History
Year 7 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
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Autumn |
Should Anglo-Saxon England be known as the ‘Dark Ages’? Was Alfred really ‘great’?  |
Students will get to know about the Anglo-Saxons. They will gain an understanding of the features of the kingdom and of how the Anglo-Saxon society was structured. Students will compare Saxon’s achievements with the legacies of the Romans. Students will explore the Saxons-Vikings conflict. They will explore the significance of Alfred the Great against the Vikings and explain why he is remembered as ‘great’. | Students can describe the Anglo-Saxon Empire’s strength and the methods used by the Saxons to keep control of England. Students can explain why Alfred the great was a significant figure in history. Students can form a well-informed conclusion on the enquiry question. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. End of topic assessment: Students will produce a summary of their learning in response to the question Should the Anglo-Saxon period be considered as a dark age. |
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Autumn |
How did Norman become king and how did he change England? |
Students will study the succession crisis of 1066 and key battles such as Stamford Bridge and the Battle of Hastings. Students will study how William the Conqueror maintained and extended his control over England. Students will be introduced to the structure of Medieval society through the feudal system. Students will develop the concepts of change and continuity as historical skills when they investigate the impact William had on England. | Students will have a detailed knowledge and understanding of the Battle of Fulford, the Battle of Stamford Bridge and the Battle of Hastings. Students demonstrate a clear understanding of how William solidified his position through fear, culture and terror through events such as the Harrying of the North. Students will know what the feudal system was and how it helped William to control England. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will complete a combination of knowledge retrieval/ recall tests and extended writing tasks. The aim of the assessment is to provide opportunities for students to practice change and continuity as historical skills. |
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Spring |
Why did people join the Crusades? |
Students learn about life in Medieval England including living standards and the importance of religion by using historian Ian Mortimers book. By the end of the unit students will have a clear understanding of Medieval life and the different factors influencing the experiences of the people. Students explore what medieval towns and villages looked like with a case study of Medieval London. They will have an overview of medieval social structure and the different roles in society. Students will explore if people got justice and if they had fun in the period.Students are also introduced to kings/queens of England from 1066-1485. Students will investigate the key aspects of medieval life and problems faced by medieval kings such as King John, Henry III and Edward I. Students investigate the nature of medieval kingship- problems that medieval kings faced, ranging from foreign enemies to subservience to the Pope and the maintenance of the relationship between kings and barons. | Students will have used evidence to find out about village life. They will be able to explain the different roles of people in the village and describe the problems and difficulties they faced. They will appreciate that peasants experiences depended on role and gender and will recognise the close impact of natural forces on peoples lives. Students will analyse source evidence and use those to form a judgement on key questions, for example why some historians claim that King John was a bad king. Students can justify the reasons why the Magna Carta was created and explain how Edward I restored royal power. | Students will be required to complete a series of extended writing tasks, where they are required to answer the enquiry questions using sources of evidence and historical significance as skills as well as their knowledge and understanding of the period. |
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Spring |
Why did medieval kings struggle to rule? |
Students will investigate the key aspects of medieval life and problems faced by medieval kings such as King John, Henry III and Edward I. Students investigate the nature of medieval kingship- problems that medieval kings faced, ranging from foreign enemies to subservience to the Pope and the maintenance of the relationship between kings and barons. | Students can analyse source evidence and use those to form a judgement on key questions, for example why some historians claim that King John was a bad king. Students can justify the reasons why the Magna Carta was created and explain how Edward I restored royal power. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will be required to complete a combination of knowledge/retrieval test with extended writing tasks which allow students to practice causation and significance as historical skills. |
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Summer |
How did other medieval emperors create their Empires?  |
Students will gain knowledge of other medieval Emperors from different parts of the world. Students will investigate the complex events behind their power. Students will explore the Mali Empire, Mongol empire and Medieval China. Students will further develop skills such as analysing similiarities and differences between people/experiences or places in the same historical period. | Students can discuss aspects of difference or similiarity and use their knowledge to explain those differences/similarities. Students have a clear understanding how Mansa Musa became the Emperor of the Mali Empire or how Genghis Khan founded the Mongol Empire. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will be completing a combination of knowledge retrieval/ recall tests and extended writing tasks. The aim of the assessment is to provide opportunities for students to practice similarity and difference as historical skills. |
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Summer |
Did rats and rebels change people’s lives completely?
