History
Introduction to History at Harris Academy Morden
In History at Harris Academy Morden, lessons are focused on a key question to promote a spirit of enquiry and curiosity, helping pupils to become confident and questioning individuals. Lessons include a range of activities, including analysing visual sources and debating. History is an academic subject, and as such in History lessons at Harris Academy Morden there is a strong focus on constructing historical accounts in extended pieces of writing. Students will also have access to literature from well-known historians including Helen Castor and Toby Green. However, history is also a practical subject as it involves learning about people, countries, societies, cultures and allows students to identify the truth and gives them confidence to defend their findings. This means students are equipped with knowledge and skills that are prized in adult life, enhancing employability. Students who study history can lead to a great number of careers including working in museums, galleries, archives, archaeology, historic buildings, law, journalism, and the government sector. Striving to go beyond the National Curriculum, In History at Harris Academy Morden we deliver an ambitious curriculum where students find out about the history of their local area, Britain, Europe and the Wider World with global case studies on West African Kingdoms and the Vietnam War. Enrichment opportunities for students include afterschool booster sessions, guest speakers and where possible historical trips.
Key Stage 3
At Key Stage 3 (Year 7-9) we teach history chronologically which allows students to understand how different times relate to each other and contributes to the having a coherent understanding of the past. For example, in Year 7 they study the Wandle Valley during the Mesolithic period, the development of Church, state and society in Britain from 1066-c1603, Islamic Civilisations, the Crusades and West African Kingdoms The chronological overview begun in Year 7 enables students to make further connections within and across different periods and societies. Key historical terms that will be introduced in the Year 7 curriculum are conquest, monarchy, religion and feudal. In Year 8, pupils build on their knowledge of Britain to complete two studies of the changing power in Britain, one focusing on the role of the monarch and parliament while the other looks at democracy within society. Students will also complete two local case studies one on the impact of the Industrial Revolution in Morden and another on the fight for women’s equality. Finally, students will look at the wider world, exploring the origins of the Transatlantic Enslavement, the American and French Revolution, India in 1857, causes of the First World War and the Russian Revolution and life in Early Communist Russia. Key historical terms that will weave throughout the Year 8 curriculum are revolution, parliament, imperialism, empire and protest. Building on their understanding of what constitutes a democracy, Year 9 students will complete a study on democracies and dictatorships of the early 20th century, exploring America and Nazi Germany. Students will then explore the events of World War Two and the Holocaust. Students will then move to post-1945 exploring the partition of India, the impact that decolonisation had on Morden and Civil Rights movements in both Britain and Northern Ireland. Finally, students will explore interpretations of Margaret Thatcher and the events of the Vietnam War. Key historical terms that will weave throughout the Year 9 curriculum are communism, dictator, persecution and propaganda.
Key Stage 4
GCSE history is sequenced to allow students to develop the skills needed to access the exam, allowing them to deepen these skills as they move through each topic. GCSE history also builds on both the knowledge and skills that students have acquired at Key Stage 3. Students first complete a thematic study on Crime and Punishment Through Time, c1000-present. The study of this lengthy time period deepens their chronological understanding. Students also examine how and why different actions have been considered crimes, and different punishments have been considered appropriate, deepening their understanding of justice in the modern world. As part of this unit, students also study the historical environment of Whitechapel, c1870–c1900. This unit allows students to reflect on the relationship between the community, police and crime in a London district, enabling them to draw conclusions and comparisons with the modern day. Moving onto European history, students study Weimar and Nazi Germany, 1918-1939. This enables students to understand how an infamous dictator was able to come to power in a previously democratic country. Students then move onto a study of Henry VIII and his ministers, c1509-1540. This allows students to reflect on the rise and fall of powerful political figures, and how the Reformation changed the religion of this country forever. Lastly, students study Superpower relations and the Cold War. This unit gives students the understanding of how ‘superpowers’ developed, and how the world came close to nuclear war for over fifty years but ultimately avoided it. This unit also gives students a better understanding of international relations in the modern world.
