THE PURCELL SCHOOL
HISTORY DEPARTMENT
HEAD OF HISTORY : MR PIGOTT
SCHEMES OF WORK 2014
SCHEMES OF WORK / LESSON PLANS
This section contains schemes of work from Year 7 through to Year 13. Years 7–9 broadly
follows the Key Stage III outline which most schools undertake in their lesson format i.e.
Medieval Realms; a European topic (the Italian Renaissance); also British History (Industrial
Britain in the Eighteenth & Nineteenth Centuries); and Twentieth Century topics (the First &
Second World Wars).
From Year 9 up to Year 13, the IT suite is often used for the assignments I set
during the term, whether this is classwork/homework or coursework for GCSE/’A’
Level.
Years 10 & 11 follow the Modern World Syllabus set by OCR (1918-90). This course includes
topics such as international relations 1919-39 and the USA 1918-41. It also includes the
British Liberal Reforms c.1890-1918.
Year 12 & 13 follow the OCR Syllabus (Option A) Modules: F961 British Imperial & Foreign
Policies 1856-1914; F964 Germany 1933-63; F965 Russia 1894-1924 (Coursework Module);
F966 The Changing Nature of Warfare 1792-1945.
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KEY STAGE III – YEAR 7
MEDIEVAL REALMS 1066-1500
Assessment
Content : The Norman Conquest and Legacy. To understand who ruled
England pre-Conquest. Why the Normans conquered England, Battle of Hastings.
The impact of the Norman Conquest, e.g. buildings, culture and Government.
Various written accounts on the Normans, what
they were like, the Battle of Hastings, Norman
castles, architecture.
Content : Henry II and Government. Understand key terms – government,
monarchy, divine right; political make-up of Parliament.
Diagram of Henry II’s Government.
Content : Thomas Beckett. Beckett’s moral transformation; importance of
Beckett’s ideals; role of religion; Beckett’s martyrdom.
Essay on rise and fall of Beckett.
Content : King John. The mystery of King John, was he a bad ruler, the argument
with Pope Innocent III, civil war with the Barons, war with the French and loss of
lands. A lesson on Magna Carta, its importance as a political document and legacy
today linking in US constitution and the UN Charter.
c.Two homeworks on this topic.
Content : Peasants’ Revolt. What was a peasant? Why they rebelled; did any
benefits occur as a result of the rebellion?
Time-line of the Revolt. Account. Graph of the
Revolt.
Content : The Black Death. To understand its impact on England and Europe.
What were its symptoms? Cures? Effects on society and wages?
Map exercise. Two accounts (estimates). Graph.
Content : The Printing Press. Importance of printing press on literacy and
religion. How did it work? Possibly discuss how printing press led to different
interpretations of the Bible and the spread of the Bible in local languages.
Essay on the importance of the Printing Press.
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KEY STAGE III – YEAR 8
RENAISSANCE ITALY
The Origins of the Renaissance. Concept of the Dark Ages. To understand advanced civilisations such as Ancient Greece and Rome. Italy as the
centre of the “re-birth”.
Florence’s Role in the Renaissance. To acknowledge Florence’s location. To understand its government system and economy. How these factors
enabled Florence to lead the renaissance.
The Role of the Patrons in the Renaissance. This will look at the importance of the Medici family, The Papacy, The Guilds and other great
renaissance families.
Humanism. Faith in Man and Science above the Church and superstition. Key figure of Erasmus. Problems which humanism created for the Church.
Women in the Renaissance. The general view of women in the Renaissance plus the exceptions to the rule e.g. Maria del Este.
Leonardo and Michelangelo (1 lesson each). Renaissance Man. Studies on both characters and their role in the Renaissance.
Machiavelli. Significance of his books. Morality based lesson. Why were these books written?
Renaissance technology. Scientific breakthroughs which signalled the end of the Dark Ages – artillery, Printing Press/ocean navigation.
THE TUDORS
Reformation Europe. Erasmus, More, Luther, Calvin and Zwingli and their impact on religion in Europe. The Catholic Church’s response to the
Reformation.
Wars of the Roses. The significance of Civil War in England. How serious was it? How widespread? Impact of Henry VI.
Edward IV. Character and personality. His disastrous marriage. His early death and significance to the stability of England.
The Battle of Bosworth. Its importance in bring the Civil War to and end. The beginning of The Tudor Dynasty.
