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HISTORY AND POLITICS
“History is bunk” – so said Henry Ford, founder of the great American car firm at the turn of the century. He is, of course, part of history himself now and it would be a hardy businessman who, today, would deny the value, even the necessity, of looking back in order to look forward. In fact, judging by a glance at television programmes most weeks, lists of popular films, even the daily newspapers, it would seem that matters historical are more in the public eye than ever. History certainly is not bunk! We also offer Government and Politics at A Level. As John Robert Seeley said, “History is past politics, and politics present history”. In this sense, our subjects really do complement each other!
Reasons for the continued interest in these subjects are not hard to find. Their study demands probably a unique range of skills – the understanding and analysis of information from a wide range of sources; the presentation of that information in both written and oral forms; the asking and answering of questions. At Handsworth these are all skills we seek to foster right across the key stages, as well as covering an exciting and diverse curriculum.
Aims
- To foster a genuine interest in and enthusiasm for History/Politics; to bring the past ‘to life’ through consistently interesting and challenging lessons.
- To encourage pupils to pursue this interest beyond the classroom and the specification, through visits, television programmes, wider reading etc. We are not just interested in assessments or the exam!
- To provide a firm foundation for the future. Our subjects are academically rigorous and encourage a wide range of skills as well as informed citizenship.
Curriculum and Assessment Maps 2024-2025
History
Year 7
Subject Leader: Miss J Smith email: jsmith@han.kevibham.org
Year 7
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| · Source Skills
· Extended Writing · Interpretations |
Historical Skills & Romans in Britain
Timelines Using sources How historians interpret history Anachronisms Definitions of Empire The Roman army Life in Roman Britain
|
The development of Church, State and society in Medieval Britain
The Norman Conquest Development of castles supported by a trip to Warwick Castle The feudal system The Domesday Book Role of religion Henry II and Thomas Becket |
King John
Magna Carta Development of Parliament Town and Village Life Black Death, Peasants Revolt Wars of the Roses |
| Assessment Pieces
Skills test – online Romans source assessment |
Assessment Pieces
Battle of Hastings Essay |
Assessment Pieces
Knowledge Test and Interpretations exercise |
|
|
Key vocabulary
|
Chronology, anachronisms, AD/BC/CE/BCE, centuries, empire | Church, state, religion, motte and bailey castle, feudal system | Parliament, power, revolt, monarchy |
|
Outside the taught curriculum |
Through visits to sites of interest with family and friends, broadcast programmes, wider reading.
In school KS3 History Film Club Trip to Warwick Castle is sometimes arranged. |
| Suggested reading
|
www.activehistory.co.uk (see history teacher for username and password)
Secondary History videos (bbc.co.uk) Historical Association website for careers information, podcasts and topic sheets: www.history.org.uk (see history teacher for username and password) A wide selection of historical fiction in the school library There is also a Y7 History Resources Library on Teams, with lots of interesting suggestions for reading and viewing, as well as year group notices! |
Year 8
History Subject Leader: Miss J Smith email: jsmith@han.kevibham.org
Year 8
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| · Source Skills
· Extended Writing · Interpretations |
The development of Church, state and society in Britain 1509-1745
The Reformation The break with Rome Changes under Edward and Mary Elizabeth I – why was she successful? Including religion, Mary, Queen of Scots, the Spanish Armada and a study of portraits
|
Gunpowder Plot:
(trial preparation and re-enactment) King Charles I Causes of civil war – extended essay World Turned Upside Down Cromwell – hero or villain? Monarchs after 1660 (balloon debate) |
Study of an issue in world history: the Black Peoples of the Americas/Civil Rights
Triangular trade route and the origins of slavery The Middle Passage Life on a Plantation Abolition of slavery Civil Rights |
| Assessment Pieces
Mary Tudor Source Exercise Elizabeth I Obituary |
Assessment Pieces
Civil War Extended Writing |
Assessment Pieces
Knowledge Test and Interpretations exercise |
|
|
Key vocabulary
|
Reformation, Catholic, Protestant, break with Rome, monasteries | Power, treason, prosecution/defence, divine right | Freedom, slavery, civil rights, abolition, triangular trade route |
|
Outside the taught curriculum |
Through visits to sites of interest with family and friends, broadcast programmes, wider reading.
In school KS3 History Film Club. |
|
Suggested reading
|
www.activehistory.co.uk (see history teacher for username and password)
Secondary History videos (bbc.co.uk) Historical Assocation website for careers information, podcasts and topic sheets: www.history.org.uk (see history teacher for username and password) A wide selection of historical fiction in the school library There is also a Y8 History Resources Library on Teams, with lots of interesting suggestions for reading and viewing, as well as year group notices! |
Year 9
History Subject Leader: Miss J Smith email: jsmith@han.kevibham.org
Year 9
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| · Source Skills
· Extended Writing · Interpretations |
Ideas, political power, industry and empire: Britain, 1745-1901
Changes 1750-1900 Should we be proud of the British Empire? Case Study of India. Industrial Revolution, factory system/child labour A local history study: Living conditions in 19th Century B’ham. Protest/votes for women |
Challenges for Britain, Europe and the wider world 1901 to the present day
Overview Causes of the First World War Different experiences of war Forgotten Heroes of WWI Home Front The Treaty of Versailles |
Democracy v dictatorship
(definitions and case studies) Events leading to war/appeasement Second World War & the Cold War: a series of lessons driven by pupil interest. Overview of the Holocaust (to be followed up in Y10 and in RS Day). Britain after 1945 and the Windrush generation. |
| Assessment Pieces
British Empire Source Exercise |
Assessment Pieces
First World War Extended Writing |
Assessment Pieces
Knowledge Test and Interpretations exercise |
|
|
Key vocabulary
|
Empire, power, industry, agriculture, protest | Imperialism, nationalism, militarism, alliances | Democracy, dictatorship, appeasement, Holocaust |
|
Outside the taught curriculum |
Through visits to sites of interest with family and friends, broadcast programmes, wider reading.