|
Students will continue with their investigation on the key aspects of Medieval life and problems faced by Medieval kings such as Black Death and Peasants' Revolt. They will investigate how these events changed the lives of peasants in the Middle Ages. Students will also explore the causes and events of the Peasants Revolt that brought the Medieval period to an end. Students will practice skills such as making links between the two events and their economic ramifications. | Students can explain the importance of the Black Death and Peasants Revolt as historical events. They will also be able to explain the causes of Black Death compared with what Medieval people believed caused it. Students will be able to explain the consequences of these 2 events and can evaluate the impact of them. Students are able to bring together all examples they have looked at and make an informed judgement about what made ruling England difficult during the early Medieval times and how far the Black Death and Peasants Revolt changed this period. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will complete an end of unit test which includes an extended writing task to assess historical skills such as consequence. |
Year 8 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
The study of Tudors |
Students will gain knowledge of the lives of some Black Africans from the Tudor period. Students will investigate how Africans were treated at the time. Students will study about the key events of the Tudor monarchs. Students will study about how the Tudors gained power during the Wars of Roses. Students will investigate how Henry VIII broke with Rome and the different reasons behind it. Students will gain knowledge and understanding of concepts such as the power of the Church and tensions with the monarchy. They will further develop their skills in second-order concepts such as similarity/difference and causation. | Students will have a secure knowledge and understanding of how the Tudor dynasty began. Students can describe the main events of the Wars of the Roses. Pupils can explain why the Reformation happened and its consequence. Students can explain how Henry VIII used the Reformation as a way to become head of the church. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will complete a combination of knowledge retrieval/ recall tests and extended writing tasks. The aim of the assessment is to provide opportunities for students to practice causation and similarity/difference as historical skills. |
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Autumn |
The Stuarts: Why did Charles have to die? Why is Cromwell a controversial figure? |
Students explore the series of conflicts between the Royalists and Parliamentarians that took place in the 17th century. Students will explore the 2 groups who were fighting in the war and how this divided the country. The main enquiry is a traditional examination of the causes of the War looking at issues of money, power and religion. This will further develop students’ skills in explaining why events happened in the past. Students also investigate the rule of Oliver Cromwell and use a variety of skills to assess why there are so many diverse interpretations about him, ranging from 19th century views of the Lord Protector as a great reformer and a man of principle, to more modern interpretations of his actions in Ireland that depict him as an inhuman monster, like Hitler and Stalin. | Students can justify reasons why Cromwell is controversial since he became ruler of England after defeating King Charles I in the civil war. Students are able to describe the different viewpoints which have caused controversy about this infamous man using sources and interpretations as evidence. | Students are completing the enquiry questions ‘Why did the English Civil War break out?’ and ‘Why is Cromwell a controversial figure?’ in the form of an extended writing tasks, where they are required to use causation and use of interpretations as historical skills. |
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Spring |
Why were the French revolting in the 18th century? |
Students will gain knowledge of Louis XVI, the problems he faced and why 1789 has gone down as one of the most important years in history. Students will learn about the French Revolution and explore how other parts of the world reacted to the French Revolution. Students will investigate what the British reaction was and gain knowledge of how Britain defeated Napoleon Bonaparte. Students will learn how radicals in Britain wanted to change the way the country was ruled and how the government reacted. | Students will have a secure understanding of ideas of Enlightenment, social changes and how these led to a revolution. Students can assess whether the French Revolution was Enlightened and understand why historians might disagree. Students show understanding of the British reactions and how Britain defeated Bonaparte. Students show understanding of the threat of the Peterloo Massacre and how this event led to the Great Reform Act. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will complete a combination of knowledge retrieval/ recall tests and extended writing tasks. The aim of the assessment is to provide opportunities for students to practice causation as historical skills. |
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Spring |
Why did slavery exist and how was it abolished? |
