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KS3: MYP History

Intent

Our aims are to inspire, enthuse and motivate students to have a love of history within their studies at KS3 and beyond. We want to develop students’ historical knowledge, understanding and skills should bring benefit and enrichment to their everyday life as well as in their professional life beyond school. We hope that this will give students a thirst for knowledge to explore their past and structures that have shaped society.

Furthermore, through broad historical concepts and topics, students will appreciate from their studies in history the diverse and complex world in which we live and be accepting of all views and values.

Curriculum Journey

The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasises intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders. Students will learn a broad and diverse range of historical topics, with cross curricular and global perspectives interleaved through the lessons. Throughout these topics, students will develop the skills of analysing sources, understanding interpretations, using evidence to support their judgements and create balanced arguments. This will ensure that they have a broad understanding of vital historical topics and a strong foundation for GCSE and Higher Education in history.

Study the significance of the Roman Empire in year 7 as it allows students to see how the world we live in today has been shaped through events from the past.

What is being studied?

  • Students will explore key themes such as empire and colonisation.
  • Students will investigate what the Romans invented and improved, and which of these have had a lasting impact to today.
  • Students will assess the reasons for the success of the Roman military.

Students will be assessed for criteria A (knowledge) and D (critical thinking).

Study the Norman Conquest of England in year 7 as this is the second significant time period that we feel students should know as the beginning of the early modern period of history. Additionally, the changes that occurred during this time period helped to shape Britain’s legal and architectural makeup. 

What is being studied?

  • Students will explore and analyse the main reasons for winning battles in 1066.
  • Students will examine how William controlled England after his conquest.
  • Students will assess how far William changed life in England.

Students will be assessed for criteria B (investigating) and C (communication)

Study power in medieval England in Year 7 as this is an important topic for students to understand the power imbalances that existed at the time. This unit also ties in some local history with the siege or Rochester Castle, as well as helping students to understand where the power systems that exist today came from with the origins of Parliament.

What is being studied?

  • Students will explore the different groups of people who held power during Medieval England.
  • Students will examine a local history site, Rochester Castle, and its significance during the Barons War.
  • Students will collate their knowledge into a speech, arguing who they think people in Medieval England should have given their loyalty to as a result of the power imbalance.

Students will be assessed for criteria A (knowledge), C (communication), and D (critical thinking).

Study the Silk Roads in Year 7 as we believe that it is important for students to understand that global interactions have existed for centuries. It helps students to shift their focus of history from a Eurocentric lens to a more global lens, highlighting globalisation in the past. Students also are able to gain a broader understanding that we trade more than just material goods in our interactions with other places.

What is being studied?

  • Students will investigate what the Silk Roads were and the rough routes that were taken.
  • Students will explore the different goods that were traded along the Silk Roads, both physical and non-physical (traditions, etc.)
  • Students will assess just how positive the Silk Road was, after examining how the Silk Road helped the spread of the Black Death across the world.

Students will be assessed for criteria B (investigating) and C (communication).

Study Elizabethan England in Year 7 to understand how Queen Elizabeth I secured religious stability against threats like the Spanish Armada, fostered a Golden Age of culture (Shakespeare) and global exploration, all of which have lasting impacts on the world today. 

What is being studied?

  • Students will analyse how Queen Elizabeth I established a lasting religious settlement, navigating the pressures between Catholics and Protestants.
  • Students will learn how Queen Elizabeth I helped to defend England against threats like the Spanish Armada.
  • Students will learn about the flourishing culture of the era, focusing on the development of English theatre, and the start of the global exploration and privateering which laid the groundwork for the later British Empire.

Students will be assessed for criteria A (knowledge) and D (critical thinking).

Study medieval African Kingdoms at the end of Year 7 as we believe it sets students up with secure knowledge of life in Africa before colonialism, ready for the Transatlantic Slave Trade unit at the beginning of Year 8. We feel this unit is needed to help ensure a more well-rounded approach is taken to teaching students about the history of Africa, allowing them to understand that its history did not start with slavery and colonialism, and there were thriving civilisations existing in Africa beforehand.