In school KS3 History Film Club Trip to Black Country Museum is sometimes arranged as part of the local study. |
| Suggested reading
|
www.activehistory.co.uk (see history teacher for username and password)
Secondary History videos (bbc.co.uk) Historical Assocation website for careers information, podcasts and topic sheets: www.history.org.uk (see history teacher for username and password) A wide selection of historical fiction in the school library There is also a Y9 History Resources Library on Teams, with lots of interesting suggestions for reading and viewing, as well as year group notices! |
Year 10
History Subject Leader: Miss J Smith email: jsmith@han.kevibham.org
Year 10
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| AQA GCSE History
https://www.aqa.org.uk/subjects/history/gcse Pupils are provided with a detailed Student Guide, outlining course content |
Germany, 1890-1945
Pre-war Germany and WWI Revolution and the Weimar Republic Wall Street Crash/Impact of Depression Rise of Nazis/entry into power/consolidation of power Nazi Ideas Economy, women, religion, youth, race, culture and propaganda, control and opposition |
Health and the People
Ancient Medicine – overview Middle Ages/role of religion/Black Death Renaissance/Great Plague 18th and 19th Century developments: germ theory, surgery, public health Health in the 20th Century, especially NHS |
Conflict and Tension, 1918-1939
Peacemaking: End of WWI Treaty of Versailles The League of Nations and international peace Origins and outbreak of the Second World War (to be continued in autumn term of Y11) |
| Assessment Pieces
Hitler’s rise to power, exam question |
Assessment Pieces
Factors in the development of medicine, exam question |
Assessment Pieces
Summer mock exam |
|
|
Key vocabulary
|
Kaiser, militarism, constitution, left and right wing, hyperinflation, depression, dictatorship, police state… | Four humours, Church, miasma, anatomy, surgery, public health, anaesthetics, aseptic, laissez-faire, germ theory… | Treaty, reparations, League of Nations, appeasement, pact, unanimous voting… |
|
Outside the taught curriculum |
Through visits to sites of interest with family and friends, broadcast programmes, wider reading.
In school History Film Club. |
|
Suggested reading
|
BBC Bitesize www.bbc.co.uk/bitesize/subjects/zj26n39
www.activehistory.co.uk (see history teacher for username and password) https://senecalearning.com/en-GB/ Historical Assocation website for careers information, podcasts and topic sheets: www.history.org.uk (see history teacher for username and password) A wide selection of historical fiction and reference books in the school library. Pupils are provided with their own course textbooks. There is also a Y10 History Resources Library on Teams, with lots of interesting suggestions for reading and viewing, as well as year group notices, revision materials, past papers and model answers! |
Year 11
History Subject Leader: Miss J Smith email: jsmith@han.kevibham.org
Year 11
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| AQA GCSE History
https://www.aqa.org.uk/subjects/history/gcse Pupils are provided with a detailed Student Guide, outlining course content |
Conflict and Tension, 1918-1939
Impact of the Depression Origins and outbreak of the Second World War: Escalation of tension in the 1930s Manchuria and Abyssinia Saar, Rhineland, Anschluss Sudeten Agreement and appeasement Invasion of Czechoslovakia Nazi-Soviet Pact Invasion of Poland and the outbreak of war |
Shaping the Nation
Elizabethan England 1568-1603 Background and Character Court, Parliament Essex Rebellion, Marriage and Succession Religious Settlement Mary, Queen of Scots, Later Rebellions Spanish Armada Exploration Society, poverty Historic Environment Site study changes each year: 2024: The Americas and Drake’s circumnavigation, 1577—1580 |
Finish spring term work as necessary
Revision and exam practice |
| Assessment Pieces
Abyssinia Source Exercise Conflict & Tension Mock Exam |
Assessment Pieces
Elizabethan England mock |
Assessment Pieces
N/A |
|
|
Key vocabulary
|
Appeasement, Anschluss, Volksdeutsche, rearmament, Lebensraum… | Court, Parliament, rebellion, treason, Puritan, Middle Way, great chain of being… | N/A |
|
Outside the taught curriculum |
Through visits to sites of interest with family and friends, broadcast programmes, wider reading.
