Half Term 1 | ||
Intent | What are we building on? | I will be building on elements of History that I have learned as part of KS3, or my wider reading before joining Logic Studio School. This could include: KS3 study of Britain, Europe and the wider world 1901 to the present day (National Curriculum). KS3 study of the Holocaust. |
Overarching theme, specification link | Edexcel: Paper 3: Weimar and Nazi Germany, 1918-1939. To what extent did Gustav Stresemann paper over the cracks? | |
Implementation | What are we teaching? | Week 1: What type of Government was Germany post World War One? I will explore the key concept of Democracy and Autocracy. This will help me to understand the formation of the new Weimar Republic. |
Week 2: What was the impact of the First World War on Germany? I will explore the impact the Treaty of Versailles and the feeling ‘dolchstoss’ had on the unpopularity of the Weimar Republic. | ||
Week 3: What initial challenges did the Weimar Republic face, 1919-1923? Using knowledge from Week 1, l will explore the political spectrum and look at political problems faced by the Republic. I will look at the connection between the Treaty of Versailles and the impact this had on the German Economy. Portfolio 1 | ||
Week 4: How did Stresemann attempt to recover the Republic, 1924 - 1929? I will build upon my knowledge of the problems in the Weimar Republic in order to decide whether Stresemann’s strategy (solving hyperinflation, economic reforms, improving foreign relations) was successful. Portfolio feedback | ||
Week 5: How did society change for German people in 1924-29? Portfolio 2 I will consider whether the years ‘1924-29’ should be considered as the ‘Golden Years’. I will do this by looking at the changes in society and the impact this had on the German people. | ||
Week 6: To what extent did the German economy and society recover by 1929? I will test my understanding on this term's learning and will receive detailed feedback on my progress so far. Portfolio feedback | ||
What comes next? | Hitler's Rise to Power, 1933-34. Nazi Control of Germany , 1934-29. | |
Links to other curriculum areas | English - Study and critique of Power and Conflict poetry | |
Impact | How will this be embedded and assessed? | I will remember by undertaking daily DNAs, weekly short answer tests. Portfolio 1: What was the impact of the first world war on Germany ? (Knowledge test) Portfolio 2: To what extent did Gustav Stresemann paper over the cracks? (Knowledge test and 12 mark essay) |
Half Term 2 | ||
Intent | What are we building on? | I will also be building on my understanding of the problems in Germany in the 1920s, in order to see how these were exploited in order to facilitate Hitler’s rise. |
Overarching theme, specification | Edexcel: Paper 3: Weimar and Nazi Germany, 1918-1939. How did Hitler come to power as Chancellor of Germany, 1932-1933? How did Hitler become the ultimate dictator (Fuhrer) by 1934? | |
Implementation | What are we teaching? | Week 1: What were the foundations of the Nazi Party, 1920-1923? I will examine Hitler’s early career, understand the policies of the NSDAP and look at why the Munich Putsch failed. |
Week 2: What were the consequences of the Munich Putsch, 1923 - 1929? I will build upon my knowledge of the Munich Putsch and examine why the Nazi Party had limited support from 1923 - 1929. I will refer back to HT1 and the problems of the Weimar Republic to support this. [Portfolio 1] | ||
Week 3: Why did German people support the Nazi Party, 1929-1933? I will refer back to HT1 to link the support for the Nazi Party with the problems from the Weimar Republic. 4 mark inference practice. Portfolio Feedback | ||
Week 4: How did Hitler become Chancellor, 1932-1933? I will explore the events that resulted in Hitler becoming Chancellor, 1932-1933. Revisit 12 mark modelling and practice. 4 mark inference practice. | ||
Week 5: What events lead to Hitler’s ultimate rise to power, 1933-1934? I will understand how the Reichstag Fire, The Enabling Act, The Night of the Long Knives and the death of Hindenburg lead to Hitler’s ultimate rise to power. [Portfolio 2] | ||
