A LEVEL HISTORY KS5 Edexcel CURRICULUM MAP

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KS5CURRICULUMMAPA LEVELHISTORYEdexcel

Statement of intentKey Stage: KS5The Key Stage Five History Curriculum at Canons is avitally important and challenging phase of students’learning. It was chosen as it is ambitious, enjoyableand each lesson seeks to impart powerfulknowledge, spark students’ curiosity and passion forlearning about the past. The overarching intention isthat students become articulate and deeplyknowledgeable subject specialists. Students areexpected to write, speak and adopt the habits ofhistorians, for example making substantiatedjudgements, having a deep respect for evidence andusing academic vocabulary confidently. The choice ofthe Edecxel course: Democracies in Change andBritain Losing and Gaining an Empire was made forits relevance to our students in order for them tobetter understand the diverse country they live intoday and how it came to be the way it is now.Indeed, at the beginning of the twenty-first century,Britain’s welfare system provides health care andeducation for all its citizens and the USA has votedinto power a mixed-race president. In 1918, both ofthese things would have been unimaginable to mostof those living at the time. Through this coursestudents learn how the two leading westerndemocracies responded and adapted to thechallenges brought about by the greater political,social and economic expectations of ordinary peoplein the twentieth century. The unit on interpretationsof Margaret Thatcher and her political legacy buildsupon interpretations work at Key Stage 3 and 4. Thechoice of Britain and the USA in the 20th century alsoallow students to study Britain’s impact on the widerworld and the controversial history of the BritishEmpire which also builds on knowledge and skillsgleaned at KS3.Subject: HistoryAcademic Year: 2019-20The History Curriculum is designed to ensure students develop the crucial subject-specificknowledge and disciplinary understanding. The Key Stage Five Curriculum builds upon asolid foundation laid at KS3 and 4 where critical knowledge and skills were routinelyembedded. Throughout the course lessons provide opportunities for students toproblematise the discipline’s second-order concepts: change and continuity, causation,significance, interpretations, evidence and diversity.By the end of Key Stage Five we expect students to understand the significance of studyinghistory, its relevance for understanding the world today and its importance in key areassuch as developing tolerance, respect and understanding towards others as well as thecultural capital enhanced through the acquisition of powerful knowledge and the ability tocommunicate and argue effectively.Beyond Key Stage 5: Career ProgressionHE: History, Law, Archaeology, Classical Studies, European Studies, Anthropology,History of Art, -and-law-studies PalaeontologistAnthropologistBarristerCourt legal adviserDiplomatic service officerCivil service executive officerSolicitorImmigration officerArchivistMuseum assistantAntique DealerArt gallery curator Museum curatorConservatorHistorianBroadcast journalistTour managerMedia researcherArt gallery curatorForensic psychologistFurther education lecturerLocal government officerPsychologistArbitrator, mediator, and conciliator

Curriculum OverviewUNITCONTENTYear12Year 12Paper 1: Britaintransformed,1918–97Year 13 Paper3: Britain:losing andgaining anempire, 17631914ASSESSMENTKey Stage: KS5Subject: HistoryAutumn 1Autumn 2Spring 1Key Topic 1: Achanging politicaland economicenvironment,1918–79 A changingpoliticallandscape Responding toeconomicchallenges Change andchallenge inthe workplace:changingindustrialrelationsKey 2: Creating awelfare state, 1918–79Theme 3: Society intransition, 1918–79 Providing socialwelfare: the extent,and nature of, socialwelfare provision,1918–79 Public health: healthprovision, 1918–79and the challenge ofmedical advances. Education andwideningopportunities:educationpolicy,1918-79 Class and socialvalues 1918-79 The changing roleand status ofwomen 1918-79. Race andimmigration:immigration policiesand attitudestowards ethnicminorities, 1918-79 Weekly fortnightlysection A and B20 mark examessayquestions Consolidationquestions onkey content atthe end ofevery in lesson Knowledgetest. Weekly - section Aand B 20 markexam essayquestions Consolidationquestions on keycontent at theend of every inlesson. Weekly - section Aand B 20 markexam essayquestions Consolidationquestions on keycontent at the endof every in lesson.Academic Year 2019-20Spring2Summer 1Summer 2Theme 4: Thechanging quality oflife, 1918–79InterpretationsDebate: Whatimpact didThatcher’sgovernments(1970–90) have onBritain, 1979–97?InterpretationsDebate: Whatimpact didThatcher’sgovernments(1970–90) have onBritain, 1979–97? The effect ofThatcher’seconomicpolicies. The extent towhich stateintervention andthe public sectorwere ‘rolledback’. The extent ofpolitical andsocial divisionwithin Britain. The effect ofThatcherism onpolitics andpartydevelopment. Thatcher’slegacy Weekly fortnightlysection C 20mark examessayquestions Consolidationquestions onkey content atthe end ofevery inlesson. Mock exam Weekly section C 20mark examessayquestions Consolidationquestions onkey content atthe end ofevery inlesson. Changing livingstandards 191879 Popular cultureandentertainment1918-79 Leisure andtravel1918–79. Weekly section A andB 20 markexam essayquestions Consolidationquestions onkey content atthe end ofevery inlesson. EasterRevision –Paper 1themed topics.Begin Year 13content introduction to theBritish Empire andoverview