In school History Film Club. Depending on the site study, which changes each year, we may offer a visit or speaker. In 2025 we will be visiting Hardwick Hall in Derbyshire. |
| Suggested reading
|
BBC Bitesize www.bbc.co.uk/bitesize/subjects/zj26n39
www.activehistory.co.uk (see history teacher for username and password) https://senecalearning.com/en-GB/ Historical Association website for careers information, podcasts and topic sheets: www.history.org.uk (see history teacher for username and password) A wide selection of historical fiction and reference books in the school library. Pupils are provided with their own course textbooks. There is also a Y11 History Resources Library on Teams, with lots of interesting suggestions for reading and viewing, as well as year group notices, revision materials, past papers and model answers! |
Year 12
History Subject Leader: Miss J Smith email: jsmith@han.kevibham.org
Year 12
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| AQA A Level History
https://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042 Pupils are provided with a detailed Student Guide, outlining course content |
Henry VII, 1485–1509 (Teacher 1)
Henry Tudor’s consolidation of power: character and aims; establishing the Tudor dynasty Government: councils, parliament, justice, royal finance, domestic policies Relationships with Scotland and other foreign powers; securing the succession; marriage alliances Society: churchmen, nobles and commoners; regional division; social discontent and rebellions Economic development: trade, exploration, prosperity and depression Religion; humanism; arts and learning
The Origins of the Cold War, c1945–1949 (Teacher 2) US, British and USSR relations in 1945: conflicting ideologies; tensions at Yalta; relations between Stalin, Roosevelt and Churchill; the breakdown of the Grand Alliance at Potsdam; relations between Stalin, Truman and Attlee Developing tensions: the Soviet Union occupation/control of eastern and southern Europe; Kennan’s Long Telegram; the Iron Curtain speech; Cominform; the Greek Civil War and the Truman Doctrine on containment The USA’s involvement in Europe: policy towards Britain and Europe; the launch of the Marshall Plan; US attitudes to Germany and Berlin Conflict over Germany: developments within the sectors, including Bizonia and currency reform; the Berlin blockade; the creation of East and West Germany; formation of NATO The Widening of the Cold War, 1949–1955 US containment in action in Asia: the reconstruction of Japan and US-Japanese relations; support for Jiang Jieshi and policy towards China and Taiwan; the defensive perimeter strategy; support for South Korea; NSC-68 The Korean War: causes, position and aims of Kim ll Sung and Syngman Rhee; attitudes and actions of the UN, USA, USSR and China; military involvement and settlement Increasing Cold War tensions: McCarthyism in the USA and its influence in Britain and Europe; US dominance in the UN and role as ‘world policeman’; the isolation of China |
Henry VIII, 1509–1547 (Teacher 1)
Henry VIII: character and aims; addressing Henry VII’s legacy Government: Crown and Parliament, ministers, domestic policies including the establishment of Royal Supremacy Relationships with Scotland and other foreign powers; securing the succession Society: elites and commoners; regional issues and the social impact of religious upheaval; rebellion Economic development: trade, exploration, prosperity and depression Religion: renaissance ideas; reform of the Church; continuity and change by 1547
The Widening of the Cold War, 1949–1955 (cont) (Teacher 2) Alliances and shifts: FRG and NATO; the Warsaw Pact; SEATO; Eisenhower, Dulles and ‘brinkmanship’; the domino theory; attitude to French struggle in Indo-China; the Geneva Conference
The Global War, 1955–1963 Khrushchev and East-West relations: impact of risings in Poland and Hungary and Soviet intervention; the degree of ‘peaceful coexistence’, including exchange of visits and Paris summit Cold War rivalries: the extension of the arms race including ICBMs; the space race; sputnik and space flight; the Berlin Crisis and the U2 affair; the significance and impact of the Berlin Wall Conflict in Asia: Indo-China under Ho Chi-Minh in the North and Diem in the South; formation of NLF; Kennedy’s policies towards Indo-China and Diem’s assassination Confrontation between the superpowers: US attitudes to Cuba and developments leading to the missile crisis; the 13 days; the significance of the crisis |
Non-Examined Assessment
Introduction to this component A short taught course, encompassing Russia, 1855-1953 Training in research skills, source selection and analysis of interpretations Question selection Proposals (to be completed over the summer holiday) |
| Assessment Pieces
Exam questions at the end of each section of content |
Assessment Pieces
Exam questions at the end of exam section of content |
Assessment Pieces
Summer mock exam |
|
|
Key vocabulary |
Numerous – see above | Numerous – see above | Numerous – see above |
|
Outside the taught curriculum |
Through visits to sites of interest with family and friends, broadcast programmes, wider reading.
