History

Welcome

Welcome to the History page. Here you will find out everything you need to know about our department including what we teach and how we assess our pupils.


Curriculum Intent

The national curriculum for history aims to ensure that all pupils:

  • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people's lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
  • Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.
  • Gain and deploy a historically grounded understanding of abstract terms such as 'empire', 'civilisation', 'parliament' and 'peasantry'.
  • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.
  • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
  • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Key Stage 3 - Curriculum Implementation

What will our pupils study?

Pupils should extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning. Pupils should identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time. They should use historical terms and concepts in increasingly sophisticated ways. They should pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response. They should understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.

Pupils will focus on:

  • The development of Church, state and society in Medieval Britain 1066-1509.
  • The development of Church, state and society in Britain 1509-1745.
  • Ideas, political power, industry and empire: Britain, 1745-1901.
  • Challenges for Britain, Europe and the wider world 1901 to the present day.
  • A local history study.
  • The study of an aspect or theme in British history that consolidates and extends pupils' chronological knowledge from before 1066.
  • At least one study of a significant society or issue in world history and its interconnections with other world developments.

Curriculum Overview

Key Stage 3 – 2020 Curriculum Recovery Programme

Staff are aware of the impact on pupils’ learning and skill development during the lockdown period and the time not in school. We intend to follow our Schemes of Work as usual but will be mindful of gaps in pupils’ knowledge and the need to practice skill development – all necessary support will be provided to help ensure that progress is made.


How will our pupils be assessed?

Pupils will be assessed using numerical levels from 3 to 8 that identify skills and ability to share knowledge. Assessments will include a testing of knowledge deployment and a range of skills.


Key Stage 4 - Curriculum Implementation

What will our pupils study?

Pupils will study a GCSE course from the AQA board.

The GCSE History content comprises the following elements:

  • one period study
  • one thematic study
  • one wider world depth study
  • one British depth study including the historical environment:

    • Germany, 1890–1945: Democracy and dictatorship
    • Conflict and tension, 1918–1939
    • Britain: health and the people
    • Elizabethan England, c1568–1603 (TBC in line with Ofqual recommendations)

This course provides an opportunity to study key historical events, people, changes and issues of history, in particular the 20th century.

  • A closer look at changes in British society, including the changing roles of women, changing patterns of ethnicity and how young people's lives have changed.
  • A view of history from national and international perspectives.
  • A detailed look at the most dramatic and troubled periods of human history.
  • An appreciation of how learning from past events can help improve the future.
  • An insight into international relations, global conflict and political developments in key countries

Curriculum Overview

Key Stage 4 – 2020 Curriculum Recovery Programme

  • We are looking to provide more teacher support within lessons
  • We are holding revision sessions to reinforce learning and support skill development
  • We are hoping to provide even more resources and teaching materials to ensure that all KS 4 pupils have the best possible opportunity to fulfil their potential 

Key Stage 4: 2020 – Changes to content 

This extract below has been taken directly from our examination board, AQA

‘’Students entering for GCSE History exams next summer will have a choice of studies with one compulsory study. This means that in summer 2021, AQA GCSE History students will only have to answer questions on three out of four studies.

The compulsory study for all students will be the wider world depth study (Paper 1, Section B). Students will then answer questions on two out of the following three studies:

  • period studies (Paper 1, Section A)
  • thematic studies (Paper 2, Section A)
  • British depth studies with the historic environment (Paper 2, Section B).

There will be no changes to the questions themselves or the associated mark schemes. However, in order to ensure a comparable experience for all students, marks for SPaG (Spelling, Punctuation and Grammar) will be retained on the compulsory study but removed from the Thematic study which is now optional. We’re also changing the time allowed in the exam to one hour per study, meaning that there will be three hours of exam time in total’’.


How will our pupils be assessed?

Paper 1

In section A there is a choice of four period studies, each with a focus on two key developments in a country's history over at least a 50-year period. We study Germany 1890 - 1945.

In section B there is a choice of five wider world depth studies. These focus on international conflict and tension. We study International Relations - Conflict and Tension 1918 - 1939

How it's assessed

  • Written exam: 1 hour 45 minutes
  • 84 marks (including 4 marks for spelling, punctuation and grammar)
  • 50% of GCSE

Questions

  • Section A – six compulsory questions (40 marks)
  • Section B – four compulsory questions (40 marks)
  • Plus 4 marks for spelling, punctuation and grammar

Paper 2

What's assessed?

In section A there is a choice of three thematic studies, which look at key developments in Britain over a long period. We study Medicine Through Time focusing on Britain.

In section B there is a choice of four British depth studies incorporating the study of a specific historical environment. We study Elizabethan England.

How it's assessed

  • Written exam: 1 hour 45 minutes
  • 84 marks (including 4 marks for spelling, punctuation and grammar)
  • 50% of GCSE

Questions

  • Section A – four compulsory questions (40 marks)
  • Section B – four compulsory questions (40 marks)
  • Plus 4 marks for spelling, punctuation and grammar

The current Year 11 will be subject to the changes outlined in the previous section.


How have our KS4 pupils progressed so far?



2020
2019
4+ “standard” pass
81%71%
5+ “strong” pass
63%64%

What can it lead to?

The skills that you started to learn in Years 7 and 8 will be developed in Years 9, 10 and 11. The skills of evaluation, interpretation and analysis are needed in every subject across the curriculum. Results, data and statistics in Maths and Science are interpreted and poems in English are evaluated and interpreted for example.

Careers include: Teacher, Archivist, Costume Designer, Museum Worker, Archaeologist, Travel Agent, Antiques Dealer, Civil Service, The law, Local Government, Politics, Journalism and Market Research. There are a wide variety of jobs because of the skills learned from the course.


Accommodation & Resources

History forms part of the Humanities Faculty. The faculty occupies eight rooms and we have recently moved into a brand new state of the art building. Each room is fitted with an interactive touchscreen, access to the internet and the facility to play DVDs. The faculty is well resourced with a range of textbooks and DVDs. Each pupil on the GCSE history course has their own text book and access to other resources.


Summary

The history department seeks to fulfil the potential of all pupils at both key stages. We seek to instil in them an appreciation of the importance of history in helping them to understand and explain the world around them. Through the study of history we hope to enable them to take a positive place in society as fully rounded and aware individuals.