Henry VII. His character, policies on finance and foreign policy. His avoidance of war. His marriage to Elizabeth of York. The Pretenders – Perkin
Warbeck and Lambert Simnel. Claims against his throne.
Henry VIII. Character and personality. His “great matter” . The role of Thomas Wolsey in the divorce. Dissolution of the Monasteries. His marriages.
Edward VI. The ‘boy King’. His protectors. Somerset and Northumberland. His reforms on education/religion.
Mary I. Her attempts to turn the clock back on religion. Her attacks on the religious reformers e.g. Cranmer, Hooper, Ridley
Elizabeth I. Her “middle way” – the attempt to prevent Civil War in England over religion. The Spanish Armada.
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The Homework Assignments should be between 400 and 600 words in length. There are generally about 10 mini essays per term,
started in the second lesson of the week. The Homework is marked out of 10, with 7 and above marks being regarded as a good
standard. Spelling and punctuation are important but Homework should be content driven. There is a year end exam of 1 hour.
KEY STAGE III – YEAR 9
TRADE, INDUSTRY & EMPIRE – Sept – Dec
Crystal Palace. Nature of exhibition. Motives. Why England? Success.
Population, Industry, Factories. Inter-relationship between all three
Causes of Industrial Revolution. To realise that no single cause brought about industrial revolution. Studies on Brunel and Darwin.
Domestic Vs Factory System. To note change from manufacturing on small scale at home to larger scale in factories.
Trade & British Empire. To view how trade and empire were linked. To recognise which colonies provided which goods. Reasons for the
development of Empire.
Indian Mutiny/Revolt. Problems associated with running an empire, impact on the mind of the British/Indian people.
WORLD WAR I – Jan – March
Schlieffen Plan. To recognise the importance of this plan as the supposition that its failure would lead to Germany’s long term defeat.
Trench Warfare. Life in the trenches – boredom, the fighting itself, food, the terminology used by the troops.
Weapons of Word War I. Artillery, tanks, machine guns, grenades, rifles, gas, planes, etc
Battles of Verdun and The Somme. To recognise the scale of the battles and their significance to the war itself.
The War at Sea. The Battle of Jutland and submarine warfare. To recognise the significance of war at sea as well as on land. The
The Home Front. To recognise the importance of the civilian population in WWI.
1917 - The turning point. Russia leaves the war and USA enters the war. What impact does this have on the Great War?
1918 – Ludendorff offensive The critical attack that decided the outcome of WW1. Why was it launched and why did it fail?
WORLD WAR II – April – June
Blitzkrieg and Phoney War. The nature of the tactics used by Germany. The lull after the September 1939 attack.
Fall of Western Europe. Blitzkrieg continued across Western Europe. Which countries were attacked? Britain’s retreat via Dunkirk
Invasion of Russia. Operation Barbarossa. Why did Hitler invade Russia? How did Russia defeat this onslaught? The scale of the human suffering.
Battle of Britain 1940. Aerial conflict between Germany and Britain in the summer of 1940. The importance of this battle on the overall war. The
importance of British planes like the Hurricane and Spitfire. Reasons why Britain won the battle.
Pear Harbour and the Far East. Focus on Word War II being global and that Germany had Japan as an ally. The attack on Pearl Harbour. The
significance of USA as an ally and the outcome of the war.
1942-43. The turning point. Germany loses the initiative. Battles fought at Stalingrad and El Alamein. Britain’s first victory.
Germany in retreat 1944-45. Germany on the defensive in Russia, Italy and France.
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The Homework Assignments should be between 400 and 600 words in length. There will be approx 10 mini essays per term. The
mini essays are started in the second lesson of the week, normally in the IT room. The Homework is marked out of 10, with 7 and
above marks being regarded as a good standard. Spelling and punctuation are important but Homework should be content driven.
There is a year end exam of 1 hour.
"GCSE" OCR : SYLLABUS (J417) – YEAR 10
Duration : The first academic year
Assessment
Topic : the Cold War 1945-1975.
Content : The origins of the Cold War, the 1945 summit conferences included the
parts played by Churchill, Roosevelt, Stalin and Truman, and the breakdown of the
USA – USSR alliance in 1945-6; Soviet expansion in Eastern Europe; the Iron Curtain;
the Truman Doctrine and the Marshall Plan; the Berlin Blockade and its immediate
consequences.