Students will explore the reasons for the Slave Trade and will understand the experiences of those involved. Students will develop their skills in analysing sources and interpretations about the abolition campaign leading to the end of slavery. This topic will develop the students awareness of the time without human rights and how the campaign arose to recognise rights and equality. | Students can explain what happened in the transatlantic slave trade and reasons for abolition. Students can articulate their views on the slave trade/slavery. Students can explain why we should remember the slave trade today and can explain different arguments that were held at the time in favour and against the slave trade. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will be completing a combination of knowledge retrieval/ recall tests and extended writing tasks. The aim of the assessment is to provide opportunities for students to complete the enquiry question by focusing on one specific historical skill (causation). |
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Summer |
What was the British Empire and its consequence? |
Students will explore the impact of the British Empire through case studies such as India and examining the horrifying role of Cecil Rhodes and the genocide in Australia. Students will examine if the Empire improved people’s lives, why did the Empire collapse and how we should remember about the British Empire. Students will further develop their skills such as evaluating different interpretations and arguments about the British Empire. They will be able to construct their own conclusion and be able to explain the impact of events. | Students can make links between the events studied in the previous topic. Students can apply their contextual knowledge when interrogating sources surrounding the impact of the British Empire. Students are able to empathise with different groups that had different experiences in the British Empire and also they have the ability to understand differing interpretations. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will be completing a combination of knowledge retrieval/ recall tests and extended writing tasks. The aim of the assessment is to provide opportunities for students to practice one specific historical skill (consequence) and use of sources/interpretation |
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Summer |
The Industrial Revolution- Was the Industrial Revolution a time of progress?  |
Students will gain knowledge of the big picture of the Industrial Revolution covering change across the time period. Students will begin to analyse the changes in agriculture, transport and in manufacturing then take a closer look at the impact of change in economy as well as the development of factory towns, conditions in the towns, the experience of workers in factories and the mines, the experience of the very poor. All of this helps to develop an understanding of how modern society was made including the values that we have today. Students will further develop their analytical skills and also skills such as change and contiunity. | Students can explain how the Industrial Revolution changed Britain between 1750 and 1900. Students can explain how rapid changes in technology, science and political thinking revolutionised life in Britain by 1900. Students know how Enlightenment thinking encouraged the development of scientific thinking and technology. Students can make a judgement on how life changed as Britain rapidly became an urbanised society. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will be completing a combination of knowledge retrieval/ recall tests and extended writing tasks. The aim of the assessment is to provide opportunities for students to practice one specific historical skill (change and continuity). |
Year 9 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
World War One: Did anything good come from WW1? |
Students will build on their understanding of Britain in the early twentieth century to explore the Suffrage campaign. Students will investigate the attitudes towards the suffrage movement, key individuals and events throughout the campaign. Students will develop their skills in questioning past events, using primary sources independently to gain knowledge and critically questioning past interpretations of events. | Students have a clear knowledge and understanding about the position of women in British society in the early 1900s and the extent of political power during the late 19th and early 20th centuries. Students can explain the origins of the suffrage movement and identify the motivations behind the campaign for change. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will complete a combination of knowledge retrieval/ recall tests and extended writing tasks. The aim of the assessment is to provide opportunities for students to practice consequence as historical skill. |
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Autumn |
World War One:Why did the world go to war in 1914? |
Students will have a secure knowledge of the reasons why the Great War broke out. Students will investigate different interpretations of trench warfare. Students will have knowledge of the so-called forgotten armies and soldiers and their contributions to the war. This includes the experiences of men from the Empire, such as West Indian and Indian soldiers, thus building on the ethical discussions that have been central to the previous units on diversity within the British Empire. Students will investigate the main events of the war such as the bloodiest battle and why the USA decided to join the war. Students will gain knowledge about the consequences of the war on Germany by looking at the armistice and Treaty of Versailles. | Students will have the ability to construct a descriptive narrative about the causes and events of the war and can form a developed judgement on the factors influencing key events and turning points. Students can explain how the forgotten soldiers such as Indian, Chinese labour corps or Algerian troops experienced the Western Front. Students can explain reasons why the US joined the war and what impact they had on the events of the war. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject.Students will complete a combination of knowledge retrieval/ recall tests and extended writing tasks. The aim of the assessment is to provide opportunities for students to practice causation as historical skill and explain how different causes led to the Great War. |
