Hiroshima and Nagasaki and the extent of destruction
The arguments for and against the dropping of the atomic bombs |
Ecosystems:
How are ecosystems at risk? What factors affect climate? What is Britain’s climate? What are ecosystems? What is the equatorial climate? What are tropical rainforests? What is a Mediterranean climate? What is Mediterranean vegetation like? What is soil erosion? Soil erosion in Nepal. How can climate affect the patter of natural ecosystems? |
Volcanoes and Earthquakes:
What are volcanoes and earthquakes like? Where do volcanoes and earthquakes happen? How do volcanoes and earthquakes happen? What are volcanoes? What happens when a volcano erupts? What happens in an earthquake? How can the earthquake danger be reduced? Compare two earthquakes on two different continents. How can the damaging effect of a volcanic eruption be reduced? |
History: The British Empire
Napoleon and The Napoleonic Wars. Napoleon v Nelson. Battle of Trafalgar Battle of Waterloo.
The British Empire: 1600’s to 1900’s. The expansion of the British Empire motivated by trade. The Slave Trade.
Britain and America. British Colonies. Thirteen Colonies rebelled against Britain. The Americas won independence 1783. |
The Industrial Revolution:
Comparing Britain 1750-1900 Agriculture 1750 – 1870. Trade and Empire in the Eighteenth Century. The Industrial Revolution: Iron Steam Coal Textiles Canals and Roads Railways and Ships Factory conditions and their impact on children Inventions of the Industrial Revolution. Case study: Manchester in the 1850s Local History study: Richard Arkwright and Preston’s role in the Industrial Revolution |
| Knowledge / Skills to be developed and enhanced
|
High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. | High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. | Use and interpret ground, aerial and satellite photos. Describe landscape and land use from photos. Label and annotate photos. Collect and interpret fieldwork data. Use and interpret atlas maps. | Use and interpret ground, aerial and satellite photos. Describe landscape and land use from photos. Label and annotate photos. Collect and interpret fieldwork data. Use and interpret atlas maps. | High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. | High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. |
| Rationale | This scheme introduces pupils to the similarities and differences between capitalism and communism and the ideologies they have.
This unit is taught now as we had just completed units on WW1 and WW2 at the end of the last academic year. |
This scheme aims to encourage empathy lessons challenging pupils to consider the Holocaust from the perspective of victims, perpetrators and bystanders.
Pupils are evaluating the arguments for and against the dropping of the atomic bomb. |
This scheme is the foundation of how ecosystems may be changed by human activity. In this unit pupils will learn about the factors that affect climate, various climates, the main features of ecosystems,
The characteristics of tropical rainforest and Mediterranean ecosystems and the causes and effects of soil erosion.
This unit is taught now as it follows from last year’s units on continents and the different developmental stages on each continent. |
This scheme develops the pupils’ knowledge and understanding of the distribution of volcanoes and earthquakes, their cause and effects, the different ways in which countries respond to these natural hazards and how the dangers can
This unit is taught now because it follows the previous scheme and explores three different countries on separate continents and whether these continents are affected by both these potential natural hazards. |
This scheme develops knowledge and understanding of our own History and the positives and negative impact we had on the global world. Which continents did we discover and colonise? This unit is linked directly to the Countries and Continents Unit delivered in Year 1. How powerful the Empire was and which nations we were competing with for Trade. How America fought Colonialism and gained their Independence.
This unit is taught now because pupils need to understand their own History. This unit is directly linked to the next as the expansion of the Empire and the Industrial Revolution were linked. |
This focuses on the impact the Industrial Revolution had globally and why this region played such a pivotal role.
This unit is taught now as the natural progression from the previous unit relating to the expansion of the British Empire. This Unit also links with the next as The Physical Landscape of the UK affected which Industry dominated that particular area which also leads to the Tourism Unit as most of these Factories from the Industrial Revolution have become popular attractions in the UK. |
| Tier 2 vocabulary to be taught | Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
| Tier 3 vocabulary to be taught | Ideology
Communism Democracy Capitalism Propaganda Alliance Confront
|
Genocide
Holos Kaustos Aryan Boycotted Kristallnacht Ghettos Persecuted Perpetrated Commemorate
|
Ecosystem
Climate Latitude Equatorial Vegetation Erosion Overgrazing Deforestation Up and down ploughing Soil exhaustion
|
Seismographs
Crust Mantle Core Crater Lava Volcanic bombs Active Dormant Extinct |
Revolution
Abdicated Empire Colonies Plantations Mutinied Abolitionists Segregation Transgression Slave Trade
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Squires
Enclosures Agricultural Rural Industrial Manufacturing
|
| CEIAG links / Gatsby benchmarks
|
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
| How Learning will take place / pedagogy
-Regular knowledge quizzes/tests linked to the PLC -Each topic identified in the knowledge section will be assessed with an exam question |
| How Learning will be assessed
Ongoing throughout the academic year through written and verbally assessments. Peer assessments to take place where appropriate. |
| Literacy and Numeracy Statement of Intent
Pupils will have a range of dates to remember. Pupils will be asked to complete a chronological timeline of dates they know and also their own personal timeline. |
| SMSC Statement
Promotion of British Values within world values and equality and diversity. Pupils ideas and opinions are valued. |
| Evaluation at end of academic year
Ongoing throughout the academic year through written and verbally assessments. Peer assessments to take place where appropriate. |
Larches High School: Curriculum Planning 2026 / 27
Subject: Humanities Year Group: KS3
| Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 | Summer Term 2 | |
| Topics to be covered | Physical Landscapes in the United Kingdom:
The countries of the United Kingdom. The attractions of the British Isles.