Essay :
Who was to blame for the Cold War?
Content : The Cuban Revolution and the USA’s reaction to it; the Bay of Pigs, the
events of the Crisis including the roles of Khrushchev and Kennedy; the resolution
and the consequences of the Crisis.
Essay :
Who won the Cuban Missile Crisis?
Content : Increasing USA involvement in Vietnam under Eisenhower, Kennedy and
Johnson; the main events of the war and the tactics used by both sides; reasons for
USA’s withdrawal.
Essay :
Why did the USA fail in Vietnam?
End of year exam in June approx 1¼ hours. Essays are normally expected to be at least 600 words and above.
Homework essays are marked out of a total of 10 or 20 marks (8 or above out of 10 and 16 or above out of 20 is
considered an A grade).
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Some assignments will be GCSE-style questions/cartoons, typically set by OCR.
"GCSE" OCR : SYLLABUS (J417) – YEAR 11
Duration : The second academic year
Assessment
Content : USA 1918-45. The Constitution; the American Presidents to 1945; how
Essay :
free was America in this period; racism and KKK, organised crime, religious
How free was the USA in the 1920’s and what
problems, Prohibition. The “Roaring 20’s”; the Jazz age; the 20’s Boom and Bust and were causes of the Great Crash/Depression? How
the Great Depression. The New Deal – what was it? Why was it put into place? The successful was the New Deal?
Alphabet Agencies; how successful was the New Deal? Opposition to the New Deal.
Content : Stalin’s Russia c.1928-53. Coursework is generally written in March and is
undertaken under controlled conditions over a total of 8 hours.
Student intake from September 2013 will undertake Coursework and it will
be on Russia 1905-1941. Students will study key areas: Why did the Tsarist
Regime collapse in 1917? How did the Bolsheviks gain and hold on to power? What
was the impact of Stalin’s economic policies?
OCR sets the Coursework question 18 months in advance.
Essay : This is a source based exercise of
approx 2,000 words. This is marked internally
and moderated by external examiners. The
coursework is marked out of a total of 50 marks.
The coursework is normally written in
March/April.
There is a 2 hour mock exam taken in January which focuses on Paper 1. Essays are expected to be at least 600 words
and above.
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‘A’ LEVEL HISTORY COURSE
OCR EXAMINATION BOARD
The ‘A’ Level course follows 4 units over 2 years (2 units per year).
The ‘AS/A2’ courses are studied by the students in Lower or Upper 6th.
The 4 units are:
UNIT
EXAM/ASSESSMENT
F961 – AS Module
1½ hour exam where students
answer 2 from 3 essay
questions.
25%
1½ hour exam where students
answer a source based
exercise - 2 questions in total.
25%
2 assignments of 2,000 words
each set by the examination
board and marked internally.
20%
2 hour exam where students
answer 2 from 3 essay
questions.
30%
British History Period.
% ‘AS OR
A2’ GRADE
British Foreign & Imperial
Policies 1856-1914.
F964 – AS Module
European & World
Enquiries.
Dictatorship & Democracy in
Germany 1933-1963.
F965 – A2 Module
Coursework.
The Russian Revolutions 18941924.
F966 – A2 Module
The theme based module.
The changing nature of warfare
1792-1945.
TOTAL
100%
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"AS" MODULE F961 - BRITISH FOREIGN & IMPERIAL POLICIES (1856 - 1914) – LOWER 6
This is a 2 hr examination. Students answer 2 essays from a choice of 3 questions. (50% of AS Grade)
Duration : 12-13 Weeks of Autumn Term – 4+ Essays
QUESTIONS






What principles governed foreign and imperial policies from 1856 to 1902? – the balance of power, explanation of the major
powers in this period, the importance of trade and the British Empire, the fear of Russia, limited support for liberal revolts and emerging
states
What British issues were involved in the Balkans 1856-1902? – the decline of the Ottoman Empire and fears of Russian
expansion into it, protection of trade routes in the Ottoman region, foreign policies of Palmerston, Disraeli and Salisbury.
Why was Britain involved in obtaining influence in Africa from 1868-1902? – protection of trade routes to India, strategic and
aims, the influence of imperialist “men on the road” i.e. Rhodes, Joseph Chamberlain, humanitarian and religious reasons for foreign
policy in Africa.