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Spring |
How did Russia become the world’s first communist state? |
In this unit students will be assessing the changes introduced as a result of the Russian Revolution. Students will be looking at Russia before 1917, the Revolution and life in Russia post 1917. By the end of the unit students will assess how far the revolution brought about change in Russian life. Students will also further develop their knowledge and understanding of different conflicts and ideas about different ideologies. They will further develop their analytical skills and also skills such as causation. | Students will have the ability to construct a descriptive narrative about the events of the revolution and can form a developed judgement on the factors influencing key events and turning points. Students can explain the changes caused by the Russian Revolution and be able to assess how far the revolution brought about change in Russia and for people living at the time. | Formative assessment: Teacher uses different strategies during discussion and tasks to assess students understanding of the subject. Students are completing an extended writing task, where they are required to complete the enquiry question and assess how far the revolution brought changed in Russia. |
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Spring |
What do historians claim as a turning point of WW2? |
In this unit students will have an opportunity to understand the event that led up to World War II. Pupils will learn about the key events and turning points of the war such as Battle of Dunkirk/Britain/Stalingrad/Pearl Harbour and D-Day. They will explain how the conflict unfolded on the Eastern and Western Fronts. They will discuss how the US responded when the Japanese attacked Pearl Harbour. Students will summarize the importance of the Allied D-Day invasion and Germany’s subsequent surrender. Students will also further develop their knowledge and understanding of different conflicts and world history. They will further develop their analytical skills and also skills such as causation, use of sources and significance. | Students can describe the features of Blitzkrieg and the main reasons why the war broke out. They can form a developed judgement of the factors influencing key events and turning points throughout the period. Students can explain the impact of the Battle of Britain, of the attack on Pearl Harbour and of D-Day. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will be assessed on their knowledge and understanding of the period. Students will need to complete an essay type question considering what was the main turning point during the war by analysing sources/interpretations and significance. |
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Summer |
The Holocaust – How could the Holocaust have happened?  |
In this unit students will have an understanding of pre-war Jewish life, what Anti-Semitism is and how the Jews and other minorities were persecuted by the Nazis. Students will investigate sources to find out about life in the different camps. Students will focus on the case study of Auschwitz-Birkenau. Students will also assess how successful the efforts to eliminate genocide have been since the Holocaust. Students will also further develop their knowledge and understanding of different conflicts and prejudice. They will further develop their analytical skills and also skills such as causation and significance. | Students can analyse a range of sources and historical evidence. Students can explain what Anti-Semitism is, what happened during the Holocaust and will able to explain the events that led up to the Holocaust. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will be assessed on their knowledge and understanding of the key characteristics of the period. Students will need to complete an essay type question, analysing sources/interpretations and explaining reasons why the Holocaust happened. |
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Summer |
How far did African- Americans achieve their freedom during the Civil Rights Movement and how successful was the movement for LGBTQ+ in the20th century?  |
Students will study the history of slavery in the United States. Students will investigate the impact of the Civil War on the life of Black Americans. Students will focus on the history of segregation and the role of key figures such as Martin Luther King and Malcolm X. Students will also gain knowledge of the experiences of LGBTQ+ community in the 1980s and will explore how far their civil rights have improved since the 1900s. Students will further develop their knowledge and understanding of world history as well as historical skills such as change and continuity. | Students can explain the change and continuity through looking at the changing situation of African-Americans and the black community. Students can explain the implementation of segregation including the creation of Ku Klux Klan as well as the Jim Crow Laws. Students also have a secure knowledge of the challenges to segregation including the Montgomery Bus Boycotts. Students can explain the history of LGBTQ+ and identify significant events such as the Stonewall riots and explain its consequence on the LGBTQ+ community. | Formative assessment: Teachers use different strategies during discussion and tasks to assess students understanding of the subject. Students will be completing a combination of knowledge retrieval/ recall tests and extended writing tasks. The aim of the assessment is to provide opportunities for students to practice one of the specific historical skills (significance/change and continuity). |
