Year 9 History

What students learn this year:

In Year 9 History, students explore a wide range of fascinating topics that help them understand the world we live in. They begin by investigating ideas of race and migration in Britain, then examine the cultural impact of The Troubles in Northern Ireland. Pupils study social equality campaigns in post-war Britain and consider why the West feared the Russian Revolution, alongside the threats of nuclear conflict during the Cold War. They also learn about the end of the Cold War, its global impact, and complex issues in the Middle East, including debates over historical events such as the demolition of the Maghreb Quarter. Through these enquiries, students develop critical thinking and the ability to analyze historical events from multiple perspectives, preparing them for further study at GCSE.

Term overview:

Term / Half-term	Main topics / units	Key knowledge & skills
Autumn 1	1. When was race invented? 2.How far was Britain “open” to migrants in the period 1910-2020?	1.First-order: Students explore the origins of racial ideas and how societies classified people by race over time. Second-order (Significance): They evaluate why these ideas were important historically and how they continue to affect society today. 2. First-order: Students study patterns of migration to Britain, including policies, push and pull factors, and migrant experiences. Second-order (Change & Continuity): They assess how Britain’s openness to migrants has changed or stayed the same over the last century.
Autumn 2	1.How significant an effect has The Troubles had on modern British culture?	1.First-order: Students examine The Troubles in Northern Ireland and their impact on politics, society, and culture. Second-order (Significance): They judge the lasting importance of The Troubles for modern British identity and society.
Spring 1	1.How similar were campaigns for social equality in post-war Britain?	1. First-order: Students learn about different movements for equality, including women’s rights, race, and class campaigns. Second-order (Similarity & Difference): They compare and contrast the aims, methods, and successes of these campaigns.
Spring 2	1.Why was the West afraid of the Russian Revolution? 2.How close did the world get to a nuclear war?	1.First-order: Students study the causes and outcomes of the Russian Revolution and its perceived threat to Western democracies. Second-order (Cause & Consequence): They analyze the reasons behind Western fears and the effects on international politics 2. First-order: Students learn about key Cold War crises, such as the Cuban Missile Crisis and nuclear arms development. Second-order (Significance): They assess how these events shaped global tensions and the balance of power.
Summer 1	1.Why did the Cold War come to an end in 1980? 2.What was the impact of the Cold War on the world?	1. First-order: Students explore political, economic, and social factors leading to the end of the Cold War. Second-order (Cause & Consequence): They judge which factors were most influential in ending the conflict. 2. First-order: Students examine the global consequences of the Cold War on countries, alliances, and everyday life. Second-order (Significance): They evaluate the lasting importance of the Cold War in shaping the modern world.
Summer 2	1.What are the chances of a lasting peace in the Middle East? 2.How right were the Israelis to demolish the Maghreb Quarter in 1967?	1. First-order: Students study conflicts and peace processes in the Middle East, including key players and events. Second-order (Cause & Consequence / Interpretation): They analyze factors that make peace difficult and consider possible solutions. 2. First-order: Students learn about the Six-Day War and the destruction of the Maghreb Quarter in Jerusalem. Second-order (Interpretation / Significance): They evaluate differing historical perspectives and the ethical implications of the decision.

How learning and progress are checked

Teaching approach:

History lessons blend clear teacher explanations with source analysis, debate and structured enquiry. Students regularly revisit prior learning through retrieval practice, helping them build secure knowledge of key events, concepts and historical interpretations. Activities are designed to keep students thinking critically but with strong scaffolding, so they can confidently analyze evidence, identify change and continuity, and understand differing perspectives. Throughout units, teachers check understanding through questioning, short written tasks and extended pieces of analytical writing, ensuring students make steady progress over time.

Assessment in this year group:

Type of assessment	Approx. frequency / when	What it is used for (e.g. reports, targets)
Classwork / quizzes	Short retrieval quizzes most lessons	To check recall of key facts and address misconceptions quickly
Homework tasks	Once per week	To practice applying knowledge, extend understanding of historical topics, and build strong study habits.
Topic-specific tasks (e.g. exhibitions, board games, debates, projects)	Throughout each unit when a topic concludes	To judge how well pupils can use historical knowledge and second-order concepts such as significance, evidence, change and continuity, and cause and consequence.
End-of-topic assessments	Approximately once per half-term	To assess understanding of each enquiry question and provide progress information for reports and next steps.
End-of-year assessment	Summer term	To give an overall picture of progress across the year

Homework and Independent study

How often is homework set? Roughly once/week

Typical length per task: Around 30 minutes

Suggested independent study:

Students are encouraged to spend 10–15 minutes a week reviewing their exercise book and knowledge organiser. Websites such as BBC Bitesize and Seneca Learning are useful for revising topics we have covered (example).

How parents and carers can support:

Ask your child to explain one thing they learned in History today in their own words.

Check that homework is completed on time and in full sentences where required.

Encourage a quiet, distraction-free space for homework and revision.

Help your child to revise little and often rather than leave everything to the night before a test.

Encourage your child to attend Homework club or the Humanities Catch-up club if they require further help.

Support, stretch and enrichment:

Support for students who need extra help:

We use writing frames, key vocabulary lists, and carefully structured practical tasks to support students who find History challenging. Teachers liaise with the SEND team to adapt resources where needed. Reading material is provided to avoid busy slides whenever possible. Command words are highlighted, and adequate alternatives are provided.

Stretch & challenge:

All students are given the opportunity to complete Challenge questions.

Clubs / trips / extra opportunities:

Year 9 students have the chance to deepen their interest in History through a range of enrichment activities. Those who choose History at GCSE are invited on a special trip to the National Army Museum in London, where they take part in a hands-on Medicine Through Time workshop. This session allows students to explore how medical treatment, battlefield surgery and military healthcare have developed across different periods, using real artefacts and interactive activities designed by museum educators.