Curriculum OverviewYear12UNITCONTENTPaper 2: TheUSA, 19551992:conformity andchallengeAutumn 1Autumn 2Key topic 1:Affluence andconformity,1955–63 Urbanisationandaffluence: nd socialchange in Thecivil rightsmovement. Kennedy’sNew FrontierKey topic 2: Protestand reaction, 1963–72 Civil rights Protest andpersonal freedom Johnson’s GreatSociety Reactions to thecounter-culture ASSESSMENTKey Stage: KS5Consolidationquestions onkey content atthe end ofevery in lesson Weekly - fortnightlysection A and B 20mark exam essayquestionsConsolidationquestions on keycontent at the endof every in lessonSubject: HistorySpring 1Key topic 3: Socialand political change,1973–80 The crisis ofpoliticalleadership: theimpact ofWatergate onpolitics and thepresidency; Ford,Carter . The impact ofeconomic changeon society Weekly - fortnightlysection A and B 20mark exam essayquestionsConsolidationquestions on keycontent at the endof every in lesson.Academic Year 2019-20Spring2Summer 1Summer 2Key topic 3: Socialand politicalchange, 1973–80 Changingpopularculture The extent ofprogress inindividual andcivil rights.Key topic 4:Republicandominance and itsopponents, 1981–92 New directionsin economicpolicy:Key topic 4:Republicandominance and itsopponents, 1981–92Begincourseworkexpectations andresearch Weekly fortnightlysection A and B20 mark examessay questionsConsolidationquestions on keycontent at theend of every inlessonKnowledge test. The ReligiousRight and itscritics Culturalchallenge Social change Weekly fortnightlysection A and B20 mark examessay questionsConsolidationquestions on keycontent at theend of every inlesson.20 mark examquestions Weekly fortnightlysection A and B20 mark examessay questionsConsolidationquestions onkey content atthe end ofevery in lesson.20 mark examquestions

Curriculum OverviewAutumn 1Year13UNITCONTENTPaper 3: Britain:losing andgaining anempire, 17631914ASSESSMENTKey Stage: KS5Subject: HistoryAutumn 2Spring 1Spring2Aspects inbreadth: rulingthe wavesAspects in depth:losing, gaining andgoverning territoryAspects in depth:losing, gaining andgoverning territoryKey topic 1 Thechanging natureand extent oftradeKey Topic 3 Theloss of theAmerican colonies,1770–83Aspects in depth:losing, gainingand governingterritoryKey Topic 2 Thechanging natureof the RoyalNavyKey Topic 4 Thebirth of BritishAustralia, 1788–1829 Weekly fortnightlysection C 20mark examessayquestions Consolidationquestions onkey contentat the end ofevery inlesson Knowledgetest. Weekly fortnightlysection A and B20 mark examessay questions Consolidationquestions onkey content atthe end of everyin lesson Christmas homelearning –revision andmock for Paper1.Key Topic 5Learning frompast mistakes:Canada and theDurham Report,1837–40 Weekly fortnightlysection A andB 20 markexam essayquestions Consolidationquestions onkey content atthe end ofevery inlesson.Key Topic 6Nearly losing anempire: theBritish in India,1829–58 Weekly fortnightlysection A and B20 mark examessay questions Consolidationquestions onkey content atthe end of everyin lesson Knowledge test.Easter homelearning revisionof Paper 1, 2and 3.Academic Year 2019-20Summer 1Aspects indepth: losing,gaining andgoverningterritoryKey Topic 7 TheNile valley,1882–98 Weekly fortnightlysection A andB 20 markexam essayquestions Consolidationquestions onkey contentat the end ofevery inlesson. 20 markexamquestionsfrom Paper 1and 3.Summer 2Aspects in depth:losing, gainingand governingterritoryComplete - KeyTopic 7 The Nilevalley, 1882–98Revision Weekly fortnightlysection A andB 20 markexam essayquestions Consolidationquestions onkey content atthe end ofevery inlesson. 20 mark examquestions fromPaper 1 and 3.

Curriculum OverviewAutumn 1Year13What is NITCONTENTUnit 4CourseworkASSESSMENTContext PhaseKey Stage: KS5Autumn 2Research andtutorialsSource skills PhaseShort skills-basedcourse of studythat covers thework of historiansin creatinginterpretations andapproaches to theanalysis andevaluation ofhistoricalinterpretations todevelopunderstandingSubject: HistorySpring 1Spring2Research andtutorialsAssignmenttaking: researchand writing phaseResearch andtutorialsAssignment taking:research andwriting phaseAcademic Year 2019-20Summer 1Summer 2Revision andpractice papersunit 1,2 and 3First draft: Teachers must review the student’s first complete draft.Teachers will mark work provisionally with a view to sharing that mark with students so that they may then improve it.Teachers will return work to students to make changes after it has been marked.Feedback may indicate to students if any element of the task requirements is absent or given insufficient attention.Guidance must remain ‘general’, which is defined as guidance that enables students to use their initiative in makingamendments and improvements independently.Teachers must not: give detailed feedback to individual students about how to improve work to meet the assessment criteria.The feedback provided prior to final submission should only enable students to take the initiative in making amendments,rather than detailing what amendments should be made.

A LEVEL HISTORY KS5. Edexcel. CURRICULUM . MAP . Statement of intent. Key Stage: KS5; Subject: History. Academic Year: 2019 -20 Palaeontologist Anthropologist Barrister Court legal adviser Diplomatic service officer Civil se

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