What is being studied?

  • Students will explore the rise and fall of different African Kingdoms before colonialism, including the kingdoms of Mali, Songhay, and Benin.
  • Students will investigate what life was like in these kingdoms, socially, economically, and politically.
  • Students will explore the role of the British Museum with these kingdoms, and assess the ethics behind holding artefacts that are important to different countries’ cultures.

Students will be assessed for criteria A (knowledge), C (communication), and D (critical thinking).

Study the Transatlantic Slave Trade in year 8 as it was one of the most significant and profound events in global history. This unit also allows students to develop their high-level historical analysis skills through the sensitivity of the topic. By teaching this unit in year 8 we ensure our students gain not just an understanding of history, but also the critical skills needed to be informed and thoughtful global citizens.

What is being studied?

  • Students will learn how the trade created the Triangular Trade route, connecting Africa, Europe and the Americas.
  • Students will analyse the processes of dehumanisation in chattel slavery, while studying the various forms of resistance and resilience shown by enslaved Africans.
  • Students will explore the historical debate centred around what the reason for the eventual abolition of the Triangular Trade was – humanitarian or economic.

Students will be assessed for criteria A (knowledge) and D (critical thinking).

Study the British Empire in year 8 so that students understand the history of Britain in the modern world, as well as allowing them to develop their historical skills of understanding multiple and conflicting perspectives. They can explore the nuances of Empire, bringing both positive changes to countries, as well as the negative. This unit also helps students to understand how the impacts of the Empire are still felt today, not just at home but abroad with the increase of multiculturalism.

What is being studied?

  • Students will learn how Britain gained and maintained political control, shifting from trade (East India Company) to direct rule (the Raj).
  • Students will analyse both the positive and negative impacts of British rule in India.
  • Students will understand the movement towards independence and how this resulted in the Partition of 1947.

Students will be assessed for criteria B (investigating) and C (communication).

Study the Industrial Revolution in Year 8 as it was a pivotal moment in British history that changed our society into the one we know today. We focus on how new scientific innovations help to change the societal makeup of a society, moving Britain from an agricultural society to an industrial powerhouse.

What is being studied?

  • Students will learn how new inventions led to the development of the factory system, fundamentally changing how goods were produced and leading to urbanisation.

  • Students will analyse the brutal working conditions inside factories and mines, focusing on the exploitation of child labour.

  • Students will study the impact of overcrowding and poor sanitation in industrial cities which resulted in health crises like the spread of cholera.

Students will be assessed for criteria A (knowledge), C (communication), and D (critical thinking).

Study the fight for suffrage in Year 8, helping us to move into political changes that stemmed from the social and economic changes from the Industrial Revolution. Students understand how both men and women fought in the 19th and 20th centuries for the right to be able to vote, allowing them to appreciate how this fight was a slow, painful process fought by many different people to get us to our voting freedoms that we hold today.

What is being studied?

  • Students will learn that the right to vote was gradually won over two centuries, analysing the different Reform Acts that slowly extended the franchise to different classes of men.

  • Students will compare and contrast different campaigning methods used by both male movements, and female movements, allowing them to evaluate the effectiveness of petitioning, protest, and direct action.

  • Students will analyse the different reasons behind women eventually gaining suffrage.

Students will be assessed for criteria B (investigating) and C (communication).

Study World War I in Year 8 to analyse how underlying European imperialism and alliance systems led to a total war defined by the brutality of trench warfare, fundamentally transforming society and leaving a lasting legacy of modern conflict and commemoration.

What is being studied?

  • Students will analyse how long term tensions and a single event combined triggered the first major global conflict.
  • Students will learn how new industrial technologies led to the stalemate and brutality of trench warfare.
  • Students will study how the war dramatically changed the role of women and led to immense loss of life.

Students will be assessed for criteria A (knowledge) and D (critical thinking).

study World War II in Year 8, with a focus on the impact of the war in Medway as it naturally follows WWI and the rise of extremism (Year 9), while focusing on it from a local angle provides an important dimension of personal experience and historical reality.

