In Term 6, the students continue studying Paper 3, Weimar and Nazi Germany. In this part of the course, the students learn about the rise of Hitler and Nazi Germany and the consolidation of Hitler's power. The following topics will be explored: early development of the Nazi Party, 1920–22, the Munich Putsch and the lean years, 1923–29, the growth in support for the Nazis, 1929–32, and how Hitler became Chancellor, 1932–33. Within the course, the students will explore the following second-order concepts alongside the historical context: change and continuity, cause and consequence, significance, and similarities and differences.
GCSE-style assessments under exam-style conditions on Hitler’s rise to power, 1919–33.
The government without a monarch or autocratic leader.
German word for Caesar/emperor
Something that is imposed rather than agreed.
The treaty imposed on Germany after WWI.
Money paid for compensation.
The extreme devaluation of currency. E.g. in Weimar Germany in 1923.
A communist paramilitary organisation.
A nationalist "free Korps" consisting of right-wing ex-soldiers.
extreme right-wing nationalism
German Chancellor between 1923-29.
The students learn the integral skills of understanding, evaluating and comparing historical interpretations as well as inference of sources and analysing source utility.
The students learn about the importance of the manipulation of the democracy and anti-semitism in Germany and the consequences that can be manifested due to the cause of it.
In Term 1, the students begin their GCSE History course with Paper 1: Medicine Through Time. The students explore the approach to the care of patients and the causes, treatment, and prevention of disease during the Medieval period, the Renaissance, and the early industrial period. The students explore these different approaches to medicine and disease by examining certain themes, such as individuals, the Church, technology, and the government. Within the course, the students will explore the following second-order concepts alongside the historical context: change and continuity, cause and consequence, significance, and similarities and differences.
GCSE-style 12 mark assessment.
The four components that made up the body. They had to be balanced for good health.
When blood is removed by leeches to rebalance the humours.
A place where people with leprosy were sent to.
Bad smells that cause disease.
Worldwide bubonic plague pandemic in the mid 14th century.
Early form of chemistry.
17th century British anatomist.
A place where people with the plague were sent.
When someone whipped their back to apologise for to God for their sins.
A star charts used to determine medicine remedy.
The student learns valuable analytical skills required to answer high level questioning demanding the evaluation of substantive knowledge and assessing change and continuity.
The students are exposed to the integral component of medicine in society and how it has allowed the country to develop.
In Term 2, the students continue studying Paper 1, Medicine Through Time. The students explore the approach to the care of patients and the causes, treatment, and prevention of disease during the late industrial period and the modern era. The students explore these different approaches to medicine and disease by examining certain themes, such as individuals, science technology, communication, and the government. Moreover, the students explore a major case study of medicine during World War I. The students learn how wounded soldiers were treated during the Great War and how medicine developed as a consequence of the war. Within the course, the students will explore the following second-order concepts alongside the historical context: change and continuity, cause and consequence, significance, and similarities and differences.
GCSE- style assessment 4 mark and 8-mark question.
The theory that bacteria is caused by decay.
The theory that bacteria causes decay (opposite of spontaneous generation).
A antiseptic liquid that is used to kill bacteria prior to operations.
An early general anaesthetic to deal with pain.
A water-based disease that causes extreme dehydration.
A when a different, but similar, substance is used to prevent a disease.
When a small dose of a disease is given to a patient to prevent getting the disease more seriously later in life.
Drugs that kill bacteria infections.
The first antibiotic.
Chemicals that kills bacteria that do not harm the body.
The student learns valuable analytical skills required to answer high level questioning demanding the evaluation of substantive knowledge and assessing change and continuity.
The students understand the importance of medicine in modern society in Britain and across the world.
In Term 3, the students begin the first section of Paper 2, the Anglo-Saxons and the Norman Conquest. The students learn about the nature of English society, culture, and economy during the Anglo-Saxon period and then the events of 1066, involving William the Conqueror's victory at the Battle of Hastings. The students then explore the steps taken by William I to consolidate his power over his English subjects and the rebellions that took place as a consequence of it. Within the course, the students will explore the following second-order concepts alongside the historical context: change and continuity, cause and consequence, significance, and similarities and differences.
Students will be assessed on an GCSE 12 mark question.
Then council of earls that advised the Anglo-Saxons kings.
The tax paid to the king to pay for armies against the Vikings.
A free peasant
An elite Anglo-Saxon foot-soldier.
The territories on the border with Wales run by Norman barons.
A baron who owns a large amount of land and provides knights for the king.
A large census taken by William of Normandy to ascertain how much wealth there was in England for tax purposes.
The area in the north of England where there was large Viking settlement.
The laws that prevented English peasants from using the forests for food and fuel.
The land owned directly by the king.
The students gains a strong development of key skills involving source inference, essay structure, analysis of source utility and evaluation of historical interpretations,
The students understand the importance of colonisation and political displacement and its impact on today's society.
In Term 4, the students continue with their study of the Anglo-Saxon and Norman Conquest module. The students explore the approach of Normalisation taken by William and his nobles, which included major changes to the Church, landholding, economy, and social system. Moreover, the students learn about Norman, as well as Anglo-Saxon, rebellions against William's rule and the dynastic events that took place in the final years of William I's reign. Within the course, the students will explore the following second-order concepts alongside the historical context: change and continuity, cause and consequence, significance, and similarities and differences.
GCSE-style 16 mark question.
The system distribution of landholding and providing soldiers for the king.
The economic system centred around the manor house where peasants work for their local lord.
A high ranking baron.
A major battle where William of Normandy beat Harold Godwinson for the crown of England.
The rule where the eldest son inherits all titles and property.
William of Normandy's eldest son.
William of Normandy's second son and heir to the throne.
Wooden castles set up by the Normans after the conquest of England.
Powerful landowners.
Someone who does homage to someone else usually for land and provides some form of service in exchange.
The students gains a strong development of key skills involving source inference, essay structure, analysis of source utility and evaluation of historical interpretations,
The students learn about the impact of arbitrary rule within a country and the impact of it.
In Term 5, the students begin their course for Paper 3, Weimar and Nazi Germany. In this term, the following topics will be explored: the origins of the Republic, 1918–19, the early challenges to the Weimar Republic, 1919–23, the recovery of the Republic, 1924–29, and the changes in German society between 1924–29. Within the course, the students will explore the following second-order concepts alongside the historical context: change and continuity, cause and consequence, significance, and similarities and differences.
End of year examination: Paper 1 - Medicine in Britain.
A place outside Berlin were the Weimar Republic was founded.
When a government is replaced by another against its will.
A cease fire, usually with mutual consent.
When a government is held account by other parts of the constitutional government.
When the proportion of parliament members per party is proportional to the amount of votes received.
The early Nazi party.
A communist revolution against Weimar Germany.
A rebellion of the Freikorps.
The first Weimar president.
The full name of the Nazi party.
The students gains a strong development of key skills involving source inference, essay structure, analysis of source utility and evaluation of historical interpretations,
The students learn about the impact of draconian foreign treaties and relations and the impact it has on a country.