Lectures & visits are arranged according to interest (e.g. Berlin in October 2023, Hampton Court in April 2024, Hamilton the Musical in July 2024). |
| Suggested reading
|
https://senecalearning.com/en-GB/
Historical Assocation website for careers information, podcasts and topic sheets: www.history.org.uk (see history teacher for username and password) Pupils are provided with their own course textbooks. There is also a Y12 History Resources Library on Teams, with lots of interesting suggestions for reading and viewing, as well as year group notices, revision materials, past papers and model answers! A detailed list of suggested reading can be found in the Student Guide, with many books stocked in the school library. Students have regular library lessons to encourage them to engage in wider reading. |
Year 13
History Subject Leader: Miss J Smith email: jsmith@han.kevibham.org
Year 13
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| AQA A Level History
https://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042 Pupils are provided with a detailed Student Guide, outlining course content |
Instability and consolidation: ‘the Mid-Tudor Crisis’, 1547–1563 (Teacher 1)
· Edward VI, Somerset and Northumberland; royal authority; problems of succession; relations with foreign powers · The social impact of religious and economic changes under Edward VI; rebellion; intellectual developments; humanist and religious thought · Mary I and her ministers; royal authority; problems of succession; relations with foreign powers · The social impact of religious and economic changes under Mary I; rebellion; intellectual developments; humanist and religious thought · Elizabeth I: character and aims; consolidation of power, including the Act of Settlement and relations with foreign powers · The impact of economic, social and religious developments in the early years of Elizabeth’s rule · Confrontation and cooperation, c1963–1972 (Teacher 2) · Confrontation in the Vietnam War: Johnson’s policy in Vietnam; the Gulf of Tonkin resolution; escalation; tactics and relative strengths of the two sides; the Tet Offensive · Nixon’s policies in Vietnam: Vietnamisation; extension into Cambodia and Laos; relations with China; the beginning of the Paris peace talks · Cooperation: attitudes of Khrushchev and Kennedy; Hot-line; Moscow Test Ban Treaty; nuclear non-proliferation treaty; cut back in materials for nuclear weapons · Pressures on USSR: the crisis in Czechoslovakia and the Brezhnev doctrine; relations with China The Brezhnev era, 1972–1985 · The USA and SE Asia: Paris peace talks; Northern victory; continuing problems in Cambodia; costs of war · The extent of Détente up to 1979: the SALT talks; Ostpolitik and Helsinki accords; arms race; relations with China |
The triumph of Elizabeth, 1563–1603 (Teacher 1)
Elizabethan government: court, ministers and parliament; factional rivalries Foreign affairs: issues of succession; Mary, Queen of Scots; relations with Spain Society: continuity and change; problems in the regions; social discontent and rebellions Economic development: trade, exploration and colonisation; prosperity and depression Religious developments, change and continuity; the English renaissance and ‘the Golden Age’ of art, literature and music The last years of Elizabeth: the state of England politically, economically, religiously and socially by 1603 The Brezhnev era, 1972–1985 (cont) (Teacher 2) The Second Cold War: the reasons for renewed hostilities and developments, including the Soviet invasion of Afghanistan; new personalities, including Reagan, Thatcher and Pope John Paul II; the crushing of Solidarity in Poland; the shooting down of KAL 007 Developments in Africa and the Americas: the impact of Cuban intervention in Angola and Ethiopia; the impact of US intervention in Latin America and the Caribbean including Chile, Grenada and Nicaragua The ending of the Cold War, 1985–1991 Gorbachev and the ending of the Cold War: pressures on and significance of Gorbachev as Soviet leader; new thinking and practicalities: the importance of Soviet economic problems; The summits between the USA and the USSR, including Geneva, Reykjavik, Washington and Moscow; Reagan; star wars; Bush and the US response The collapse of Communism in the Eastern European soviet satellite states; the end of the Brezhnev Doctrine and significance of events of 1989 The ending of Cold War tensions in Asia: Afghanistan; the Americas: Cuba, Nicaragua and El Salvador; Africa: Angola and Ethiopia; the end of the Cold War: the Malta summit and its aftermath, including the reunification of Germany; the collapse of the USSR and resignation of Gorbachev |
Completion of remaining content and revision/exam practice. |
| Assessment Pieces
Exam questions at the end of each section of content |
Assessment Pieces
February mock exam Exam questions at the end of exam section of content |
Assessment Pieces
N/A |
|
|
Key vocabulary |
Numerous – see above | Numerous – see above | Numerous – see above |
|
Outside the taught curriculum |
Through visits to sites of interest with family and friends, broadcast programmes, wider reading.
Lectures & visits are arranged according to interest (e.g. Hampton Court in April 2024, Hamilton the Musical in July 2024, Berlin in October 2023). |
| Suggested reading
|
https://senecalearning.com/en-GB/
Historical Assocation website for careers information, podcasts and topic sheets: www.history.org.uk (see history teacher for username and password) Pupils are provided with their own course textbooks. There is also a Y13 History Resources Library on Teams, with lots of interesting suggestions for reading and viewing, as well as year group notices, revision materials, past papers and model answers! A detailed list of suggested reading can be found in the Student Guide, with many books stocked in the school library. Students have regular library lessons to encourage them to engage in wider reading, especially for their NEA.