What is being studied?

  • Students will learn why the Medway towns were a prime strategic target due to the presence of the Royal Dockyard at Chatham.
  • Students will investigate how the population of Britain was mobilised, the use of air raid shelters, and the impact of the evacuation scheme.
  • Students will analyse how local people contributed to the “Total War” effort.

Students will be assessed for criteria A (knowledge), C (communication), and D (critical thinking).

Study life in Nazi Germany in Year 9 as it is one of the most significant periods of modern history. It helps students to develop their critical thinking skills, as well as allowing them to understand how a state can control the minds of its citizens through tools like propaganda and fear. This unit helps provide our Year 9 students with an understanding of the forces that lead to dictatorship and mass atrocity, sharpening their ability to analyse political extremism and its real-world consequences.

What is being studied?

  • Students will learn how Hitler and the Nazis seized power and established a dictatorship, analysing the use of terror, propaganda, and indoctrination.

  • Students will analyse the core beliefs of Nazi racial ideology, including the belief in Aryan supremacy.

  • Students will examine how the Nazis controlled the lives of different groups of people to achieve their aims.

Students will be assessed for criteria A (knowledge) and D (critical thinking).

Study the Holocaust in Year 9 as we believe that this is the best time for students to be able to engage with this sensitive and complex content. It directly leads on from our Module 1 unit on Nazi Germany, so students have a good base of knowledge before we delve deeper in the antisemitic nature. This unit teaches students about prejudice, intolerance and silence, as well as the importance of events like Holocaust Memorial Day.

What is being studied?

  • Students will explore the history of antisemitism in Europe so as to understand that this idea of racial hatred was not new with the Nazis.

  • Students will investigate the complex range of human actions, studying the perpetrators who carried out the atrocities, the victims who endured them, and the crucial role played by bystanders and rescuers.

  • Students will explore how the events of the Holocaust escalated throughout Nazi Germany until it culminated in the ‘Final Solution’.

Students will be assessed for criteria A (knowledge), B (investigating), C (communication), and D (critical thinking).

Study post-World War II Britain in Year 9 to understand how the legacy of the war and the desire for social change led to the creation of the modern welfare state, the start of decolonisation, and the evolution of contemporary British society and identity.

What is being studied?

  • Students will learn how the desire for a fairer society following WWII led to the creation of the National Health Service (NHS).

  • Students will analyse the impact of the end of the British Empire and the arrival of the Windrush generation, understanding how post-war labour shortages led to migration from the Caribbean and elsewhere, transforming Britain into a multicultural nation.

  • Students will examine the significant legal and social change of the 1960s and 70s, studying the expansion of individual rights, including key milestones for women’s right and the decriminalisation and increasing acceptance of gay rights.

Students will be assessed for criteria B (investigating) and C (communication).

Study the fight for suffrage in Year 8, helping us to move into political changes that stemmed from the social and economic changes from the Industrial Revolution. Students understand how both men and women fought in the 19th and 20th centuries for the right to be able to vote, allowing them to appreciate how this fight was a slow, painful process fought by many different people to get us to our voting freedoms that we hold today.

What is being studied?

  • Students will learn that the right to vote was gradually won over two centuries, analysing the different Reform Acts that slowly extended the franchise to different classes of men.

  • Students will compare and contrast different campaigning methods used by both male movements, and female movements, allowing them to evaluate the effectiveness of petitioning, protest, and direct action.

Students will be assessed for criteria B (investigating) and C (communication).

Study the Cold War in Year 9 to analyse how the ideological and geopolitical rivalry between the USA and the USSR shaped global politics, and drove nuclear escalation ultimately leading to the world’s current political structure following the collapse of the Soviet Union.

What is being studied?

  • Students will learn how the fundamental ideological conflict between US Capitalism and Soviet Communism led to a decades long geopolitical standoff.
  • Students will analyse the reality of the nuclear arms race.
  • Students will understand how the competition extended to space and technology, and how it ultimately led to the collapse of the Soviet Union.

