Mr N Baylis
As a department we wish to build on the knowledge, understanding and skills that our pupils have acquired at Key Stage 2. We aim to make History enjoyable, interesting and significant.
Pupils learn by enquiring about the main political, economic, social and cultural features of each of the selected periods below.
Our pupils have the opportunity to develop their understanding of causation and change over time. They establish their sense of chronology and use and evaluate a range of historical sources and interpretations. Pupils communicate and record their knowledge and understanding through many different media.
During their time at St John Lloyd students at key stage 3 will study a wide range of historical topics designed to stimulate their interest in the subject and develop a range of skills which will help them become more independent learners.
Students entering year 7 will be able to delve into the Middle Ages and will have the opportunity to study topics such as The Norman Conquest, Castles and the Black Death.
In year 8 students will investigate the controversy associated with Richard III before looking at the problems of the Early Modern period then the causes and consequences of the English Civil War.
As students move to the end of the key stage they have the opportunity to hone their skills by studying the impact of the Industrial Revolution and its effects on the population as well as many other topic areas including the Titanic, the First and Second World Wars as well as events in the late twentieth Century such as the Cuban Missile Crisis.
At the end of key stage 3 pupils have the option of continuing their studies by following our GCSE Course. There are many benefits to be gained from continuing to study history at Key Stage 4. History is regarded as a useful and interesting subject, which can help students to develop many valuable skills that can be applied to numerous different career paths. History can be particularly beneficial in careers which require a knowledge of historical events or research and presentation skills. Some examples could be law, education and research, working with antiques, conservation and restoration work, heritage work, museum work and archaeology.
The study of GCSE history could be looked upon favourably by a number of universities when considering candidates’ applications.
GCSE overview 2019
Unit 1: Studies in Depth – Wales and the wider perspective. There will be a written examination: 1 hour 25% of qualification.
The Elizabethan Age,1558-1603
Assessed by compulsory questions. These will focus largely on the analysis and evaluation of historical sources and interpretations. There will also be questions testing second order historical concepts.
Unit 2: Study in Depth. There will be a written examination: 1 hour. 25% of qualification.
The USA: A Nation of Contrasts, 1910-1929
This unit will be assessed by compulsory questions. These will test second order historical concepts and also analyse and evaluate historical sources and interpretations.
Unit 3: Thematic studies from a broad historical perspective. There will be a written examination: 1 hour 15 minutes. 30% of qualification.
Changes in Crime and Punishment, c.1500 to the present day
Unit 4: Working as an historian Non-Examination Assessment (NEA). 20% of qualification. The non-examination assessment will involve the completion of two separate tasks, one with a focus on source evaluation within the creation of an historical narrative and one with a focus on the formation of different historical interpretations of history.
The syllabus in detail
The Elizabethan Age,1558-1603
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Key questions |
Required Content Elizabethan government: |
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Elizabethan Government: How successful was the government of Elizabeth I? |
The coronation and popularity of Elizabeth; Royal Court, Privy Council and councillors; local government in Wales; the role of Parliament: issues over taxation and freedom of speech; Welsh gentry – Katheryn of Berain; the Wynn family. |
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Lifestyles of rich and poor: How did life differ for the rich and poor in Elizabethan times? |
Contrasting lifestyles of rich and poor; lifestyle of the gentry in Wales – fashion and homes: Plas Mawr, Conwy, St Fagan’s Castle; causes of poverty; issue of unemployment and vagrancy; government legislation including the 1601 Poor Law |
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Popular entertainment: What were the most popular types of entertainment in Elizabethan times? |
The importance of popular entertainment; cruel sports; the Elizabethan theatre – design and plays; attitudes towards the theatre in Wales and England; traditional pastimes – Cnapan |
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The problem of religion: How successfully did Elizabeth deal with the problem of religion? |
Religious problems in 1559; the Religious Settlement; Acts of Supremacy and Uniformity; reactions to the religious Settlement in Wales and England; the translation of the Scriptures into Welsh and its impact on Wales and the Welsh language: Bishop William Morgan, Richard Davies and William Salesbury |
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The Catholic threat: Why were the Catholics a threat to Elizabeth? |