|
Politics
Year 12
Politics Subject Leader: Miss J Smith email: jsmith@han.kevibham.org
Year 12
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| AQA A Level Politics
https://www.aqa.org.uk/subjects/government-and-politics/as-and-a-level/politics-7152 Pupils are provided with a detailed Student Guide, outlining course content |
The UK Constitution (Teacher 1)
· the nature and sources of the British constitution · contemporary legislation and current issues regarding rights · issues and debates around recent constitutional changes · debates about the extent of rights in the UK · two examples of constitutional changes since 1997, such as the establishment of devolved legislative bodies in constituent countries of the UK, the introduction of a Freedom of Information Act, adoption of the Human Rights Act, changing composition of the House of Lords · areas where individual and collective rights are in agreement and where they are in conflict. Devolution · the roles, powers and responsibilities of the different devolved bodies in the UK · debate around devolution in England · existing devolution in England · impact of devolution on government of the UK. The structure and role of Parliament · scrutiny of the executive and how effective scrutiny of the executive is in practice · parliamentary debate and the legislative process o Commons o Lords · theories of representation – Burkean, delegate, mandate theories · the roles and influence of MPs and peers · the significance of Commons and Lords Democracy (Teacher 2) · the nature of democracy · different types of democracy – direct democracy, representative government · patterns of participation and different forms of participation. Elections and referendums Students will be required to analyse and evaluate the characteristics of different systems used in parliamentary elections and in elections to one of the devolved bodies in the UK including: · debates and issues around the performance of those systems · the advantages and disadvantages of those systems · three key elections since 1945 should be selected for detailed study. · patterns of voting behaviour/changes over time – as revealed by relevant national data sources, and explanations of how and why they varied in different elections · the influence of the media on the outcomes · the reasons for and the impact of party policies on the outcomes · the reasons for and the influence of manifestos on the outcomes · the impact of campaigns and leadership on the outcomes · the role of elections and their influence on policy and policy making · likely effects of the electoral system on the party system. |
The Prime Minister and cabinet (Teacher 1 cont)
· how policy is made · the relationship between Prime Minister and cabinet · the difference between individual and collective responsibility. · two examples that demonstrate the power of the Prime Minister and cabinet to dictate events and determine policy making. One example must be from 1945‒1997. The second example must be from 1997 to the present. · government/parliament relations – accountability/interest. The judiciary · the composition of the judiciary and the appointments process · the role of the Supreme Court and its impact on government, legislature and policy process · judicial influence on government · importance of ultra vires, judicial review and the Supreme Court’s interactions with and influence over the legislative and policy making processes. The European Union (Teacher 2) · aims of the EU and the extent to which they have been achieved · the impact of the EU on UK politics and policy making.
Political parties · the origins, ideas and development of the Conservative, Labour, and Liberal Democrat parties and how these have helped shape their current policies · party structures and functions of Conservative, Labour and Liberal Democrat parties · issues and debates around party funding · relations with, and influence of, the media · factors affecting electoral outcomes · policies of minor parties and their impact on political debates and political agenda · development towards a multi-party system in the UK and its impact on government and policy.
Pressure groups · pressure groups and democracy – pluralism · other influences on government and parliament: o think tanks o lobbyists o corporations o media · typologies of pressure groups, including a detailed study of one insider and one outsider group · methods used by pressure groups · factors likely to affect the political influence of different groups, such as membership and resources · links with political parties, government and the media. |
The constitutional framework of US government
(Teacher 1) · The nature and significance of the US Constitution · constitutional principles · framework of government laid down in the US Constitution · federal system of government · federal state relations · amendment process · debates concerning the importance of the US Constitution to the working of contemporary US government · protection of civil liberties and rights under the US Constitution, Bill of Rights, and Supreme Court rulings.
Political parties (Teacher 2) · The two main political parties and their: o ideologies o values o policies o traditions o party organisation · the ideological changes in both the Democratic and Republican parties making them more distinct and polarized · factionalised nature of parties and internal divisions · debates concerning party decline or renewal · weakness of US parties · the two party dominance in US politics · significance of third parties and independent candidates.
|
| Assessment Pieces
Exam questions at the end of each section of content |
Assessment Pieces
Exam questions at the end of exam section of content |
Assessment Pieces
Summer mock exam |
|
|
Key vocabulary |
Numerous – see above | Numerous – see above | Numerous – see above |
|
Outside the taught curriculum |
Through regular watching of the news and relevant programmes.
Through regular watching of the news and relevant programmes. Work experience with local MPs. Speakers & visits are arranged according to interest (e.g. Model UN Competition April 2024, Berlin October 2023, Parliament May 2024, Hamilton the Musical July 2024). A Politics Club and/or Model UN lunchtime group is offered according to interest. We organised a very successful mock election campaign in July 2024! |
| Suggested reading
|
A detailed list of suggested reading and websites can be found in the Student Guide.
