The LDA History Curriculum intends to inspire pupils’ curiosity to gain knowledge of the key events and people that have shaped the history of Britain and the wider world.
The History curriculum at Lord Derby Academy builds on the National Curriculum. At LDA, the curriculum is designed to increase pupils’ understanding and curiosity of how history, the study of the past affects the world around us. Pupils are taught how history is both personal and global and how people continually make history through thoughts, words and actions. Throughout Key Stage 3, pupils gain an understanding of how our own world works through the study of the past and why things happen.
Throughout years 7, 8 and 9 pupils will gain a rich knowledge of key events which have shaped Britain and the wider world from 1066 to the modern day. The LDA Curriculum is designed to enable pupils to build up a picture of the evidence that has been left behind from events which they have not experienced first-hand. Pupils learn how to ask questions skilfully, understanding causes and consequences of events, significance of individuals and the extent of change. Through the study of themes such as power, revolution and conflict, pupils learn how history is interpreted in various ways and how to recognise and understand different views. Teaching equips pupils to develop empathy, understand the actions and achievements of others, put forward and argue a case and use evidence to draw conclusions and make judgements.
Click here to view the History Curriculum Pathway.
LDA History Curriculum Model 2022-2023
In KS3 pupils will experience one or two lessons of History per week.
Rationale: Year 7 History is based around the theme of power. Pupils begin their study of history by investigating How the Normans conquered England, with a focus on the second order concept of causation. Particular emphasis is given to why William of Normandy won the Battle of Hastings and his subsequent control of England. The significance of powerful individuals is explored further in the next topic which looks at What the life of Mansa Musa can reveal about Medieval Mali? which also allows a comparison of European and African societies. Pupils are then introduced to the second order concept of change with their study of how the Black Death affected the balance of power in medieval society. The role of the historian in using evidence to make sense of the past is explored in the enquiry What can we learn about the reign of Henry VIII from what the Tudors left behind? The study of the reign of Henry VIII’s children develops the link between power and religion and allows pupils to explain the causes of the Religious Rollercoaster that took place during the Tudor period. Finally, pupils grapple with why historians have different interpretations of the meaning and significance of various Portraits of Elizabeth I.
Rationale: Year 8 History is based around the theme of revolution. Pupils begin their study of Year 8 History by exploring the causes behind the revolution of ideas which transformed understanding and attitudes during the Renaissance. The changing power of the monarch in relation to parliament during the Stuart period is the focus of the second enquiry. Pupils debate and justify how revolutionary this exchange of power was within the context of the 17th century. Next, pupils are asked to consider Who benefited most from the Industrial Revolution? recognising that different social classes, men, women and children were affected in different ways by the Industrial Revolution. Changes to public health in the 19th century are explored in the enquiry How far did the Victorians shape modern Britain? Pupils are asked to evaluate the extent of change and the impact on our own lives today. The interrogation of one piece of evidence is the focus of the next enquiry, What can and can’t a map tell us about the British Empire? Pupils have an opportunity to learn about empire from the perspective of the conquered as well as the conquerors. The study of the Slave Trade allows pupils to focus on a local history study as they use the streets of Liverpool as evidence to reveal the rise and fall of the trade in enslaved Africans. Fern Riddell’s opinion of the suffragettes as terrorists allows pupils to examine a contemporary interpretation of the events leading to women’s suffrage; Pupils are asked to consider how revolutionary you need to be to force meaningful change. Finally, pupils are asked to consider What type of change was the Russian Revolution? This is a useful exercise in understanding that change should not be generalised and can affect people in different ways.
Rationale: Year 9 history is based around the theme of conflict. Pupils begin their study of Year 9 History by examining the Thesis of the German historian Fritz Fischer, that Germany was to blame for World War One. This interpretation is interrogated and pupils make their own judgement on his findings. Next, pupils are asked to consider To what extent World War One was a ‘World War’? recognising that the experience of empire troops was similar and different to those of the British armed forces. The causes behind The rise of Hitler from obscure politician to the leader of Germany is the focus of the next enquiry which provides a link between World War One and World War Two. The key events of World War Two are explored in the enquiry How quickly did the Allies turn the tide against the Nazis in World War Two? Pupils are asked to evaluate the pace of change and the impact each event had on the eventual outcome of the war. The concept of change is developed further during the study of the Cold War, with a particular emphasis on when the Cold War put Berlin in the most danger. Finally, pupils examine evidence to determine How far rebels shaped society after World War Two, focusing on young people and the experience of immigrants in the 1950s and 1960s.
Click here to view the detailed overview of the History content taught throughout KS3. Each modular overview provides information on the knowledge and skills taught at each stage within the intended curriculum.
Mr M Kemp: Head of Department, Humanities
Mr A Lloyd: Head of Geography
Mr D Lindsay: Leader of Religious Studies and PSHE/Classroom Teacher, History
Mrs S Bannon: Classroom Teacher, History/Head of Year
Mr S Owen: Classroom Teacher, Geography/Head of Year
Miss L O’Neill: Classroom Teacher, Geography
Miss I Williamson: Classroom Teacher, History/PSHE
Mrs J O’Neill: Classroom Teacher, Religious Studies
Mr L Fitzgerald: Classroom Teacher, History