Early toleration; the rebellion of Northern Earls 1569; Elizabeth’s excommunication in 1570; Catholic plots: Ridolfi, Throckmorton, Babington; the role of Mary, Queen of Scots; Catholic recusancy in Wales including Richard Gwyn, Edward Jones, John Jones and William Davies |
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The Spanish Armada: How much of a threat was the Spanish Armada? |
Reasons for the Armada; course of the Armada: events in the Channel, Calais, ‘fireships’ and return to Spain; results of the defeat of the Armada |
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The Puritan threat: Why did the Puritans become an increasing threat during Elizabeth’s reign? |
Puritan opposition in Parliament and Privy Council; measures taken to deal with the Puritan challenge; the attitude of the authorities to the Puritan challenge in Wales including the trial and execution of John Penry, 1593 |
The USA: A Nation of Contrasts, 1910-1929
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Key questions |
Required Content |
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Immigration: Why did immigration become such a major issue in American society? |
The Open Door policy; demands for restriction; government legislation; the growth of xenophobia; events connected with anarchists: the Red Scare, Palmer Raids, the Sacco and Vanzetti case |
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Religion and race: Was America a country of religious and racial intolerance during this period? |
Religious fundamentalism and the Bible Belt; the Monkey Trial; the treatment of Native Americans; segregation, the Jim Crow laws and the KKK; black reaction: migration, the NAACP and the UNIA |
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Crime and corruption: Was the 1920s a decade of organised crime and corruption? |
Reasons for, life under and enforcement of prohibition; organised crime – Al Capone, St Valentine’s Day Massacre; corruption: Harding, the Ohio Gang and the Tea Pot Dome scandal |
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Economic boom: What were the causes of the economic boom experienced in the 1920s? |
America’s economic position in 1910 – assets and natural resources; economic impact of the First World War; hire purchase; electrification; mass production; laissez faire, individualism and protectionism |
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The end of prosperity: What factors led to the end of prosperity in 1929? |
Overproduction; falling consumer demand; boom in land and property values; over speculation; the Wall Street Crash : panic selling, Black Thursday, market crash |
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Popular entertainment: How did popular entertainment develop during this period? |
Advent of silent movies; popularity of the cinema and movie stars; advent of the talkies; changes in popular music including jazz; impact of radio and gramophone; dancing and speakeasy culture |
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Role of women: How did the lifestyle and status of women change during this period? |
Role of women in the pre-war years; impact of First World War; changing political attitudes; the influence of Jazz culture; flapper lifestyle and feminism; new fashions; opposition to the flapper lifestyle |
Changes in Crime and Punishment, c.1500 to the present day
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Key questions |
Required Content |
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Causes of crime: What have been the main causes of crime over time? |
The growth of economic pressures in the Tudor period; the impact of religious change in the sixteenth and seventeenth centuries; the pressures of industrialisation and urbanisation in the eighteenth and nineteenth centuries; twentieth century pressures including changing technology; the growth of terrorism in the twenty-first century |
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Nature of crimes: How has the nature of criminal activity differed and changed over time? |
Vagrancy and heresy in the sixteenth century; the growth of smuggling and highway robbery in the eighteenth century; crimes connected with urbanisation in the nineteenth century; industrial and agrarian disorder during the Industrial Revolution; the growth of crime in the twentieth and twenty-first centuries associated with the development of the motor car, computers, technology and terrorism |
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Enforcing law and order: How has the responsibility of enforcing law and order changed over time? |
The growth of civic and parish responsibilities in the sixteenth century; the concept and development of organised police forces by the nineteenth century; the changing nature and purpose of policing in the twentieth and twenty-first centuries |
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Methods of combating crime: How effective have methods of combating crime been over time? |
The role and effectiveness of Tudor Justices of the Peace, constables and watchmen; the establishment and influence of the Bow St. Runners; Peel and the setting up of the Metropolitan Police in 1829; the extension of police forces in the nineteenth century; developments in policing in the twentieth century: women police officers, transport, communication, specialisation and community policing |