Students have regular news reviews in their lessons to help them engage in current affairs. They are also provided with their own course textbooks. There is also a Y12 Politics Resources Library on Teams, with lots of interesting suggestions for reading and viewing, as well as year group notices, revision materials, past papers and model answers! https://senecalearning.com/en-GB/ for revision. Pre-chewed Politics: A-level Resources and Revision – Home (prechewedpolitics.co.uk) |
Year 13
Politics Subject Leader: Miss J Smith email: jsmith@han.kevibham.org
Year 13
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
| AQA A Level Politics
https://www.aqa.org.uk/subjects/government-and-politics/as-and-a-level/politics-7152 Pupils are provided with a detailed Student Guide, outlining course content |
Teacher 1:
The legislative branch of government: Congress · the structure, role and powers of the US Congress · composition of Congress, the different terms of office and party allegiance · debates concerning the functions, powers and effectiveness of Congress in legislation, oversight and the power of the purse · party system and committee system and their significance within Congress · representative role of senators and representatives · relative strengths of the House of Representatives and the Senate · relationship of Congress to the executive branch of government and the Supreme Court. The executive branch of government: President sources of presidential power: selecting two relevant examples to demonstrate how these have been used by different presidents · difference between formal powers and informal powers constraints on President’s ability to exercise those powers: o the effectiveness of formal checks and balances o key variables such as party support in Congress o the prevailing orientation of the Supreme Court o the attitudes of the media and public opinion · the relationship between the presidency and other institutions one example that shows the waxing and waning of presidential power · the debate about the ‘Imperial versus Imperilled Presidency’. The judicial branch of government process of selection and appointment of Supreme Court judges · current composition · the nature of judicial power · the constitutional role of the Supreme Court: o Supreme Court as the guardian of the constitution/constitutional interpretation o Supreme Court as protector of citizens’ rights · the significance of judicial review · debates about the political significance of the Supreme Court · two examples of landmark rulings and related debates and controversies Teacher 2: The electoral process and direct democracy · the electoral systems used in the USA · main characteristics of presidential and congressional elections and campaigns · candidate selection and nomination: o primaries o caucuses o national nominating conventions · debates concerning the workings, outcomes and impact of the electoral college system on campaigns · factors determining electoral outcomes: · the significance of incumbency debates about campaign finance · direct democracy at state level: referendums, initiatives, propositions, recall elections and debates concerning their use · voting behaviour and the main variables affecting the way people vote in the USA · links between parties and their core voting coalitions · factors in voting behaviour: issues, candidates · the significance of recent (post 1980) and historic (eg 1932 and 1968) re-aligning elections can be used to illustrate arguments relating to factors influencing voting · split ticket voting and high levels of abstention in US elections. Pressure groups · the extent of political pluralism in the USA · typologies of pressure groups · methods and tactics used by pressure groups to influence decision making · pressure group funding of elections: o funding of Washington insiders o iron triangles o reinforcing incumbency o relative power of pressure groups vis-a-vis political parties · debates concerning the power of pressure groups in the USA · role and significance of Political Action Committees and Super PAC’s regarding electoral finance. · · Civil rights · protection of civil liberties and rights under: o the constitution o Bill of Rights o subsequent amendments o landmark rulings of the Supreme Court · the role of pressure groups in promoting and supporting rights · the impact of salient political issues concerning civil rights and liberties on US politics · · Comparative politics: structural, rational and cultural comparisons to the UK made throughout. · |
Teacher 1:
Liberalism debates about the nature of liberalism · core liberal ideas and values concerning the individual and freedom · classical liberalism, modern (new/progressive) liberalism · in their study of the following thinkers students should focus on the aspects indicated after each thinker’s name and relate this to liberal thinking on human nature, the state, society and the economy: o John Locke – natural rights, liberty and individualism, fiduciary power of government o John Stuart Mill – criticism of hedonism, freedom, integrity and self respect of the individual, self regarding and other regarding actions o John Rawls – concept of justice, principles of justice o Thomas Hill Green – self development/role of the State, negative and positive freedom o Mary Wollstonecraft – equality and rights, ‘revolution controversy’, criticisms of aristocracy and republicanism o Betty Friedan – equal rights, Civil Rights and feminist movements in the USA. Teacher 1: Feminism · debates about the nature of feminism · core feminist views and values concerning equality of treatment, recognition of gender differences, affirmative action · liberal feminism and radical feminism, and more recent developments such as difference feminism and post-feminism · in their study of the following thinkers students should focus on the aspects indicated after each thinker’s name and relate this to feminist thinking on human nature, the state, society and the economy: o Charlotte Perkins Gilman – reform Darwinism, role of females in society, androcentric culture o Simone de Beauvoir – feminist existentialism, patriarchal society, feminism and socialsim o Kate Millett – theory of sexual politics, radical feminism o Sheila Rowbotham – oppresssion of women and the working class, socialist feminism o bell hooks (Gloria Jean Watkins) – intersectionality, education gap between those lower in the economic scale and the leader of the feminist movement. Teacher 2: Conservatism · debates about the nature of conservatism · core conservative ideas and values concerning government, the free market and the individual · different strands of conservative thinking from traditional Conservatism to the New Right · in their study of the following thinkers students should focus on the aspects indicated after each thinker’s name and relate this to conservative thinking on human nature, the state, society and the economy: o Thomas Hobbes – concept of human nature/laws of nature, power of the sovereign/the individual and self protection o Edmund Burke – Anti-Jacobinism/Whig principles, Burke’s reaction to the American and French Revolutions o Michael Oakeshott – importance of tradition/criticisms of rationalism, ‘Politics of Faith’ vs ‘Politics of Scepticism’ o Ayn Rand – opposition to collectivism and statism, rational and ethical egoism/individual rights o Robert Nozick – limited functions of the State, justification of inequalities of wealth resulting from freely exchanged contracts. o Teacher 2: Socialism · debates about the nature of socialism · core socialist views and values concerning Marxism, class analysis and the fundamental goals of socialism · differing views and tensions within and between revolutionary socialism and social democracy · in their study of the following thinkers students should focus on the aspects indicated after each thinker’s name and relate this to socialist thinking on human nature, the state, society and the economy: o Karl Marx and Friedrich Engels – class and class struggle, dialectical materialism o Rosa Luxemburg – inevitability of the triumph of revolution/capacity of the masses, spontaneity/party oriented class struggle o Beatrice Webb – co-operative movement, co-operative federalism and co-operative individualism o Anthony Crosland – criticism of Marxism/Revisionism, rejection of nationalisation as central goal of party, political values of personal liberty, social welfare and equality o Anthony Giddens – rejection of traditional conception of socialism, the ‘Third Way’ in politics, combination of right wing economic and left wing social policies. o |
Completion of content as necessary
Revision and exam practice |
| Assessment Pieces
Exam questions at the end of each section of content |
Assessment Pieces
February mock exam Exam questions at the end of exam section of content |
Assessment Pieces
N/A |
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Key vocabulary |
Numerous – see above | Numerous – see above | Numerous – see above |
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Outside the taught curriculum |
Through regular watching of the news and relevant programmes.