Students will be assessed for criteria A (knowledge) and D (critical thinking).

Study how the Cold War was fought in Asia in Year 9 through the Korean War and the Vietnam War to analyse how the Cold War rivalry between the USA and the USSR resulted in proxy conflicts in Asia, demonstrating the limits of military power against ideological resistance

What is being studied?

  • Students will learn how these conflicts were proxy wars where the USSR/China supported opposing sides, demonstrating that the Cold War rivalry was fought indirectly.
  • Students will analyse how the US policy of Containment faced challenges, particularly in Vietnam, demonstrating the limits of American military power.
  • Students will study the immense human cost of these wars in Korea and Vietnam, while examining the social unrest these conflicts caused within the USA.

Students will be assessed for criteria A (knowledge), C (communication), and D (critical thinking).

Assessment

For each topic, across key stage three, students will carry out research, rehearse, perform and evaluate their own or another individual’s work.

Criteria

How this is assessed

1 – Knowledge and Understanding

Students develop factual and conceptual knowledge about individuals and societies.

In order to reach the aims of individuals and societies, students should be able to:

  • use terminology in context
  • demonstrate knowledge and understanding of subject-specific content and concepts through descriptions, explanations and examples.

2 – Research

Students develop systematic research skills and processes associated with disciplines in the humanities and 

social sciences. Students develop successful strategies for investigating independently and in collaboration 

with others.

In order to reach the aims of individuals and societies, students should be able to:

  • formulate a clear and focused research question and justify its relevance
  • formulate and follow an action plan to investigate a research question
  • use research methods to collect and record relevant information
  • evaluate the process and results of the investigation.

3 – Communication

Students develop skills to organise, document and communicate their learning using a variety of media and 

presentation formats.

In order to reach the aims of individuals and societies, students should be able to:

  • communicate information and ideas using an appropriate style for the audience and purpose
  • structure information and ideas in a way that is appropriate to the specified format
  • document sources of information using a recognized convention.

4 – Critical Thinking

Students use critical thinking skills to develop and apply their understanding of individuals and societies 

and the process of investigation.

In order to reach the aims of individuals and societies, students should be able to:

  • discuss concepts, issues, models, visual representation and theories
  • synthesise information to make valid arguments
  • analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and limitations
  • interpret different perspectives and their implications.

Final grades are then awarded from a range of 1-8, with each ascending grade demonstrating the students mastery of that particular subject.

Resources

KS4: GCSE History

Intent

We believe in the importance of learning from history. We provide a curriculum that allows students to study different aspects of the past, so they can engage with key issues such as conflict, understand what drives change and how the past influences the present. We include exciting topics for today’s world that will resonate with students, helping them gain new insights into the world around them. GCSE History builds on the skills and topics at Key Stage 3, source analysis, understanding of cause and consequence and the ability to discuss opposing interpretations, equipping students with essential skills and preparing them for further study.

Curriculum Journey

We believe in the importance of learning from history. We provide a curriculum that allows students to study different aspects of the past, so they can engage with key issues such as conflict, understand what drives change and how the past influences the present. We include exciting topics for today’s world that will resonate with students, helping them gain new insights into the world around them. GCSE History builds on the skills and topics at Key Stage 3, source analysis, understanding of cause and consequence and the ability to discuss opposing interpretations, equipping students with essential skills and preparing them for further study.

Furthermore, our GCSE topics provide a continuation of the ‘Big Themes’ in history, providing students opportunities to develop their understanding and knowledge or concepts such as ‘What makes an event significant?’ ‘How change and continuity can shape society’, as well as topics such as ‘the rise of extremism’ and ‘conflicting powers between the Church and Monarchy’.