Year 10 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
Weimar and Nazi Germany 1918-1939 |
Students will start investigating the period after the First World War in Germany. They will start looking at the Treaty of Versailles and its effects on Germany. They will gain an understanding of the creation of the Weimar Republic and its challenges and how these challenges influenced Hitler in the creation of the Nazi Party. Students will investigate the impact of the Nazi Party on German society. | Students analyse and evaluate contemporary sources and later interpretations. Students will draw inference from sources; explain and evaluate the usefulness of sources. Students will describe the difference between historical interpretations and explain why historians have different interpretations of the past. | Students will be assessed on their knowledge and understanding of the studied period. Students will be assessed on historical skills such as using sources and interpretations through exam-style questions. |
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Spring |
Weimar and Nazi Germany, 1918-1939 |
Students will be focusing on how Hitler used youth groups to prepare them for their future roles. Students will be exploring how Hitler used the education system to control the German youth. Students will be exploring the different policies used by the Nazis to reduce unemployment and evaluate how far the lives of German workers improved. Students will also study the persecution of minorities in Nazi Germany between 1933-1939 and also cover specific events that led up to the Holocaust. | Students can explain why young people were so important to the Nazi Party. Students can explain why controlling education was so important. Students can evaluate how successful the Nazi policies were at reducing unemployment. Students can describe how the Nazi Party viewed and portrayed minorities in society, how specific events led up to the Holocaust such as the Nuremberg Laws and the events of the Kristallnacht. | Students will be assessed on historical skills such as using sources and interpretations through exam-style questions. Students will have to analyse and evaluate contemporary sources and interpretations. Students will need to draw inferences from sources; explain and evaluate the usefulness of sources. Students will also be assessed on their knowledge and understanding of the studied period. |
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Spring |
Early Elizabethan England 1558-1588 |
Students will gain knowledge of the Elizabethan Era. They will evaluate the challenges faced by Elizabeth I. Students will explore the background and character of Elizabeth I and what challenges she had to face both from abroad and at home. Students will gain detailed knowledge of the different plots and revolts against Elizabeth. Students will consider the difficulties of being a female ruler and evaluate by using sources what life was like for people living in Elizabethan England. Students will further develop their historical skills such as causation, change and continuity, consequence, smiliarity and difference. | Students can explain the challenges Elizabeth faced from abroad and home. Students can explain what problems the different religious groups caused to Elizabeth. Students can explain the impact of the religious settlement and how difficult the settlement was to enforce. Students can explain why Mary, Queen of Scots was a problem and how threatening the Catholic plots were against Elizabeth. Students can form a developed judgement of the factors influencing key events and turning points. | Students will be assessed through exam style questions and also they will be assessed through an end of unit assessment. Students will be assessed on their knowledge and understanding of the characteristics of the period. They will need to describe features of the period, explain reasons why particular events happened and also need to make a judgement on how far they agree and think about both sides of an argument. |
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Summer |
Early Elizabethan England |
Students will gain knowledge of the Elizabethan Era. They will evaluate the challenges faced by Elizabeth I. Students will research the background and character of Elizabeth I and what challenges she had to face both from abroad and at home. Students will consider the difficulties of being a female ruler and evaluate by using sources what life was like for people living in Elizabethan England. Students will also discuss the causes of the increased global exploration under Elizabeth I and explore how the relationship with Spain deteriorated during this period. Students will further develop their historical skills such as causation, change and continuity, consequence, smiliarity and difference. | Students can explain the challenges Elizabeth faced from abroad. Students can explain what problems the different religious groups caused to Elizabeth. Students can explain the impact of the religious settlement and how difficult the settlement was to enforce. Students can explain why Mary, Queen of Scots was a problem and how threatening the Catholic plots were against Elizabeth. Students are aware of how developments in the New World contributed to the breakdown of relations with Spain, how Elizabeths actions provoked a war with Spain and can explain why the Spanish Armada was defeated in 1588. Students can form a developed judgement of the factors influencing key events and turning points. | Formative assessment: Teacher uses different strategies during discussion and tasks to assess students understanding of the subject. Students will be assessed through exam style questions. Students will be assessed on their knowledge and understanding of the characteristics of the period. They will need to describe features of the period, explain reasons why particular events happened and also need to make a judgement on how far they agree and think about both sides of an argument. |