Week 6: How ‘opportunist’ was Hitler’s ultimate rise to power, 1933 - 1934? I will reflect on last week's learning and assess to what extent Hitler’s rise to power was due to his power as a leader. Portfolio Feedback | ||
Week 7: How did the Nazi’s create a police state in Germany? I will understand the different aspects of the Nazi police state, including controlling Germany’s legal and religious systems. | ||
What comes next? | How did Hitler remain in ultimate power? | |
Links to other curriculum areas | English - Study and critique of Power and Conflict poetry | |
Impact | How will this be assessed? | Portfolio 1: What were the consequences of the Munich Putsch? (Knowledge Test and 12 mark essay) Portfolio 2: Explain the events that lead to Hitler’s rise to ultimate power, 1933 - 1934? (Essay and Interpretation) |
Half Term 3 | ||
Intent | What are we building on? | I have a detailed knowledge of the problems faced by the Weimar Republic and how such problems ultimately lead to Hitler’s rise to power. I will have explored the transition from ‘Autocratic’ Germany to ‘Democratic’ Germany and back to ‘Autocratic’ Germany |
Overarching theme, specification Link | Edexcel: Paper 3: Weimar and Nazi Germany, 1918-1939. How far did Hitler succeed in creating a totalitarian state? What was life like in Nazi Germany, 1933 - 1939? | |
Implementation | What are we teaching? | Week 1: How did the Nazis use propaganda to control and influence German people? I will explore how Goebbels use propaganda to control and influence German people. Source analysis skills are introduced and practised. |
Week 2: Did anyone oppose the Nazi regime? Portfolio 1 I will understand the different groups of people who resisted the Nazis, including resistance from the Church and young people. | ||
Week 3: What was life like in Nazi Germany, 1933 - 1939? Portfolio feedback I will understand Nazi policies towards women, young people and minorities. I will compare how life was different under the Weimar Republic to Nazi Germany. Feedback | ||
Week 4: What was life like for minorities in Nazi Germany? Portfolio 2 I will understand how the standard of living changed for people living in Germany in the 1930s and how minorities were treated in Nazi Germany. Continued exam practice. | ||
What comes next? | Paper 1: Thematic Study: Crime and Punishment | |
Links to other curriculum areas | Business and Creative Media- considering the impact of imagery and language used within branding and marketing, connection to propaganda | |
Impact | How will this be assessed? | Portfolio 1: How useful are Sources A and B for an enquiry into how Hitler remained in power? (8 marks - Source usefulness) Portfolio 2 : How far do you agree with Interpretation 1 about Hitler’s rise to power? (16 marks + 4 mark SPAG - sources and interpretations, ...how far do you agree?) |
Half Term 4 | ||
Intent | What are we building on? | This thematic study covers over 1000 years of British History, and requires you to know about change and continuity across different periods and aspects of society with a focus on Crime and Punishment. |
Overarching theme, specification Link | Edexcel Paper 1: Crime and punishment through time, c1000-present. How did Crime, Punishment and Law Enforcement change between Medieval and Early Modern England? | |
Implementation | What are we teaching? | Week 1: Introduction to Paper 1: Crime, Punishment and Law Enforcement in Anglo Saxon England. Portfolio feedback |
Week 2: What was the Norman conquest (1066 AD)? What was the impact of the Norman era (c1066-1200) on crime, punishment and law enforcement? Portfolio 1 | ||
Week 3: How did crime, punishment and law enforcement change in the later Middle Ages from c1200-1500? Feedback | ||
Week 4: Case Study: Who were the Tudors? What influence did the Church have on crime and punishment during this period? Portfolio 2 I will explore who the various Tudor monarchs were, as well as the religious division between Protestant and Catholic and the impact this had on crime. | ||
Week 5: How far did definitions of crime and punishments change in early modern England c1500-1700? Feedback I will learn about how change in religion and the Puritan rule under Oliver Cromwell led to change in society and new criminal activity in this era such as heresy, treason, vagabondage and smuggling. | ||