Careers

Pupils studying English Language will be well placed to pursue a career pathway in:

  • Journalism
  • Teaching
  • Archivist
  • Librarian

Assessment

Internal Assessment

External Assessment

  • Students will be assessed each term on what they have studied with a 1 hour GCSE paper on that topic
  • Students will complete mock exams in both Years 10 and 11 to ensure that they are familiar with the exam procedures and can be fully assessed in all topics that have been studied

Students will sit 2 papers, each 2 hours long

Paper 1 (50%):

  • Germany: Democracy and Dictatorship 1890 – 1945
  • Conflict and Tension: The Interwar Years 1918 – 1939

Paper 2 (50%):

  • The Norman Conquest c1066 – c1100
  • Britain: Health and the People c1000 to present day

Schedule of learning

  • Modules 1-2: Health and the People
  • Modules 3-4: Germany: Democracy and Dictatorship
  • Modules 5-6: Conflict and Tension

Schedule of learning

  • Modules 1-2: The Norman Conquest
  • Modules 3-5: Revision

kS5 IB History

Intent

The IB History Higher Level (HL) qualification is designed to foster a critical appreciation of the past through an in-depth study of history from political, social, economic, and cultural perspectives. The core intent is to help students develop the essential skills of a historian: evaluating sources, understanding historiographical perspectives, and constructing evidence-based, complex, and coherent arguments. Students will gain a deep understanding of continuity and change, causation, and significance across diverse global and regional contexts.

Curriculum Journey

Students will engage in a rigorous two-year program (Y12 and Y13) covering a wide range of historical periods and themes, focusing on global and regional depth. The curriculum is structured around the following key areas:

  • Paper 1: Focused Study (Rights and Protests)

This is a source-based study focusing on struggles for rights and freedoms.

Case Studies: The US Civil Rights Movement (1954–1965) and South Africa from the election of the National Party (1948) to the imprisonment of Mandela (1964).

  • Paper 2: Thematic Study (Global Themes)

This section requires comparative analysis across regions.

Topics:

  1. Authoritarian States: A comparative study of the factors leading to the emergence of authoritarian states in the 20th Century, the methods they used to consolidate and maintain power, and the impact of their policies (social, economic, political, cultural).
  2. Super Power Relations: A chronological and thematic study of the Cold War, including rivalry, mistrust, key leaders, and Cold War crises from the breakdown of the Grand Alliance through to its collapse.
  • Paper 3 (HL): Regional Study (Europe)

This is a detailed, in-depth regional study of European history.

Topics:

  1. Soviet Union and Post-Soviet Russia: Covering Stalin’s totalitarian state, economic and political stagnation, the collapse of Stalin’s legacy in 1989, and the problems of the post-Soviet era.
  2. European States in the Inter-War Years (1918–1939): Dealing with the domestic developments in Italy (Mussolini), Germany (Weimar and Hitler’s consolidation), and Spain (leading to the Civil War and Franco’s victory).
  3. This curriculum builds on prior historical knowledge by requiring a greater focus on critical thinking, source analysis, and understanding diverse historical interpretations (historiography).

Careers

The skills developed through IB History HL are highly valued for a wide range of academic and professional paths. Students develop skills in complex analysis, argument construction, research, and synthesizing diverse evidence.

Pupils studying IB History HL will be well-placed to pursue a career pathway in:

  • Law and Legal Services
  • Journalism and Research
  • Public Policy and Government
  • Academia and Teaching
  • Archival and Museum Curation
  • Intelligence and Diplomatic Service

Assessment

Internal Assessment

External Assessment

The IA is an independent Historical Investigation that allows students to explore any part of their history programme in more detail.

  • Time Allocation: Approximately 20 hours of teaching time, including set-up, in-class work, and one-on-one tutorials.
  • Word Count: The final assignment must not exceed 2,200 words.
  • Drafting: Teachers will provide feedback on one draft of the IA.

Requirement: There must be consistent referencing throughout and a bibliography.

Structure of the IA

The IA consists of three distinct sections:

  • Identification and Evaluation of Sources – State the investigation question, and identify and evaluate two key sources (Origin, Purpose, Value, Limitation) used, explaining their relevance.
  • Investigation – The main body of the assignment. Students carry out their investigation, setting out their work as a formal essay with clear arguments supported by evidence.
  • Reflection – Students reflect on what they have learned about the methods of historians and the challenges they face when dealing with historical evidence.

