OAT History Curriculum

The Updated OAT History Curriculum

Please read the overview tables for each year alongside the important principles for each enquiry table

YEAR 7Autumn1Autumn2Spring1Spring2Summer1Summer2
Key Enquiry Question:What changed from the Stone Age to the Vikings? (Bridging History)   What makes a good historian?What was migrating along the Silk Roads during the first millennium?   What did migration to Britain in the first millennium look like?Simon Schama says the Normans caused ‘a truck-load of trouble’. How did they do this?  Why is…castle significant to my local area?     Why is Mali’s Timbuktu the ‘Jewel’ in the Medieval world?Dan Jones on the Plantagenets: ‘These kings murdered, betrayed and tyrannised their way to spectacular success’. How far do you agree?What mattered to Medieval people?  
Key Book:Simon Schama, A History of Britain, 3000BC-1603   Helen Carr & Suzannah Lipscomb, What is History, Now?Peter Frankopan, The Silk Roads   Marc Morris, The Anglo SaxonsMarc Morris, William I/ Simon Schama, A History of Britain, 3000BC-1603  Michael Gomez, African Dominion    Dan Jones, The PlantagenetsIan Mortimer, Time Traveller’s Guide to Medieval England
Context/ Disciplinary conceptsChange and continuity/Chronology (Intro to all concepts) Breadth Study Wider WorldSimilarity and difference Wider World British Breadth StudyInterpretations Cause and consequence British DepthSignificance British Wider World Depth  Interpretations British Breadth    Sources and evidence Creating own historical enquiry British Depth
YEAR 8Autumn1Autumn2Spring1Spring2Summer1Summer2
Key Enquiry Question:Why did Henry VIII change England’s religion?   How strong and stable were the latter Tudors?What was Renaissance Europe like?   Which Mughal Emperor had the greatest impact on India?How far was 17th century Britain turned upside down?      What changes did the revolutions of the 18th century bring?  Why did the Slave Trade last so long?   How far was 1865 a turning point for African Americans?‘It is puerile to reduce imperial history to a matter of ‘good’ and ‘bad’’, Empireland, Sanghera. How have interpretations on the British Empire changed and why?
Book:John Guy, Henry VIII   Helen Castor, Elizabeth IJerry Rotton, The Renaissance, A very short introductionChristopher Hill, A century of RevolutionEmily Griffin, Liberty’s DawnRobin Walker, Black History MattersEmpireland, Sanghera  
Context / Disciplinary conceptsSignificance British Depth StudySources and evidence Interpretations Wider World DepthCause and Consequence British BreadthSimilarity and difference British and Wider World BreadthChange and continuity Wider World BreadthInterpretations British and Wider World Breadth
YEAR 9Autumn1Autumn2Spring1Spring2Summer1Summer2
Key Enquiry Question:How have historians changed the narrative on Jack the Ripper?   Why did women get the vote after men? How similar were people’s experiences of WWI?  Why did Hitler become the most dangerous man in Europe?How was the Holocaust able to happen?What has warfare been like since   WWII?What has been significant about modern migration to Britain?
Book:Hallie Rubenhold, The Five   My Story: Princess Sophia Duleep Singh, Sufiya AhmedMichael Howard, The First World War a very short IntroductionIan Kershaw, HitlerUCL Centre for Holocaust Education, Understanding the HolocaustRobert McMahon, A very short introduction to the Cold WarBlack and British, an illustrated History David Olusoga, (for pupils)   Bloody Foreigners: The story of Immigration to Britain, Robert Winders
Context / Disciplinary conceptsInterpretations British DepthSimilarities and Differences British and Wider World DepthCause and Consequence Wider World BreadthSignificance Wider World DepthChange and Continuity Wider World Breadth  Significance British Breadth

Important principles to consider for each enquiry

Scholarship opportunitiesHomework OpportunitiesDisciplinary WritingAssessmentEnrichment Opportunities
Key text for teacher and pupilTeacher to read key text to develop teacher’s subject knowledgeExtracts read aloud to the classParts analysed on a visualiserGuided reading worksheets on textHistorian’s judgements discussed, analysed and evaluatedKnowledge Organiser and Glossary to read and pre learn vocab for quizMeanwhile Elsewhere/Meanwhile NearbyRevision Activity e.g. mind map, flash cards, online quizThink and Link two topics activityGuided readingOne opportunity per year to design own historical enquiry question, research and answer itFocus on literacy throughout each enquiry but also on specific disciplinary styles of writingOnce a term from the following types;‘the history paragraph’Rigorous evaluation of sources/writing inferencesStructured accounts/narrativeExplain/analysis accountsTwo-sided argumentHow and why Interpretations differCreating, researching and answering their own historical enquiriesWeekly low-stakes retrievalCore assessments twice a year Each core assessment to have mix of previous topics & current topic and include;a) specific 1mark knowledge questions b) multiple choice questionsc)using sources (specific low mark section)d) interpretations (specific low mark section) e) some extended writing‘Read, watch, click, visit’ sheet  for each enquiryHistorical Fiction opportunities History Book Discussion ClubHistory Film Discussion ClubLocal History University links Streamed/recorded lectures History Club (Build a Castle, build a trench etc)OAT CompetitionsEducational Visits (Museums, Historic Houses/ Castles, Theatre e.g.  Horrible Histories) Virtual visits to educational sites

Published by jennynicholls1

Part time OAT Lead for Humanities. T&L Curriculum enthusiast. Passionate about CPD from ITT to Developing Leaders, Coaching and Educational Research

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