History

At Clayton Hall Academy, the International Studies Faculty has been established to serve the needs of the community by nurturing a multi-lingual, multi-literate and multi-cultural experience, preparing students to be thoughtful, engaged and educated citizens of a globally aware society.

This is underpinned by Gold Standard Quality First Teaching meaning high quality inclusive teaching, together with our continuous whole school processes for assessing, planning, implementing, tracking, monitoring and reviewing student’s progress, we specifically pledge to develop:

  • Student autonomy
  • Actively involved and engaged learning
  • Cultural enrichment and awareness
  • Communication capabilities and
  • Skills specific to the study of International Studies

Gold Standard Teaching and Learning

Gold Standard Teaching and Learning across the Faculty

Goal Orientated (Planning for Progress)

  • Data driven Seating plans (highlighting DP, HAPs, MAPs, LAP, SEN)
  • Students will engage in a Starter Task in every lesson (this can be a written or an oracy task).
  • Differentiated Blooms, learning objectives displayed clearly.
  • Students understand the Big Picture, what they are learning and why: links to prior learning made clear.
  • Clearly identified links to Personal Development (RIC).
  • Highly effective questioning to identify and address misconceptions.
  • Formative and Summative Assessment to diagnose and inform next steps.
  • Model excellence and how to achieve it.
  • Revisit and ‘low stakes’ testing e.g. Starter and Plenary quizzes to make connections and support recall.

Open dialogue (Feedback for improvement)

  • High quality feedback is given in response to specific pieces of work.
  • Progress tracked on student’s assessment maps.
  • Regular formative assessment will be varied and impactful e.g. framed as a question as opposed to a comment.
  • Live marking is encouraged to manage workload and teachers are encouraged to have ‘purple pen in hand’ when they are intervening with students during the lesson.
  • Literacy corrections in line with stickers.
  • Regular use of subject specific terminology (supporting Tier 3 Language Skills) is used by the teacher and students, across both Key Stages, so that the students retention skills are developed, supporting the higher grades at GCSE Level.
  • Student response to feedback (DIRT) using green pen.
  • Self and peer-assessment used to develop independence.

Learning Environment

  • Positive Learning Environment created by mutually respectful relationships (staff/pupil + pupil/pupil).
  • Adults consistently model the values of the school and support curriculum intent.
  • Engaged, enthused and independent learners- Lighting Fires Curriculum.
  • Reward effort and resilience by providing opportunities for students to speculate, investigate, and make mistakes.
  • Consistent application of the Consequence and Achievement system.
  • Students show pride in their learning through the presentation of their work:
  • Neat organised books/folders with Assessment maps and Target stickers
  • Date and title underlined with a ruler- classwork and home study clearly identified
  • Support should be provided for students who miss lessons, either through Teams or via email.

Differentiation for Challenge and support

  • Use of data and student information to plan for individual needs. (Prior Attainment, FFT 20/5 Target data, SEND)
  • Differentiated learning outcomes
  • Stretch and challenge- upholding high expectations for HAPs (Over 50% of our cohort)
  • Targeted questioning- include all students and make students think, using open and follow up questions to expand understanding.
  • Improve oracy in the classroom; students respond to questions or contributions in full sentences (talk for writing).
  • Additional intervention for disadvantaged, Vulnerable, VIP, with a particular f

Long Term Assessment Plan – Key Stage 3 

Year 7 

When  What we are Assessing 

e.g. Topics/ Skills etc  

How we are Assessing 

e.g. Extended writing, Project, exam etc  

Autumn 1  Loughshinny skeletons and the Romans  Loughshinny skeletons investigation 
Autumn 2  Normans and the Magna Carta  King John source utility question: ‘How useful is Source A for an enquiry into King John’s reputation?” 
Spring 1  Henry VIII and the Stuarts  Practice exam question from Edexcel specification 
Spring 2   Native Americans  Practice exam question from Edexcel specification 
Summer 1  Industrial Revolution  “The Industrial Revolution improved life in England”  How far do you agree? 
Summer 2  Women’s Suffrage  Practice exam question from Edexcel specification 

 

Year 8 

When  What we are Assessing 

e.g. Topics/ Skills etc  

How we are Assessing 

e.g. Extended writing, Project, exam etc  

Autumn 1  World War I  One of two questions in Pearson Edexcel Specification 
Autumn 2  Russia  Describe two feature of…….(14 marks) 

Explain two consequences of the Purges (8 marks) 

Spring 1  1920s America  1920s America was a land of opportunity.  How far do you agree? 
Spring 2  Rise of Hitler  Practice exam question from Edexcel specification 
Summer 1  Holocaust  Practice exam question from Edexcel specification 
Summer 2  The 1960s  Practice exam question from Edexcel 

 

