Students begin Y9 with an investigation into the causes, events and significance of WW1. Students examine why war broke out, the reasons people signed up, interpretations on the Somme and the diversity of experiences of those on the front line. The unit concludes with a reflection on how we should remember the First World War.
Why did war break out in 1914?
Why are there such contrasting interpretations on the Battle of the Somme?
Individuals will learn about the social, moral and cultural factors that can cause war and use their learning to begin to form their own beliefs on the subject.
Students are provided with a variety of learning mediums (individual, pair and group) in which they can develop collaborative working skills. In addition to this, student will learn how to conduct themselves in discussions about sensitive and emotive topics.
This unit explores the campaign for women’s suffrage from the founding of the Suffragists to the more direct methods of the Suffragettes and the role women played in supporting WW1. The unit considers whether the violent methods of the Suffragettes helped or hindered the campaign and evaluate the reasons why women’s suffrage was achieved. The unit concludes with a reflection on the persistence of gender inequality in the modern era.
Term 2 Assessment covering a mixture of prior content. To what extent were the suffragettes the most significant factor in the campaign for women's suffrage?
Individuals will learn about the social, moral and cultural factors that can cause war and use their learning to begin to form their own beliefs on the subject.
Students are provided with a variety of learning mediums (individual, pair and group) in which they can develop collaborative working skills. In addition to this, student will learn how to conduct themselves in discussions about sensitive and emotive topics.
This unit takes students beyond Britain to examine the developments in a key period of history both in Europe and further afield. Students examine the causes of the Russian Revolution, the roaring 20s in the USA, the Great Depression and life in Germany and the rise of Hitler. The unit then considers the road to war and the causes for the outbreak of conflict in 1939.
To what extent were the 1920s ‘roaring’ in the USA?
Individuals will learn about the social, moral and cultural factors that can cause war and use their learning to begin to form their own beliefs on the subject.
Students are provided with a variety of learning mediums (individual, pair and group) in which they can develop collaborative working skills. In addition to this, student will learn how to conduct themselves in discussions about sensitive and emotive topics.
In our study of the Second World War, students will consider the interpretations and significance of a number of key events and turning points, such as Dunkirk, the Battle of Britain and the myth of the ‘Blitz Spirit’. Students will also explore the impact of the war at home and finish by evaluating whether the dropping of the atomic bomb can be justified.
Term 4 assessment based on prior learning. Was Dunkirk a victory or defeat for Britain and her allies?
Individuals will learn about the social, moral and cultural factors that can cause war and use their learning to begin to form their own beliefs on the subject.
Students are provided with a variety of learning mediums (individual, pair and group) in which they can develop collaborative working skills. In addition to this, student will learn how to conduct themselves in discussions about sensitive and emotive topics.
The study of the Holocaust accompanies students' experiences from religion and philosophy lessons. Students examine the Holocaust through an historical approach, considering reasons for the persecution of minorities, the escalation of violence, forms of resistance and who should be help accountable.
How useful is the source to an historian studying the persecution of minorities in Nazi Germany?
Individuals will learn about the social, moral and cultural factors that change during war and use their learning to begin to form their own beliefs on the subject.
Students are provided with a variety of learning mediums (individual, pair and group) in which they can develop collaborative working skills. In addition to this, student will learn how to conduct themselves in discussions about sensitive and emotive topics.
In our final unit of Year 9, we explore the reasons for conflict and protest in the 20th century. It begins with an overview of the Cold War before moving onto further examples of conflict such as in the Middle East, Ireland and South Africa.
Term 6 assessment based on prior learning across Year 9
What have been the causes of conflict in the 20th century?
Students will continue to build on the individual learning skills that support them in becoming a successful historian they began developing in year 8 such as source analysis, critical thinking and chronological sequencing.
Students are provided with a variety of learning mediums (individual, pair and group) in which they develop collaborative working skills. In addition to this, student will learn how to conduct themselves in discussions about sensitive and emotive topics.
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