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Subject content |
Learning objectives |
Curricular links |
Resources |
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Britain in 1750 Reasons for rapid population growth |
Establish a framework for the topic Pupils work on extended explanations of the factors responsible for population growth (essay/paragraphs) |
Technology
Geography |
Folens
Longman Thinking History |
Growth of citiesContrasts with the countryside
Poor living conditions in Manchester and London |
Use a “history mystery” – Tom Carter/ FOLENS to Explore the rural world of 1750 Revise sources skills – interpretation and cross-referencing information about 2 cities |
Geo
English – Victorian writers, Dickens |
Folens
Digging Deeper
Dickens “Hard Times” film and book |
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Case study – changes in the wool industry
The impact of new inventions/technologies |
Gain insight into the changes resulting from industrialization and the growth of factories |
Technology
Science |
F
Power point presentation and work pack |
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Start to develop a “who’s who?” for 18th and 19th century people of importance
Balloon debate
Stand alone exercises from Folens |
Debating society |
F
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Assessment – Colonialism and slavery |
Change/Industry Understand how and why Britain gained an empire
Follow the emergence of the slave trade and understand its implications
Create information booklet targeted for Year 6 |
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Film club – Amistad
Thinking History |
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Crime in Victorian Britain
Jack the Ripper |
Solve a mystery by cross referencing of sources and understanding the Victorian London framework
Investigation |
Edecel GCSE coursework
See separate SOW |
Film – From Hell |
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Democracy, Parliament and representation
Trade Unions
Women and the Vote |
Understanding government
Looking at the different forms of government in students’ home countries
Presentations |
Citizenship |
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Review and unit test |
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Review comparison between 1750 and 1900 |
Think about last topic
Raise awareness of rates of change and nature of change
Remember how to measure change |
Empirical measurement |
Topic 1
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World tension and empires |
Broaden the topic 1 perspective
Shanghai during the concession era – visit Pearl Tower museum
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Background to World War 1
Different styles and systems of government
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Understand the principles of these two political ideologies
2 investigations/ case studies |
IGCSE topic 1
Science – gas technology Music – WW1 Politics
IGCSE International Relations |
See W W1 SOW
Film – Dr Zhivago
SOW Nazi Germany
SOW The Rise and Fall of Communism
Schindler’s List
Stalingrad
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Post world war issues |
Students produce an independent piece of work as their investigative coursework forming 30% of the end of year exam score |
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“13 Days”
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Topic revision |
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School end of year exam |
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Feedback and review Reading list for Year 10 |
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Subtopic: Crime and punishment in Victorian Britain. Investigation into Jack the Ripper murders. 1 box= 1 lesson
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Subject content |
Learning objectives |
Curricular links
Key words |
Resources |
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Crime in Victorian London
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Pupils learn about the norms of crime and punishment. Answer structured questions about real crimes and the treatment of criminals |
Citizenship
Constable Night watchman Capital crime |
Folens p.56 and 57 Crime watch 1800
Q. 1-4 work |
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The development of the British police force. Who caught the Victorian villains? |
Learn about the creation of the Metropolitan police force. Understand improvements by making comparisons from L1.
Draw a timeline
Create a full profile for the ideal Met policeman |
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Timeline :Victorian crime and policing KS4 Crime and punishment folder
Folens p. 58 and 59
Met Police: interactive whiteboard diagram for pupils to label |
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London and Whitechapel: social, geographical and economic framework
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Use texts and bullet point check-list. “Whitechapel, setting for the Ripper murders: what was the character of the area? |
Geography
Cities and contrasts
Prevailing winds |
Dickens’ map of London
KS4: Crime and Punishment folder
Two faces of London - texts |
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Introduction to the Ripper victims |
Pupils make connections between the victims and the Whitechapel context.
Gain further knowledge from the PP presentation
Produce their own victim profiles with imported pictures, maps.
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Workhouse Lodging house Domestic service Prostitution Immigrant Dockland Strangulation Garrotting
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KS4 , Crime and Punishment file: The victims Powerpoint
Folens p62 and 63
Internet for pictures of victims to go on profile
The Victims: tasks |
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Assess the similarities of the victims and understand why they might have turned to prostitution
Prepare for the investigation with the timeline |
Answer two questions – provide a developed explanation, using relevant evidence. Q.1 What background, and personal circumstances did the victims share? Q.2 Why did each one turn to prostitution?
Draw timeline showing dates of murders and letters received from possible killer |
Sociology |
The Victims KS4
Teacher timeline
Folens p.62 and 63
Crime map p. 64 (give enlarged copy) |
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Think about the difficulties faced by the police in tackling these crimes
What was the police response to the Ripper crimes? |
Pupils all study the “Dear Boss” letter and look at the implications of such evidence by answering questions
In a group, analyse other letters and present analysis for plenary. Conclude. Examine the methods of the police, starting with witness statements. Produce a “Wanted” poster
Answer questions from “Police Activity” |
Art
Graphics |
Folens p.62
KS3 file: letters
Source H p. 64 Folens
KS4 C and P: “Limitations” “Ripper Coursework” “Police Activity” Q. 1,2 and 3 |
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Were the police to blame for not catching the Ripper? |
Make a balanced judgement using selected evidence |
English |
All work |
Scheme by Carolyn Trussell Social Studies Teacher at BISS