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Summer |
The American West |
In this unit students will have the opportunity to study the life of the Plains Indians and how they live on the Great Plains. Students will study a variety of different groups of who moved West and reasons why/how they survived. Students will also examine the fate of the Native Americans. | Students will have a secure understanding of the narrative of events. Students will need to explain how events led to an outcome and make links between events. Students will form a developed judgement of the factors influencing key events and turning points. Students can analyse events to find connections that explain the way in which events unfolded. | Formative assessment: Teacher uses different strategies during discussion and tasks to assess students understanding of the subject. Students will be assessed through exam style questions. |
Year 11 Curriculum plans
| Term | What are we learning? | What Knowledge, Understanding and Skills will we gain? | What will excellence look like? | How will these be assessed? |
|
Autumn |
The American West 1835-1895 |
Students will gain knowledge of the development of settlement in the West. They will explore the impact of the Homestead Act and introducing law and order in the settlements. Students will explore the ranching and cattle industry and their impact on the Plains Indians. Students will gain knowledge of the Indian Wars, range wars and impact of the US government policies on Indian ways of life. Students will further develop their skills in second-order concepts such as consequence, significance of a specific event, and analytical narrative. | Students will have a secure understanding of the narrative of events. Students will need to explain how events led to an outcome and make links between events. Students will form a developed judgement of the factors influencing key events and turning points. Students can analyse events to find connections that explain the way in which events unfolded. | Formative assessment: Teacher uses different strategies during discussion and tasks to assess students understanding of the subject. Students will be assessed through exam style questions. |
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Autumn |
Crime and Punishment through time |
Students will investigate crime and punishment from the years 1000 to modern days. Students will gain knowledge of how crime/punishment and law enforcement changed or continued from one time period to another. Students will explore the role of authorities/church/science and technology as a reasons for change. Students will further develop their knowledge and understanding, with questions focusing on historical skills such as similarity/difference, change and continuity, significance and causes/consequences of change. | clear understanding of how key features in the development of crime and punishment were linked with the key features of society in Britain in the periods studied. This will involve understanding patterns of change, trends and turning points, and the influence of attitudes in society, individuals, institutions, science, technology and how they worked together to bring about change. They will demonstrate a detailed knowledge of case studies covered in this unit. | Formative assessment: Teacher uses different strategies during discussion and tasks to assess students understanding of the subject. Students will be assessed through exam style questions. |
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Spring |
Crime and Punishment through time including the Historic Environment study: Whitechapel. |
Students will investigate crime and punishment from the years 1000 to modern days. Students will gain knowledge of how crime/punishment and law enforcement changed or continued from one time period to another. Students will explore the role of authorities/church/science and technology as a reasons for change. Students will gain knowledge of a historic environment in one of the most deprived areas of London. Students will explore the difficulties of the area and the problems the authorities faced. Students will further develop their knowledge and understanding, with questions focusing on historical skills such as similarity/difference, change and continuity, significance and causes/consequences of change. | Students have a clear understanding of how key features in the development of crime and punishment were linked with the key features of society in Britain in the periods studied. This will involve a clear understanding of patterns of change, trends and turning points, and the influence of attitudes in society, individuals, institutions, science, technology and how they worked together to bring about change. They will demonstrate a detailed knowledge of case studies covered in this unit. Students recognise the causes of crime in Whitechapel and the difficulties in policing the area. They can explain the problems the authorities faced in trying to apprehend ‘Jack the Ripper’. | Formative assessment: Teacher uses different strategies during discussion and tasks to assess students understanding of the subject. Students will be assessed through exam style questions. |
