[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-208202-en":3,"doc-seo-208202-105":29,"detail-sidebar-cat-0-en-105":89},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":20,"language":21,"language_code":22,"site_id":23,"html_lang":22,"table_of_contents":24,"faqs":25,"seo_title":26,"seo_description":14,"update_tm":27,"read_time":28},208202,549768702563,"Fahsai","https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083",4,"Exam","GCSE History Curriculum Map - Year 10/11","GCSE History curriculum intent for Year 10/11 focuses on helping learners explain and understand the world today through key themes that show the relevance of the past. The course develops knowledge of 20th-century international relations, forces shaping events, and a broad sweep of British history from medieval to early modern and modern. Students build enquiry skills, ask relevant questions, evaluate sources, compare interpretations, and make valid historical claims.","| History GCSE\u003Cbr>Year 10/11 | Curriculum Intent: The History GCSE course ensures that learners can explain and understand the world around us today considering key themes which demonstrate the relevance of the past in understanding the present. Students study the narrative of 20th century international relations and the forces which shaped those relations with a view to assessing how far these forces are still shaping events today. The course gives learners the chance to study a broad sweep of British history looking at themes that are relevant today from medieval to early modern to modern history. Students develop and extend their knowledge and understanding of specified key events, periods and societies in local, British and wider world history; and the wide diversity of the human experience. They will engage in historical enquiry to develop as independent learners and as critical and reflective thinkers. They will develop the ability to ask relevant questions about the past, investigate issues critically, and make valid historical claims by using a range of sources in their historical context. Students will develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them. |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Units | International Relations 1918 – 2001 (Period study) and USA 1919 – 48 (Non-British Depth study-50%) |  |  |  |  |  |  |  |  |  | The English Reformation c.1520 – c.1550 (British Depth Study) & Castles: Form and Function c.1000 – 1750 (Historical environment-26%) |  |  |  |  |  |  | Power: Monarchy to Democracy in Britain c1000 to 2014\u003Cbr>(British thematic study-24%) |  |  |  |  |  |  |\n| Knowledge | Conflict & Co-operation 1918\u003Cbr>-1939 | The Cold War 1945 – c. 1989 |  | From the end of the Cold War to 9/11 | Changing interpretations of Appeasement and the Origins of the Cold War tensions |  | The “Roaring” 20s | The 1930s and the New Deal |  | The impact of the 2nd World War on US society | Eng lish Reformation c. 1520 – c. 1535 |  | Dissolution of the Monasteries c. 1534 – c1540 | The impact of the Reformation in English parishes c. 1534 – c. 1550 |  | Kenilworth Castle: location, appearance & layout, function, life in the castle over different periods, key events associated with Kenilworth Castle |  | c.1000–c.1485\u003Cbr>Themes: Individuals, institutions and groups with power, Claims to power, Methods of maintaining Power , Challenges to power and power changing hands |  | c.1485 – c.1800\u003Cbr>Themes: Individuals, institutions and groups with power, Claims to power, Methods of maintaining Power , Challenges to power and power changing hands |  |  | c.1800-2014\u003Cbr>Themes: Individuals, institutions and groups with power, Claims to power, Methods of maintaining Power , Challenges to power and power changing hands |  |\n| Interleaving | Key knowledge and skills retrieved from previous learning/units. |  |  |  |  |  |  |  |  |  | Key knowledge and skills retrieved from previous learning |  |  |  |  |  |  | Key knowledge and skills retrieved from previous learning /units. |  |  |  |  |  |  |\n| Understanding | The focus of the period study is on the unfolding narrative of international relations from 1918 – 2001. This unit is at the very core of the whole course as learners will have an understanding of the substantial developments and issues associated with this period, in order to understand the forces and events which shaped the 20th and early 21st century world and how these forces and events have come to shape our world. Students will have an understanding of the ways in which some of the developments have been interpreted differently by different historians and also how and why these interpretations have changed over tim","cbCaimeZ9j4JTQNu","https://ap.wps.com/l/cbCaimeZ9j4JTQNu","pdf",460570,1,"English","en",105,"# Curriculum Intent\n## Units and Depth Studies\n## Knowledge Themes\n## Interleaving\n## Understanding Focus\n## Skills","[{\"question\":\"What is the main purpose of the GCSE History course for learners in Year 10/11?\",\"answer\":\"The course enables learners to explain and understand the present by exploring key themes showing the relevance of the past, linking historical forces and events to today.\"},{\"question\":\"Which major areas are studied in the period and depth components?\",\"answer\":\"Students study international relations from 1918–2001 in the period study and focus on the USA from 1919–48 in a non-British depth study, alongside a British depth study of the English Reformation.\"},{\"question\":\"How do students develop historical enquiry and skills?\",\"answer\":\"Learners construct structured written work, use and evaluate evidence and sources, develop hypotheses and conclusions, and evaluate different historical interpretations using relevant historical terms and concepts.\"}]","GCSE History Curriculum Map - 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