How popular was the policy of imperialism in England 1880-1902? – the extent and limits of popular support, the political
parties’ views on imperialism, second Boer War and impact on the prestige of the Empire.
Why did British attitudes to European countries change from 1902? – the end of ‘Splendid Isolation’, the Anglo-Japanese treaty,
Entente Cordiale, triple Entente, Anglo-German relations, the naval race and the Moroccan crises.
Why did Britain go to war in 1914? – British policy towards the Balkan region, the role of Edward Grey in the summer of 1914,
Sarajevo Crisis, the invasion of Belgium, the attitudes of the political parties and public opinion to war.
Essays written by the students should contain the following in order to gain a high grade: accurate use of key concepts,
relevant analysis to the question, a high level of understanding of key issues, consistent and relevant analysis throughout the
answer, substantiated explanations and judgement, recognition of the relative importance of key points e.g. which factors
are more important than others?
Also, essay answers should be accurate, detailed, relevant and contain clear structure with the use of appropriate historical
terminology.
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AS MODULE F964 - DICTATORSHIP & DEMOCRACY IN GERMANY 1933 – 1963 – LOWER 6
This is a document based exam question over 1½ hrs (50% of AS Grade)
Duration : 10-12 Weeks, Spring/Summer Terms
This option is concerned with the establishment and experience of Nazi and Communist dictatorship in 1933-34 and 1945-49 respectively,
and the imposition and experience of Democracy in West Germany after the Second World War. Candidates should consider the nature of,
and reasons for change, divergence and continuity in political, economic and social structures n Germany during the period. Knowledge of
foreign policy, the Second World War and the Cold War is not necessary except insofar as it affects domestic issues within Germany, such as
anti-Semitism to 1942 and the impact of the Cold War on the two Germanys after 1945. For the period after 1945, the extracts may be set
from historians both contemporary and post-1963.
Foreign policy and the Cold War is not part of the framework for this module though some knowledge is necessary to see how it affected
domestic issues. The module is source driven and is divided into 2 parts: Part A carries 30 marks, Part B carries 70 marks = 100 total marks.
Candidates are expected to cover a number of areas when working in this module and should be able to demonstrate understanding of the
past through evaluation, analysis and arriving at substantiated judgements of: key concepts such as causation, consequence, continuity,
change, comparison, differentiation and significance within and historical context. The sources should be evaluated for
completeness/omissions and whether they are typical for the period. Own knowledge is a required in this exercise but mostly for Part B.
Key Areas of Study

How effectively did Hitler establish and consolidate Nazi authority? Aims of the Nazis, admission and consolidation of power, Hitler an
Govt, the Police and Resistance to the Nazis.

To what extent did the Nazis transform German Society? – the national community, propaganda, racial purity and anti-Semitism/Final
solution.

To what extent and in what ways did communism transform the GDR? – Potsdam and Soviet control over East Berlin and East
Germany, the Socialist Union Party, the Berlin Blockade, the 1953 uprising, economic reform/Socialist policies, Berlin wall.

How successful was West Germany 1945-63? – the Western zones, the emergence of political parties, the basic law, Chancellor
Adenauer, the Marshall Plan/Deutschmark, the ‘economic miracle’, Germany enters NATO.
There are several past papers which the students can tackle once the module has been taught.
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A2 - MODULE F966 - THEMES IN HISTORY - THE CHANGING NATURE OF WAR 1792 – 1945 – UPPER 6
Duration : 10 - 12 weeks (This module represents 60% of the A2 Grade)
Suggested Essays
Impact of factors directly related to the conduct of War: Generalship/Leadership e.g. Napoleon, Wellington through to Montgomery
and Patton, F.D.R., Churchill, Stalin; quality of soldiers (professional or conscripts; development of weapons; tactics and strategy
e.g. Napoleonic systems through to the First World War, divisions, the Core System, outflanking the enemy, mobile tactics with
infantry and cavalry. Static warfare of WWI compared to mobile tactics of World War II e.g. Blitzkrieg of Nazi Germany.
"Generals win battles, resources win
wars". How far does your study of
the period from 1792-1945 confirm
this view? Or a generic Question.
Impact of technological change; industrialisation, developments in communications and transport (from foot and wagon to trains,
combustion engine. Jet engine planes, rockets, radar, encryptology and code breaking. World War II air war. The Atom
Bomb/Manhattan Project.
