Our Curriculum Aims
As Napoleon put it:
‘History is merely the version of past events that people have decided to agree upon.’
During a student’s time at Rivington and Blackrod High School we aim to provide a broad and balanced curriculum that offers a high quality history education. Students will gain a coherent knowledge and understanding not only of Britain’s vast history (including our school - see banner image above) but also of the wider world. We want to inspire students to be curious about history, questioning historical evidence and gaining a greater understanding of the meaning of historical events and individuals to different cultures and societies. Through their study of history, students will develop a greater understanding of how life has changed, and the major developments that have led to the modern day society. And look at history in the context of what is happening in the daily news e.g. is migration still being talked about, does slavery still exist, did Bolton and Rivington always need 'levelling up' with the south...?
How to use our curriculum tables
In the tables below you will see hyperlinked text. For each half-term these links reveal resources such as YouTube, Bitesize, and bespoke school assets - they all open in a new window.
We hope you enjoy working through these, discussing them as a family and supporting the learning journey.
After these tables we are listing other revision opportunities and guidance for parents and carers.
Your child will also have access to our excellent in-school virtual learning environment (that is critical to academic success). The tables below don't replace this, they just add value for families to get involved and hopefully create a sense of fun and intrigue. Many of the links below are full documentaries that can be enjoyed as an evening's entertainment - with popcorn! Our Level 2 Food Studies course will equip students with the skills to make popcorn the old fashioned way - see Mrs Dunlop for details (she has been known to look the other way at the use of microwave ovens!).
Many televisions allow you to cast YouTube from your smartphones and other devices.
Research from the Education Endowment Foundation found that parent engagement in their child's learning has an average impact of four months' additional progress over the course of a year - an exciting prospect.
Also, a large-scale study by the Stanford History Education Group (SHEG) found that studying history through document-based inquiry and source evaluation significantly improves students’ critical thinking skills - important for life in a world of social media, higher education and careers in all sectors. Source: Wineburg, S., & Reisman, A. (2015). “Disciplinary Literacy in History: A Toolkit for Digital Citizens.”
Year 7: Pre-1066 to 1602
Click the highlighted text below for exciting resources. If vieweing on a mobile it may be helpful to hold it landscape - the table below will scroll from left to right.
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This unit covers the study of an aspect in British history pre-1066. |
This unit covers the political and social changes caused by the succession crisis of 1066 |
This unit covers the development of church, state, and society 1066-1087 |
This unit covers the development of church, state, and society 1066-1509. |
This unit covers the development of church, state, and society 1066-1509. |
This unit covers the development of church, state, and society 1509-1745 |
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As we move into the study of history, we want to give students an understanding of the ancient world, to help them understand better the development of the Middle Ages. They will chart those who invaded Britain over the time period to look, such as the Celts, Vikings and Who were the Romans and Life in the Roman Empire. |
Our next topic is focused on developing an understanding of the consequences of the death of Edward the Confessor and the resulting conflict and the significance of the three battles for the throne and the consequences of the Norman Victory. |
Our next topic is focused on developing an understanding of the changes introduced by the Normans and the significance of those changes – feudal system, Domesday Book, introductions of castles and the extent of rebellions against William to show the social divide between Saxon and Norman England. |
We continue to develop our understanding of the medieval period with a key focus on events that affected the power of the King, including the Magna Carta, creation of parliament and the Peasant’s Revolt. |
As we continue to look at the medieval period, we focus on the famous medieval Queens who have made a significant impact on the period, with a particular focus on what life was like for women and how they were viewed at the time. |
The next stage of our course moves onto the study of the reformation and its impact on Britain, moving into Tudor England. This will include a local study of our school history and the local area. |
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This unit is primarily focused on the study of change and continuity, with a deeper look at how the different societies that invaded Britain impacted on the country in both the long and short term. |
This unit now begins to look at the significance of key events, as well as a look at change, and the causes and consequences of different events, looking at how events link together and looking at causal links. |
This unit now begins to look at the significance of key events, as well as a look at change, and the causes and consequences of different events, looking at how events link together and looking at causal links. |
This is all focused around change and continuity as we focus on the development of power of the Kings, and continue to develop students’ understanding of key concepts, like democracy. . |
This unit is focused on the idea of significance and interpretations, looking at both how the women were viewed at the time, but also how they have been viewed in the modern age. |
Again, this unit looks at religious change but also develops students understanding of analysing sources and interpretations, including utility and how views differ. |
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Students will look at the changing nature of the Roman rule during this period and the impact that the Roman invasion of Britain had on life in the country. They will complete a two sided argument to look at this. |
At the start of this unit, students will use an examination to assess their understanding of the earlier units and embed the knowledge they have seen previously. |
At the start of this unit, students will use an examination to assess their understanding of the earlier units and embed the knowledge they have seen previously. |
This unit will focus on the reasons why the power of the Monarchy declined in this period, with chance for students to define as many reasons as possible, and then state why they led to a decline in power. . |
The assessment will focus on assessing students’ understanding of the key concepts of this topic, but also how women were viewed during this period. |
The students will now see a key historical skill in utility, assessing the utility of a range of sources for a study of the Tudor period and looking at how sources can be both useful and limited at the same time. |
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What else can parents do to support learning?
Please encourage your child to read around the subject as much as possible. We have an excellent library which all students are welcome to use - perfect practise for the university years.
Beyond that, useful historical websites include:
https://spartacus-educational.com/industry.html (British History section of the Spartacus website)
https://meanwhileelsewhereinhistory.wordpress.com/ (A site which helps expand students’ horizons beyond the taught curriculum)
https://www.ourmigrationstory.org.uk/ (A site run by the Runnymede Trust which provides resources on migration to Britain and its impact since the Roman Period)
https://www.educationquizzes.com/ks3/history/ (Online quizzes on a variety of age-related History topics)
Specialist websites can also be useful for more detailed research, for example:
https://www.english-heritage.org.uk/visit/inspire-me/blog/blog-posts/story-norman-conquest-june-1066/ (Information on the Battle of Hastings and the Norman Conquest on English Heritage’s website for Year 7)
https://www.iwm.org.uk/learning/resources/first-world-war-recruitment-posters (WW1 recruitment posters on the Imperial War Museum’s website for Year 9)
You can also encourage your child to read historical fiction and non-fiction. They could try to keep an eye on current affairs which often have historical links. There are many well-produced and engaging historical television programmes, from entertaining ‘Horrible Histories’ to informative documentaries. If possible visit local historical sites such as the Bolton Art Gallery and Museum, Manchester Museum of Science and Industry, The Imperial War Museum and Dunham Massey. The Rivington Pike beacon system for defence is on our doorstep and particularly fascinating. When you go further afield, Hadrian’s Wall, Edward I’s Welsh castles and the Cabinet War Rooms are popular attractions. In Europe there are the First and Second World War battlefield sites.
The most important contribution parents can make to support history education is to assist in developing an active interest in the world around them.
Kind regards,
Mr C Andrew - Head of History