GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

History

History quote

Intent 

We aim to give our students a strong understanding of past events, people, and change. This is done through the use of evidence and interpretations to draw conclusions and create judgements of their own.

Learning hours

Year group 7 8 9 10 11
Learning hours per week 2 2 2 3 4

Knowledge, Understanding and Skills

Year group 7 8 9 10 11
Knowledge

1. London Through Time

Inc. aspects of Croydon local history study

2. What did past settlers leave behind in New Addington and beyond? Roman invasion

3. What did past settlers leave behind in New Addington and beyond?

4. Norman Conquest. How did people in power keep power? Magna Carta/King John Black Death, Peasants’ Revolt

5. What mattered to medieval people? What mattered to Henry VIII- Reformation?

6.  The English Civil War & the Interregnum: how politics and religion collided to turn England upside down.

7.  How did people around the world decide who was in charge? Transatlantic slavery

8.  How did ordinary people take on the powerful in the UK? Industrial revolution and 20th century campaigns for enfranchisement and working rights

9.  How did people around the world decide who was in charge? Indian Independence

10. How did ordinary people take on the powerful in the world? British Civil Rights

11. How have conflicts affected soldiers and civilians? WW1 trenches and homefront;

12.  How have conflicts affected soldiers and civilians? Post WW1 Britain: the Depression, Jarrow March, threat from Oswald Mosley.

13. How should we run our world? Russian Revolution

14. Why was the world thrown into war again? How did the Second World War affect London and Kent? The Battle of Britain and the Homefront.

15. Weimar Germany and the Nazis

16. Holocaust Education

17. Post-war Britain-welfare state, NHS, technological change, family/oral history

18. The History of the teenager

Elizabethan England

 

Spain and The New World

Weimar Republic and Nazi Germany

 

Crime and Punishment including Whitechapel Case study

Skills

Chronology and writing a narrative account; source inferences; cause and consequence; difference between interpretations; explanation of importance; source utility

Source utility, why interpretations differ; explanation of consequences; explanation of importance; evaluating interpretations using sources; making inferences from sources Writing a narrative account, chronology, source utility (TOMACPUL); interpretation – how far do you agree with sources; follow up source question and why interpretations differ; explain why and explanation of importance

Memorisation and recall of key facts

Explain why legitimacy was such a significant challenge to Elizabeth on accession to the throne.

Describe the key features of Elizabeth’s religious settlement

Describe the key features of Elizabethan leisure.

Describe the key features of Elizabethan policies towards the poor.

Memorisation and recall of key facts

Writing an analytical narrative of the conquest of the Aztecs.

Explain the importance of the role of smallpox in the conquest of the Inca.

Explain the consequences of the discovery of silver in Bolivia and Mexico.

Memorisation and recall of key facts

Identifying views of interpretations (about the reasons for the rise of the Nazi Party)

Describing differences between interpretations about the reasons for the rise of the Nazi Party

Describing differences between interpretations 

Understanding and identifying possible reasons for the differences in interpretations.Memorisation and recall of key facts

Describing the key features of highway robbery, poaching and smuggling

Explaining how power of landowners resulted in the prosecution of the Tolpuddle Martyrs

Evaluating the role of the growth of London and the fear of crime in the development of the Met

Describing the key features of transportation

Explaining the strengths and weakness of the separate system.

5 year learning journey 

Learning-Journey-History-5-year.pptx
Specification

https://qualifications.pearson.com/content/dam/pdf/GCSE/History/2016/specification-and-sample-assessments/gcse-9-1-history-specification.pdf

Careers

Studying history helps us understand and grapple with complex questions and dilemmas by examining how the past has shaped (and continues to shape) global, national, and local relationships between societies and people.

History careers

Assessment

Within History we assess students' learning through knowledge quizzes, challenge questions, prep, 5 a day, end of term assessments, exam questions and mock papers at GCSE. 

Feedback

It is important that students receive regular feedback in order for them to continue to improve, meet and exceed their potential within history. Students receive feedback through our marking proformas in books, verbal feedback in lessons and end of term assessment feedback. 

Learning beyond the classroom

Extracurricular clubs

Horrible History club

Young quills

Trips and visits

Six the musical 

Websites to support students learning

GCSE links to resources and websites provided through google classrooms

DBR 0017

Documents

Page Downloads Date  
Learning Journey History 5 year 25th Apr 2022 Download