Other questions centre on the
following areas: was the 1860s a key
turning point in warfare, tactics and
strategy, transport and
communications, quality of
manpower, coalitions, technology, the
role of public opinion, resources.
Planning and preparation, the effectiveness of alliances during wars e.g. the 7 alliances against Napoleon. Other alliances in
campaigns throughout the module period. Benefits and drawbacks of alliances with reference to examples throughout the period.
Relationship between relevant domestic factors and warfare; the organisation of the state for war, public opinion e.g. its support
or opposition to war; conscription (after 1870’s virtually all countries undertake this conscription); resources of the state e.g.
manpower, raw materials and industrial development. Total War in First and Second World Wars – Militarisation of Labour,
rationing. Propaganda and its role during wartime.
Assessment criteria: continuity change ability to synthesise and evaluate developments over the period – graded as per syllabus outline.
A2 MODULE F965 - HISTORICAL INTERPRETATIONS & INVESTIGATIONS - THE RUSSIAN REVOLUTIONS 1894-1924 – UPPER 6
Duration: 10 - 12 weeks – COURSEWORK (This module represents 40% of the A2 Grade)
The Tsar and autocracy. Russian institutions – Church, Civil Service, Armed Services and the Okhrana. The Feudal System. Economic backwardness. Land hunger. The
Russo-Japanese War 1904-5. Harvest failures and economic depression in 1905. Bloody Sunday 1905. The Soviet. No revolutionary leadership and absence of socialists in
Russia. Reasons why the Tsar survived.
The impact of the First World War on Russia economically. The Tsar as Commander in Chief and the Tsarina as is Commander in Petrograd. Rasputin. Strikes in February
1917 leading to spontaneous revolution. Tsar’s refusal to compromise with the Duma. The events leading up to the October revolution: Lenin’s return and the April
Theses; Provisional Government; Milyukov Letter; the War Policy; no redistribution of land; continued defeats; the Soviet; July Days; Kornilovl Revolt; the M.R.C. and
Trotsky; October revolution.
Lenin and early Bolshevik reforms. War Communism and nationalisation plus the exchange economy and the abandonment of the Rouble; the Civil War – the patriotic card,
the use of the Cheka and the Red Terror, the Red Guards created, food requisitioning, Trotsky as Commander in Chief, control of the railway lines and the leading Cities,
the weakness of the whites and their disparate aims. The N.E.P. (New Economic Policy). Explanation of this policy, what it was and why it was introduced.
Document/source exercises will be set for the students by the Examination Board and marked internally towards the end of the module. Critical
evaluation of the sources/historiography is vital in order to achieve the top grades in this module.
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ASSESSMENT
Assessment for Years 7–9 follows the marking of one set homework per week. Marking is out of a
total of 10 marks. Students who score from 8-10 have generally performed well e.g.
1. have written accurately.
2. have included enough detail.
3. also shown that they have applied themselves to their homework.
4. marks below 6 out of 10 will be the result of insufficient material, missed critical points and
possibly copying information from the internet.
5. students with learning difficulties or English as their second language will be marked
positively as far as possible. Liaison with the EFL Department and with the Learning Support
Staff/Teacher often helps these students complete their homework assignments.
For mid and end of term reports students will be assessed according to how well they have worked
over the term; homework will provide the basis for the reports but participation in class discussion is
also important.
At the end of every school year (June), from Year 7 to Year 10 are given an annual
examination which also helps to assess their performance. Furthermore, Year 11 are
assessed by way of a mock exam in January which is usually a strong indicator as to
how well they will perform at the end of the GCSE course.
Years 10 & 11 are set essays every 3-4 weeks after covering topics within the GCSE Syllabus. These
essays are marked out of 20 marks – 15 and over is considered a good answer, 12-14 marks would
be considered moderate. Again, performance in the essays and participation in class discussion will
provide the basis for end of term reports. In the reports there is a section for effort so that less able
students can still achieve recognition for their commitment. This particular section is available for all
students whatever stage they are within the school.
Years 12 & 13 are assessed by way of essays and document questions which are contained within
the Syllabus outline or lifted by myself from previous examination papers.
For GCSE / ‘AS’ and ‘A2’ students will be set timed questions as they approach their final
examinations.
New students to the school are often difficult to assess but with the use of reports from their
previous schools this is sometimes possible.
pupil’s ability is possible after about 6 weeks.
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Essentially, more accurate assessment of a new