The Land’s End to John O’Grots challenge. The diversity of the UK.
The UK in Europe
UK Landscapes. How do landscapes change? The importance of the Lake District.
Landscape processes. The geology of the UK. Weathering, erosion, transportation and deposition.
River landscape. The main feature of a River basin. Landforms of the River Aire. Human uses of the River Aire.
Coastal landscape. Processes of coastal erosion and the impact on cliffs and beaches.
Mountains and glacial landscapes. The location of mountains in the UK. Safety in the mountains and the process of freeze – thaw weathering. |
Tourism:
What is tourism? What is the tourist industry? What problems does tourism cause? What are National Parks? What is conflict?
Where do tourists go?
Mallorca – a holiday paradise?
Disney Florida – a holiday dream?
The Alps – a winter wonderland?
The tourism enquiry. How can the development of tourism affect areas of great scenic attraction?
This unit prepares the pupils for the next unit as the numerous Sporting Stadiums in the UK are major tourist attractions. |
The Sport Industry:
Fashion and Sport: How does fashion and sport affect our lives? What is globalisation? How do transnationals affect poorer countries? With particular reference to Nike.
How worldwide is sport? With specific reference to which countries have hosted the Olympic Games and the varied nationalities that play in the Premier League due to improvements in transport and communications.
Building New Stadiums: Where is the best site for a stadium? Advantages and disadvantages of new stadiums? |
The History of Sport:
Mob football pre industrial revolution.
The influence of nineteenth century boarding schools.
Social control of pupils at these schools. The introduction of the House System. The expansion of these Schools due to the emergence of the middle class.
The Cult of Athleticism. Physical Endeavour. Moral Integrity. Obsession with team sports and the characteristics associated with playing.
The Formation of National Governing Bodies.
How did the Industrial Revolution impact sport in the UK?
How did the British Empire spread the values of team sports globally?
How has Sport been used as a political tool? Berlin1936 Mexico 1968 Munich 1972 Moscow 1980 Los Angeles 1984 |
The Civil Rights Movement in the USA 1954 – 1975
The Development of the Civil Rights Movement.
America from 1600 to the late 1800s. Segregation and Discrimination in the 1950s. The Civil Rights Movement in the 1950s. The murder of Emmett Till (1955). Political Opposition to Civil Rights. The Brown Case (1954). Little Rock (1957). Montgomery Bus Boycott (1955).
Protest, Progress and Radicalism. Greensboro Sit – in 1960. The Freedom Riders (1961). The James Meredith Case (1962). Birmingham, Alabama (1963). March on Washington (1963).King’s speech. Key Civil Rights Laws. The role of Presidents Kennedy and Johnson. Malcolm X. Black Power. Black Panther. The Riots of 1964 – 67
King’s campaign in the North (1966). King’s Assassination (1968). Progress 1969 -1975. |
The Windrush Generation:
Europe and Colonisation.
West Indies and WW2.
The British Nationality Act, 1948.
What was the Windrush?
Reaction to the Windrush Generation.
Passengers on the Empire Windrush.
The Windrush Generation (1948 -1971) and their contribution to British Society.
Notting Hill Riots leading to the Notting Hill Carnival. |
| Knowledge / Skills to be developed and enhanced
|
Use and interpret political maps. Label and annotate maps and photos. Understand numerical data. Complete bar charts. | Use and interpret political maps. Label and annotate maps and photos. Understand numerical data. Complete bar charts. | High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. | High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. | High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. | High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints. |
| Rationale | This scheme is the opportunity to look at our own country in more detail. This is more Physical Geography than previous units in Schemes A and B
This unit is delivered as our location gives us the opportunities to visit landscapes to witness firsthand the variety we have in the UK. |
This unit introduces pupils to the tourist industry, the problems tourism can cause, management and conflict in our National Parks, different types of holidays and how tourism can change the environment.
This unit links with previous work in other units including Countries Around The World and Comparing Three Countries From Three Different Continents. |
This scheme develops pupils’ knowledge and understanding of globalisation and transformational corporations, fashion and sport as worldwide industries, links between countries at different stages of development, the best location for a stadium and the effects of a new stadium on the local economy.