Work experience with local MPs. Speakers & visits are arranged according to interest (e.g. Model UN Competition April 2024, Berlin October 2023, Parliament May 2024, Hamilton the Musical July 2024). A Politics Club and/or Model UN lunchtime group is offered according to interest. We organised a very successful mock election campaign in July 2024! |
| Suggested reading
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A detailed list of suggested reading and websites can be found in the Student Guide.
Students have regular news reviews in their lessons to help them engage in current affairs. They are also provided with their own course textbooks. There is also a Y13 Politics Resources Library on Teams, with lots of interesting suggestions for reading and viewing, as well as year group notices, revision materials, past papers and model answers! https://senecalearning.com/en-GB/ for revision. Pre-chewed Politics: A-level Resources and Revision – Home (prechewedpolitics.co.uk) |
Further information
STAFF
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- Miss J Smith Head of Department
- Mrs U Cole Teacher of History/Politics (also Y8 Pastoral Leader)
- Miss A Kelly Teacher of History (also DofE Coordinator)
- Mrs L Polke Teacher of History/Politics (also Y10 Pastoral Leader, part-time)
- Mr S Ramsey Assistant Head and Teacher of History
- Ms R Messenger Teacher of History (also Y11 Pastoral Leader, part-time)
ADDITIONAL INFORMATION
History is taught as a discrete subject from Key Stage 3 through to A Level.
Government and Politics is taught at A Level only.
Students follow the AQA specifications for A Level History and Politics, also for GCSE History.
KS3
During KS3, pupils learn about significant individuals and events in the history of Britain, from the Middle Ages to the 21st Century, and aspects of European and world history. Lessons, we hope, are interesting and varied! They may involve group or pair work as well as individual study. Highlights of KS3 include a re-enactment of the trial of Guido Fawkes (Y8) and designing a commemorative plate, positive or negative, to reflect their work on industry and empire (Y9).
Our intention is for pupils to see KS3 as both academically challenging and engaging, and believe that our selection of topics reflects this. We often draw out similarities and differences to the modern day in the interests of encouraging pupils to be well informed citizens, for example in our study of democracy and dictatorship. We have also been working hard to diversify our curriculum, particularly in Year 9 with a unit on the British Empire (including a case study of India) and the ‘forgotten heroes’ of the First World War.
In summary, pupils cover the following, broadly following the National Curriculum:
Year 7:
- Historical Skills (non-statutory) – an opportunity to get to grips with the skills of the historian, namely how we divide up time, types of sources and how to assess their value.
- The study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066: Roman Britain
- The development of Church, state and society in Medieval Britain 1066-1509: England 1066-1500, with a depth focus on the Norman Conquest
Year 8:
- The development of Church, state and society in Britain 1509-1745: The Tudors and Stuarts, with a focus on the Reformation and the Civil War
- Study of a significant society or issue in world history and its interconnections with other world developments: Slavery to Civil Rights in the Americas
Year 9:
- Ideas, political power, industry and empire: Britain, 1745-1901: with a focus on empire, industrial changes and their impact, including a local study of living conditions in Birmingham and (hopefully) a trip to the Black Country Living Museum.
- Challenges for Britain, Europe and the wider world 1901 to the present day: The 20th Century, with a focus on different ‘experiences of war’ and including the Holocaust.
GCSE History
Paper 1: Understanding the Modern World
Section A – Germany, 1890-1945
Section B – Conflict and Tension, 1918-1939
Paper 2: Shaping the Nation
Section A – Britain: Health and the people: c1000 to the present day
Section B – British Depth Study: Elizabethan England, c1568–1603
A Level History
Breadth Study. The Tudors: England, 1485-1603
Depth Study. The Cold War, c1945-1991
Historical Investigation: Russia, 1855-1953: From Tsars to Commissars
A Level Government and Politics
Government and Politics of the UK
Government and Politics of the USA and Comparative Politics
Political Ideas
HOW CAN PARENTS HELP?
In History, you can best help by being interested and encouraging your child to talk about the work in which she is currently engaged. You can also prompt her to read teacher comments on written work, act upon them and review work frequently. You may wish to refer to her exercise book or folder and any course outline sheets/booklets she has been given. Your child will be using at least one core textbook at all levels and these should be used to consolidate classroom learning. We also regularly post suggestions for extra reading or revision on central year group Teams.
Interest can also be stimulated by leisure visits to historical sites, while on holiday, or locally at the weekend. Such visits do not have to be directly related to the topic or period under discussion, nor need they be expensive if advantage is taken of family concessions, English Heritage or National Trust membership, or free access to museums. The reading of historical literature, again of any period, could also be encouraged – the advice of the school librarian could be made use of here and we have an extensive list of recommended historical fiction. In addition, parents could usefully direct attention to the many historically related television programmes which are regularly on offer. We do not particularly recommend general internet searches as these tend to discourage the questioning of material and pupils tend not to read information carefully enough.