Paper 1 – 1 Hour – 20% of passing grade

  • Source Analysis on Prescribed

  • Subject: Rights and Protests.

  • Evaluating documents based on an inquiry question, context, and diverse perspectives.

Paper 2– 1 hour and 30 minutes – 25% of passing grade

  • Thematic Study on Authoritarian States and Superpower Relations.
  • Analyzing historical concepts and synthesizing evidence to build arguments (comparative essays).

Paper 3 (Higher Level) – 2 hours and 30 minutes – 35% of passing grade

  • Regional Study on European History (Soviet Union and Inter-War Years).
  • Demands in-depth evaluative arguments on specific regional topics (extended essays).

Schedule of learning

Module 1

  • Super Power Relations (Cold War) – Theme 1: Origins, rivalry, mistrust, and accord. 
  • Paper 1: US Civil Rights (1954–1965): Origins and early activism.
  • Introduction to IB essay writing and source analysis (OPVL).

 

Module 2

  • Super Power Relations (Cold War) – Theme 2: Leaders and nations; key leaders and their impact.
  • US Civil Rights (1954–1965): Key legislation and achievements.
  • Practice P2 thematic essays and P1 source evaluations.

Module 3

  • Super Power Relations (Cold War) – Theme 3: Cold War crises from different regions. 
  • Paper 2: Authoritarian States (Introduction and Emergence of Case Study 1).
  • Paper 1: South Africa Apartheid (1948–1964): Establishment of Apartheid laws and early resistance.
  • Consolidation of Cold War content. Begin in-depth source analysis.

Module 4

  • Paper 2: Authoritarian States (Introduction and Emergence of Case Study 1). 
  • Paper 1: South Africa Apartheid (1948–1964): Consolidation of laws and shift to armed resistance.
  • Comparative essay planning for Paper 2. Mock P1 source examination.

Module 5

  • Internal Assessment (IA) – Section A: Selecting a question, source identification, and drafting OPVL evaluations.
  • P2: Authoritarian States (Case Study 1: Consolidation of power).
  • Formal launch of IA investigation. Focus on evidence and analysis skills.

Module 6

  • Internal Assessment (IA) – Sections B & C: Drafting the main investigation (B) and the reflection (C).
  • P2: Authoritarian States (Case Study 1: Aims and Results of policies).
  • IA DRAFT SUBMISSION at the start of Y13. Year 1 mock examinations for P1 and P2 content.

Schedule of learning

Module 1

  • European States in the Inter-War Years (1918–1939): the rise of Mussolini’s fascist Italy and life in Italy under facism. Introduction to P3 essay structure.
  • Soviet Union and Post-Soviet Russia: Stalin’s establishment of power, collectivization, and industrialization. Full Course Revision Kick-off begins here
  • Introduction to extended, analytical P3 essay writing.

Module 2

  • European States in the Inter-War Years (1918–1939):  completing Italy’s Fascist regime and starting Spain 1918-1939.
  • Soviet Union and Post-Soviet Russia: Stalin’s establishment of power, collectivization, and industrialization. Full Course Revision Kick-off begins here.
  • Analysis of historiography and essay planning for Germany.

Module 3

  • European States in the Inter-War Years (1918–1939): Completion of life in Spain in the 1930’s) and the Spanish Civil War. Review Germany 1918-1939 and Russia 1918-1939
  • Soviet Union and Post-Soviet Russia: Stalin’s establishment of power, collectivization, and industrialization. Full Course Revision Kick-off begins here.
  • Mock Paper 3 examination under timed conditions.

Module 4

  • Revision Kick-off begins here.
  • Targeted content review and initial Mock Examinations.

Module 5

  • Final Revision & Exams: Last-minute review of all content. Focus on exam technique and time management.
  • Sitting the IB History HL External Exams in May.