The History curriculum at Leigh Academy Rainham aims to provide a curriculum that enables students to realise their potential, progress through a well sequenced curriculum, perform and achieve high outcomes as well as help students prepare for their futures. We aim to achieve this by providing a rich, broad, balanced and diverse curriculum which interlinks with MYP values of being a global citizen. The curriculum aims to provide students with cross-curricular and interdisciplinary experiences which encourage the development of skills, investigation and inquiry whilst securing a deep knowledge base as well as developing enjoyment and passion for future study. In addition the History curriculum aims to further develop students’ understanding of our LEIGH Learner values by highlighting historical examples of these to ensure students become accomplished and reflective lifelong learners.
The History Curriculum aims to ensure all students:
To introduce students to inquiry and develop problem solving and investigative skills
To help students develop a sense of identity and develop their own informed opinions and attitudes.
To deliver a broad and rich co-curricular offer that develops and enriches pupils’ love of History and their cultural capital.
To develop responsible digital citizens through use of highly effective digital technology.
History at Leigh Academy Rainham is not just a study of the past- it is an invaluable tool in helping us understand our world today and how our world will continue to develop. In a world increasingly complex and constantly changing, students should be aware of how our present day has been shaped. One of the key things students will learn in our History lessons at Leigh Academy Rainham is that we are constantly learning from our past and working towards a better future, linking with the school ethos “Dream, Believe, Achieve”. Delivering the curriculum through the Middle Years Programme allows for consistent student reflection and comparison between learning and worldly surroundings. This will encourage students to continually develop their LEIGH Learner Attributes of leadership, emotional intelligence, inquisitiveness, grit, and humility.
Through repeated exposure, clear linking, and chronology through the three year course, our students are able to return throughout their studies to complex concepts such as power and conflict, as well as analyse global History through lenses of change and continuity and overcome these challenging concepts. By returning to these abstract concepts in different topics, students are able to retain knowledge, practice and embed procedural skills, and finally explain, analyse and critically assess content and interpretations- creating independent and highly ambitious learners.
Global Interactions between countries and how different teams’ identities and ideologies cause conflict between competing leaders and changes in relationships.
Careers
Travel and tourism
Government
Public administration
Law and public safety
Inquiry Questions
Factual Questions
What was the most important reason why men went on Crusade to the Middle East?
What was the most important consequence of England’s involvement in the Middle East after the Crusades?
What was the most important reason for causing conflict against Medieval Monarchs? (Religion, Power or Money)
Conceptual Questions
What is the relationship between different ideologies and conflict?
Why do different identities cause difference and conflict?
Debatable Questions
‘Every source of war and conflict will always link or relate to religion?’
Global interactions between nations consequently causes conflict between different identities which requires change to ensure society becomes fairer and more inclusive.
Careers
Human services
Inquiry Questions
Factual Questions
What is identity?
Conceptual Questions
How do our global interactions cause inequality?
Debatable Questions
Is inequality an inevitable part of global interactions?
Paper 1 Thematic study and historic environment; Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches.
Written exam 1hr 20mins 52 marks (16 for historic environment & 36 for thematic study) 30% of GCSE
Paper 2 Period study and British depth study; Early Elizabethan England, 1558–88; Superpower relations and the Cold War, 1941–91
Written exam 1hr 50mins 64 marks (32 for period study & 32 for British depth study) 40% of GCSE
Paper 3 Modern depth study; Weimar and Nazi Germany, 1918–39
Pearson REVISE Edexcel GCSE History Superpower relations and the Cold War Revision Guide
Pearson Edexcel GCSE (9-1)History: Medicine through time, c1250–present
Edexcel GCSE (9-1) History Foundation Superpower relations and the Cold War, 1941-91 Student Book (Edexcel GCSE (9-1) Foundation History): Superpower relations and the Cold War, 1941–91
Pearson REVISE Edexcel GCSE History Early Elizabethan England: Revision Guide and Workbook
Pearson Edexcel GCSE (9-1)History: Early Elizabethan England, 1558–1588
Pearson Edexcel GCSE (9-1)History: Weimar and Nazi Germany, 1918–1939
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