| Chronology
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NC
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Subject Content Examples
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Pupils demonstrate their
chronological awareness by making links and connections between historical
events and changes in the different periods and areas studied. They
recognise and make appropriate use of dates, vocabulary and conventions
that describe historical periods and the passing of time. Pupils learn
about change and continuity, progress and regression, in the economy,
society, culture and political structures from the early Middle Ages to
the twentieth century.
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1a,
2de
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Timelines,
comparative exercises (then and now, similarity and difference),
sequencing events, spot the anachronism, turning points.
e.g.
Performing an empathetic account of life in medieval Europe with a
prescribed number of anachronisms and/or chronological errors to be
included.
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| Empathy
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NC
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Subject Content Examples
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| The central
Historical skill. Stepping
into the shoes of people in the past. Pupils describe and explain the
relationships between the characteristic features of specified periods and
societies including the experiences and range of ideas, beliefs and
attitudes of people in the past.
Read
a defence of empathy in the history classroom by Raphael
Samuel or a more a basic definition by Audrey
Hepburn.
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2a
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Role-play
and drama, letter writing and diaries, decision making exercises and
counterfactual history (what if? History)
e.g.
Year
8 role-play activity as merchant in London
c1600
e.g Year 9 role-play activity on debating the
question of child
labour in the 19th century
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| Cause and Consequence
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NC
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Subject Content Examples
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| Pupils describe, analyse and
explain reasons for, and results of, the historical events, situations and
changes in the periods studied. This will involve categorisation of
causes and consequences and an evaluation of the significance of these
factors.
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2c
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Identifying
categories of cause and consequence, i.e. Short term / long term and
Political, Economic, Social and Cultural. Identifying and explaining most
important causes and consequences.
e.g.
Year 9 write an essay on the causes
of the French Revolution using discrete paragraphs for different types
of causes.
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| Philosophy
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NC
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Subject Content Examples
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The
theoretical (or bird’s eye) methodology. Understanding the difference
between ‘the past and history’ and working towards an appreciation of
the epistemological fragility of history. Pupils develop their
understanding of how and why some historical events, people, situations
and changes have been interpreted differently and evaluate these
interpretations. Pupils
construct their own narratives, descriptions and explanations of
historical events and developments.
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3ab
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Comparing
different media that make common claims to represent the past eg. Museum
guide and school text. Distinguishing myth and fiction from truth and
reality. Pupils begin to recognise that the truth is an elusive concept.
e.g.
A role-play debate on London
in c1600: beauty and differences in historical interpretation are in
the eye of the beholder.
e.g.
The Spanish Armada. Year
8 paired work. Each writes a
newspaper front page explaining the Spanish defeat. One from the Spanish
perspective, one from the English. Bias without lying.
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| Analysis
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NC
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Subject Content Examples
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| The empirical (or worm’s eye) methodology. Pupils
use their historical knowledge to evaluate and use sources of information,
identifying and explaining the different ways in which the past is
represented. They carry out
enquiries into aspects of the areas of study from a range of appropriate
sources of information including oral accounts, documents, printed
sources, the media,
artefacts, pictures, photographs, music and using the
resources of museums, buildings and sites, and ICT.
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4ab
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Evaluation
of sources, usefulness and reliability. Pupils identify appropriate sources for carrying out an
enquiry into an aspect of the past, evaluate the sources in their
historical context, collect and record information relevant to the enquiry
and reach conclusions.
e.g. Year 8 have a close look at the evidence used to
convict Guy
Fawkes of treason.
e.g
Year 9 investigate why it is difficult to find out about child
labour in the 19th century.
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| Communication
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NC
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Subject Content Examples
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| Students learn
to recall, prioritise and select historical information; to organise
historical information by the accurate selection and use of chronological
conventions and historical vocabulary appropriate to the periods studied;
to communicate their knowledge and understanding of history, using a range
of techniques, including spoken language, structured narratives and
substantiated explanations.
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5abc
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Pupils
demonstrate competence in the other five skills applied within an
appropriate historical framework. They
learn the facts of the past and how to use the relevant academic apparatus
of the historian. An opinion
must always be supported by clearly annotated evidence.
e.g.
Year 7 students write a research essay on the reasons for the success of
the Norman conquest of England. e.g.
Year 8 students design explanatory booklets for Year 5 pupils about the Reformation. e.g.
Year 9 students build a website to explain the success of the 19th century
textile mill, Quarry
Bank Mill
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