This unit links with previous units Comparing Three Countries From Three Different Continents, The Industrial Revolution and the next unit, the History of Sport and how it has evolved in the last 150 years We are also fortunate here in the North West. to have so many professional football teams with various stadiums from traditional to more modern, where we can compare and visit as part of our Humanities curriculum. |
This scheme develops pupils’ understanding of where and when these sports originated, which class in society invented them and who played these different sports. Strong social links to the Industrial Revolution and how travel and communication helped the development and expansion of team sports in the UK and beyond.
Sport and politics is discussed with references to Nazi Ideology and also Civil Rights Issues, both highlighted at the Olympic Games. This unit is delivered as an opportunity to combine Physical Education, History and Geography. |
This scheme develops pupils’ understanding of how racial inequality was evident in the USA in recent History. Segregation and inequality were accepted as the norm and students will learn the background to this and the role the British Empire played.
This unit links with previous units including both World Wars, the expansion of the British Empire, the Industrial Revolution and the Cold War. This unit also deals with contemporary issues relating to Black Lives Matter and Show Racism The Red Card to name only two. |
This unit further develops pupils’ knowledge, understanding and stance on racial inequality. This unit shows how it was (and still is in many walks of life) evident in the UK and how this generation were treated when they were invited as part of the British Empire following the end of WW2. The unit is taught now as it celebrate Windrush Day celebrated every year on the 22nd of June.
This unit concludes our three year programme of study and will encourage pupils to discuss all other units studied over the three year cycle. |
| Tier 2 vocabulary to be taught | Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
Compare
Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link |
| Tier 3 vocabulary to be taught | Island
Inhabited Nation Region County National Park Landscape Erosion Transportation |
Primary occupations
Secondary industries Tertiary industries. National Parks. Tourists. Conflict. Conservationists. Population. Transport. |
Globalisation
Brand names Transnational Corporations. Exploiting. Regenerate. Relocate. Congestion. Amenities. Legacy |
Boarding school.
House system. Integrity. Endeavour. Leadership. Elitism. Amateur. Professional. Influence. Regulated. |
Segregation
Discrimination Inferior Activists Dixiecrats Desegregation Protest Progress Radicalism Equality |
S
Migration Windrush Generation Troopship Voyage Exotic Vibrant Immigrants Diversity Cohesion
|
| CEIAG links / Gatsby benchmarks
|
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
Historians
Geologists Museum Work Travel Industry Languages Interpreter Weather – Science |
| How Learning will take place / pedagogy
-Regular knowledge quizzes/tests linked to the PLC -Each topic identified in the knowledge section will be assessed with an exam question |
| How Learning will be assessed
Ongoing throughout the academic year through written and verbally assessments. Peer assessments to take place where appropriate. |
| Literacy and Numeracy Statement of Intent
Pupils will have a range of dates to remember. Pupils will be asked to complete a chronological timeline of dates they know and also their own personal timeline. |
| SMSC Statement
Promotion of British Values within world values and equality and diversity. Pupils ideas and opinions are valued. |
| Evaluation at end of academic year
Ongoing throughout the academic year through written and verbally assessments. Peer assessments to take place where appropriate. |
Outcomes
Humanities provides pupils with a good knowledge and an understanding of Humanity and that if we do not learn about the atrocities of the past, this will undoubtedly affect our future.
Humanities in Larches High School tries to ensure that pupils have an understanding to appreciate other people and show that they can be a good citizen within the community. Our curriculum clearly embeds pupils with good morals and equips them with the knowledge of a level of how our society has changed over time which links pupils’ knowledge to British Values and of cultural capital.
GCSE History
The GCSE History course is studied at KS4, it is aligned to the Pearson Edexcel examination board. We have created a scheme of work, that links in with both the National Curriculum for History and with the Pearson Edexcel specification. There is a particular emphasis upon British History, so our pupils know the British Values of democracy: the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. This is embedded within lessons, to ensure pupils grow to become good citizens of our world, who have learnt to look after humanity, by looking at past events and understanding the cause and consequences of particular parts of History.
| GCSE History | Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 | Summer Term 2 |
|
Year 10 |
c1700–present: Medicine in eighteenth- and nineteenth-century Britain.
|
Early Elizabethan England, 1558-88.
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Challenges to Elizabeth at home and abroad, 1569-88.
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Elizabeth society in the Age of Exploration, 1558-88.
and The American West c1835–c1895
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The early settlement of the West, c1835–c1862
and Development of the plains, c1862–c1876
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Development of the plains, c1862–c1876
|
|
Year 11 |
Conflicts and conquest, c1876–c1895
The Weimar Republic 1918-29
|
Hitler’s rise to power, 1919–33
and Nazi control and dictatorship, 1933–39
|
Nazi control and dictatorship, 1933–39
and Life in Nazi Germany, 1933–39
|
Life in Nazi Germany, 1933–39
|
Revision/Reflection Programme | GCSE Exams |
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