Where Politics is concerned, much of the above advice still applies. In addition, it is imperative that your child watches the news on the television, listens to it on the radio (Channel 4’s Today programme is particularly recommended) and/or reads a good quality newspaper.
WHERE NEXT
History
Contrary to some mistaken opinion, a degree in History does not confine you to a career in teaching! Rather, because of its generalist nature (as explained above), it can lead to a wide range of attractive (and even lucrative!) careers. Frequently linked is Law (qualification requires further training), but also:
- Media work- print journalism, T.V. and radio presenting, research
- Libraries and museums (including the increasing number of historical attractions)
- Politics and the Civil Service-both local and national
- Management and Recruitment Consultancy
- Personnel posts in business enterprises…
The list is endless – it includes anything that demands analytical thinking with the ability to express oneself effectively!
More information about careers using history can be found here:
Politics
As the basis for degree study: either a pure Politics course, or as part of International Relations, American Studies, Public Policy or similar courses. Politics is also commonly offered in conjunction with other subjects e.g. Law, PPE (Politics, Philosophy and Economics), Sociology, Business/Management, History, Economics, to suggest a few of the more usual combinations. Even without further study, the course will enable you to take a lasting interest in political issues and play your part as an effective citizen at election time! All of the above career areas (and more!) apply. One of our former pupils is even a Labour MP!
Oxbridge Support
As a department, we offer additional support for those applying for History/Politics/PPE at Oxford or Cambridge, including training in the HAT test and LNAT, along with interview practice. At least one student a year for the last 20 years has been successful in gaining a place for one or more of these subjects!
OPPORTUNITIES OUT OF LESSONS
In line with our department aims, we seek to encourage pupils to pursue their interest in History and Politics beyond the classroom, through visits, television programmes, wider reading etc. We are not just interested in the exam!
Key Stage 3
In the past Y7 have visited Warwick Castle, to complement their work on medieval England. Year 9 have been to the Black Country Living Museum as part of their local study of Birmingham c1900. We have a thriving KS3 History Film Club and also year group resource libraries on Teams on which we post suggestions for extra reading or viewing. One member of the department also oversees our Afro-Carribean Society (ACS).
Key Stage 4
Trips and enrichment activities vary from year to year, with visits or speakers often dependent on the site chosen by AQA for the historical environment question. In 2019 we welcomed a visiting speaker from Shakespeare’s Globe. In 2023 we arranged for a historian and author to speak to Y11 on Zoom about their site, Sheffield Manor Lodge. In 2025 we will be visiting Hardwick Hall in Derbyshire.
Key Stage 5
Again, we arrange visits according to interest and what is on offer. In the academic year 2023-24 alone, we took a group of Y11-13 pupils to Berlin, organised a day trip to Hampton Court Palace for Y12, took part in the Model United Nations held at King Edward’s School in Edgbaston, visited Parliament, watched Hamilton the Musical at the Birmingham Hippodrome, and ran a mock election in school! We also participate in the Lessons from Auschwitz Project each year. Two Y12 students are selected to take part in a programme of study organised by the Holocaust Education Trust, visit Poland for one day and then pass on what they have learned to the wider school community. Several of our students have gone on to wider ambassadorial roles with the HET.
USEFUL LINKS
Key Stage 3
www.activehistory.co.uk (your History teacher can provide login details)
Secondary History videos (bbc.co.uk)
www.history.org.uk (website of the Historical Assocation, your teacher can provide login details)
Key Stage 4
www.aqa.org.uk.
www.bbc.co.uk/bitesize/subjects/zj26n39
https://senecalearning.com/en-GB/
www.history.org.uk (website of the Historical Assocation, your teacher can provide login details)
Key Stage 5
History:
www.aqa.org.uk.
www.jstor.org/
www.gutenberg.org/ (A free website with over 60,000 freely available ebooks, with extensive catalogues of full history books covering many topics)
https://sourcebooks.fordham.edu/mod/modsbook.asp (Fordham University’s Modern History sourcebook. A publicly accessible internet archive of historical sources)
www.history.org.uk (website of the Historical Assocation, your teacher can provide login details)
http://alphahistory.com/russianrevolution/russian-revolution-documents/
https://eudocs.lib.byu.edu/index.php/History_of_Russia:_Primary_Documents
Politics:
www.aqa.org.uk.
http://tutor2u.net/
https://senecalearning.com/en-GB/
Pre-chewed Politics: A-level Resources and Revision – Home (prechewedpolitics.co.uk)
www.bbc.co.uk/news – BBC News website
www.direct.gov.uk – website of the UK Government
www.number10.gov.uk – the Downing Street website
www.Parliament.uk – website of the UK Parliament
www.economist.com – The Economist magazine
www.ft.com – The Financial Times
www.guardianunlimited.co.uk – The Guardian newspaper
www.hansard-society.org.uk – The Hansard Society for parliamentary government
www.electoral–reform.org.uk – Electoral Reform Society, pressure group criticising FPTP
www.electoralcommission.org.uk – for information about elections in the UK
Plus the websites of various political parties!
https://uk.isidewith.com/en/ – to find out where you stand on the political spectrum!