Long Term Assessment Plan – Key Stage 4 

Year 9 

When  What we are Assessing 

e.g. Topics/ Skills etc  

How we are Assessing 

e.g. Extended writing, Project, exam etc  

Autumn 1  Anglo Saxon Crime and Punishment – Local community law enforcement 

 

GCSE Exam question – 16 mark, “How far do you agree?” 
Autumn 2  Early modern Crime and Punishment – 12 mark question – Witchcraft  

 

GCSE Exam question – 12 mark.  Explain why 
Spring 1  1900 – Present day Crime and Punishment – How crimes have changed  GCSE Exam question – 16 mark, “How far do you agree?” 
Spring 2  Whitechapel case study 

 

Practise exam completed in class 
Summer 1  Early Elizabethan England – Unit 1 

 

GCSE Exam question – 16 mark, “How far do you agree?” 
Summer 2  Crime and Punishment  PPE 1 

 

 

Year 10 

When  What we are Assessing 

e.g. Topics/ Skills etc  

How we are Assessing 

e.g. Extended writing, Project, exam etc  

Autumn 1  Elizabeth Unit 2 – Challenges at home and abroad  GCSE Exam question – 16 mark, “How far do you agree?” 
Autumn 2  Elizabeth Unit 3 – Elizabethan society  GCSE Exam question – 12 mark, “Explain why” 
Spring 1  Early Elizabethan England  PPE 2 
Spring 2  Superpower Relations & The Cold War – Unit 1, Origins of The Cold War  GCSE Exam question – 8 mark, “Importance of….” 
Summer 1  Superpower Relations & The Cold War – Unit 2, Cold War Crisis  GCSE Exam question – 8 mark, “Narrative account….” 
Summer 2  Superpower Relations & The Cold War  PPE 3 

 

 

Year 11 

When  What we are Assessing 

e.g. Topics/ Skills etc  

How we are Assessing 

e.g. Extended writing, Project, exam etc  

Autumn 1  Superpower Relations & The Cold War – Unit 3, The end of The Cold War  GCSE Exam question – 8 mark – “Consequences of…..” 
Autumn 2  Superpower Relations & The Cold War & Elizabeth  PPE 4 
Spring 1  USA: Conflict at Home and Abroad  GCSE Exam question – 16 mark question on interpretations 
Spring 2  USA: Conflict at Home and Abroad  PPE 5 
Summer 1  Revision Lessons/ Exam Practice  Revising/practicing exam questions in revision 

 

Key Stage 4 Examination Overview 

Exam Board DetailsPearson Edexcel GCSE History 

Paper 1 – 1 hour and 15 minutes – 30%* of the qualification: Thematic study and the historic environment: Crime and punishment in Britain, c1000-present and Whitechapel, c1870-1900, policing and inner city. 

Paper 2 – 1 hour and 45 minutes – 40%* of the qualification: Period study and British depth study: Early Elizabethan England, 1558-1588 and Superpower relations and the Cold War, 1941-91 

Paper 3: 1 hour and 20 minutes – 30%* of the qualification Modern depth study: The USA, 1954-75: conflict at home and abroad. 

 

What resources could I buy or borrow that will help my child? 

www.pearsonschoolandfecolleges.co.uk   

Get any print combined Revision Guide and workbook for the schools’ price of £2.70* (RRP £5.99) for the module titles listed above.  

These books can also be purchased from Amazon bufor a higher price. 

 

What are the key websites or Apps that my child could use? 

www.bbc.co.uk/bitesize – BBC Bitesize has an Edexcel section where pupils can select our units of learning. 

www.senecalearning.com – Good for revision for a range of subjects, just ensure that you search for ‘History Edexcel GCSE’ 

https://www.historylearningsite.co.uk/ – you can search for several topics including many of our areas of study. 

https://spartacus-educational.com/ – Academic encyclopaedias available here for reading. 

 

What can I do to encourage my child to take further interest in History?   

Any documentaries about the topics that we study at GCSE will help to consolidate knowledge and applied to several circumstances. Other methods of engagement include:  

Books 

  • The Five by Hallie Rubenhold 
  • Cold War: for forty-five years the world held its breath by Jeremy Isaacs & Taylor Downing 

Documentaries and films 

  • The Cold War – CNN – The Cold War Documentary found on YouTube. 
  • Crime and Punishment – Tony Robinson Series Documentary 
  • Blood Queens documentary 
  • Elizabeth (1998) 
  • Elizabeth: The Golden Age 
  • Timelines TV – YouTube channel 
  • BBC teach – women’s history playlist 
  • BBC Teach History playlist 
  • Smithsonian magazine 
  • History Extra – YouTube 
  • BBC History YouTube playlist 

History Podcast 

  • BBC You’re Dead to Me – Greg Jenner 
  • BBC In Our Time with Melvyn Bragg 
  • History Extra on Spotify 
  • Dan Snow’s History Hit 
  • BBC World Service – Witness 
  • Histories of the Unexpected 
  • HistoryPod – On this day in history pod 

 

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