What comes next? | How did Crime, Punishment and Law Enforcement change between Early Modern and Industrial England? | |
Links to other curriculum areas | PSHE: Impact of the Church and Christianity on Medieval and Early Modern Life in England. Extremism (Year 10 Spring 1). Differences between Protestants and Catholics. (to be picked up in Year 11 English) Assemblies on world faiths (Summer 1) | |
Impact | How will this be assessed? | Portfolio 1: 12 mark explain essay Portfolio 2: 4 mark explain question and 12 mark essay |
Half Term 5 | ||
Intent | What are we building on? | This thematic study covers over 1000 years of British History, and requires you to know about change and continuity across different periods and aspects of society with a focus on Crime and Punishment. How did Crime, Punishment and Law Enforcement change between Medieval and Early Modern England? |
Overarching theme, specification Link | Edexcel Paper 1: Crime and punishment through time, c1000-present. How did Crime, Punishment and Law Enforcement change between Early Modern and Industrial England? | |
Implementation | What are we teaching? | Week 1: What were the changes to law enforcement and punishment in early modern England c1500-1700? |
Week 2: Case Study: Gunpowder Plot and Witchcraft and How far had crime, law enforcement and punishment changed by c1700? Portfolio 1 I will know what the Gunpowder Plotters were accused of and evaluate why they were punished so harshly, evaluate the rise and fall of the belief in witchcraft, understand the role of Matthew Hopkins in the witch hunts in the 1640’s. I will recap the key changes and continuity of the era and evaluate the extent of change in this period. | ||
Week 3: What was the Industrial era? What were the changing definitions of crime c1700-c1900? I will explore the reasons why crime might change in this period e.g. science and technology, industrialisation, religion and individuals. I will consider the growth in highway robbery, poaching and smuggling in this period. | ||
Week 4: To what extent did punishment and law enforcement change from c1700-c1900? Portfolio 2 | ||
Week 5: Case Studies: What does the separate system at Pentonville Prison tell us about change during the 19th century? | ||
Week 6: How did crime and punishment change in the modern period c1900-present? | ||
What comes next? | How did Crime, Punishment and Law Enforcement change from c1900-present? | |
Links to other curriculum areas | PSHE: Impact of the Church and Christianity on Medieval and Early Modern Life in England. Extremism (Year 10 Spring 1). English: Differences between Protestants and Catholics. (to be picked up in Year 11 English) Assemblies on world faiths (Summer 1) | |
Impact | How will this be assessed? | Portfolio 1: Knowledge Test on Paper 1 - Crime and Punishment Portfolio 2: 4 mark explain question and 16 mark (+4 mark SPaG) essay |
Half Term 6 | ||
Intent | What are we building on? | This thematic study covers over 1000 years of British History, and requires you to know about change and continuity across different periods and aspects of society with a focus on Crime and Punishment. |
Overarching theme, specification Link | Edexcel Paper 1: Crime and punishment through time, c1000-present. How did Crime, Punishment and Law Enforcement change between Early Modern and Industrial England? | |
Implementation | What are we teaching? | Week 1: Whitechapel, c1870-1900: Crime, policing and the inner city |
Week 2: Whitechapel, c1870-1900: Crime, policing and the inner city | ||
Week 3: Mock Exams | ||
Week 4: Wales | ||
Week 5: Work Experience | ||
Week 6: Feedback | ||
What comes next? | Crime, Punishment and Law Enforcement from C1900- Present Day. | |
Links to other curriculum areas | English Literature: A Christmas Carol studied in Year 10 Key understanding of Victorian Britain, life in the workhouses, life in prisons) | |
Impact | How will this be assessed? | Portfolio 1 + 2 : End of Year Exam. Full Paper 1 - Section A: Whitechapel, Section B: C&P 450-Present |