Humanities

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 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

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.

 

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.	Challenges to Elizabeth at home and abroad, 1569-88.	Elizabeth society in the Age of Exploration, 1558-88. and The American West c1835–c1895	The early settlement of the West, c1835–c1862 and Development of the plains, c1862–c1876	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