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HistoryMain

Intent

We endeavour to create an enthusiastic learning environment at all levels where students are encouraged to reach their own conclusions through discussion and debate. We support students in understanding the world around them at a national and global level by helping them to start to understand the past, consider how decisions were made, and what the causes and consequences of those decisions were.

Introduction 

We aim to help students understand the world in which we live today through studying events in the past.  We use a variety of learning techniques to help students develop communication and written skills. They will find out about the causes and consequences of events locally, nationally and internationally.  We aim to develop important historical skills through the use of sources and to comprehend and apply essential concepts such as utility, provenance and significance. The factors of power and economics are at the core of many lessons, as well as human behaviour where delicate issues such as racism, religious intolerance and gender inequality are confronted.

Although History is a very important subject to support citizenship and to build a life-long interest, it is also very skills-based. It requires and promotes important life skills that are essential in the world of work and an understanding of life today. Students learn to process information and quantify its utility, as well as develop frameworks to communicate ideas and to demonstrate debate and argument. These skills are essential for businesses and careers in media, public service and human resources. At university level  it is a ‘facilitating’ subject which means it is required more than others for courses such as journalism, business, the civil service, the police, the law and teaching where an analytical mind is needed to debate and problem solve challenging projects.

History is a route to many careers and helps the development of students’ skill sets through the use of historical sources and emphasis upon questioning their significance and utility. Students will produce both oral and written answers that demand evidence and explanation. They will come to understand such key concepts as propaganda, bias and opinion.

Examples of cross-curricular links

English:

Non-fiction reading - source materials 

Vocabulary strategy - subject-specific vocabulary is taught explicitly

Purpose and audience writing - debate, argue, and justify. 

Science: Medicine through time 
Humanities: Prejudice and discrimination, social issues
Arts: Historical impact on development of art, music, architecture, literature.

 

Examples of Cultural Capital entitlement from NC

  • Knowledge and understanding of key historical events in the history of the UK
  • Understanding of political influences on decisions and development
  • Knowledge and appreciation of cultural differences world-wide
  • Appreciation of the impact of historical events on the development of society

Key Stage 3

The study of History at Key Stage 3 provides our students with the opportunity to experience over a thousand years of life in all its variety. They will learn about both ordinary people and extra-ordinary events; through lessons that are varied and interesting. Students will develop skills in handling historical sources and in expressing their views in written answers, considering argument and explanation. They will be encouraged to discuss and debate. The purpose of History at Key Stage 3 is not simply to know facts but to search for meaning in those facts and to develop skills that will be valuable in the future.

Year 7

Term 1 Term 2 Term 3
The Conquest of England 1066 and battle of Hastings, The Conquest and the Normans The Development of Church and state in Medieval England Life in the Middle Ages Medieval towns and villages
Term 4 Term 5 Term 6
Early Modern monarchs and the Crown v the Church The Early Tudors

Edward VI and the Church
Lady Jane Grey
Bloody Mary
Elizabeth I

 

Year 8

Term 1 Term 2 Term 3

The development of church, state and society 1603-1649


The Stuarts

The development of church, state and society 1649-45 Slavery and Empire
Term 4 Term 5 Term 6

The Empire

The Industrial Revolution

The Industrial Revolution 1745-1901

Conditions in towns Factories Workhouses

Victorian England

 

Year 9

Term 1 Term 2 Term 3
The First World War Inter-war Europe World War 2 Challenges for Britian
Term 4 Term 5 Term 6
Impact of World War 2 Conflict in the East

Conflict in the East

 

Example of skill progression

Chronological approach to the study of church, society and politics in the UK with increasing complexity from describe to explain to justify.

 

Key Stage 4

The History GCSE focuses on the importance of learning from history as well as specific skills that students develop through their use of historical sources, in written answers and by discussion and debate.

Studying History to GCSE supports students in their A level or college courses as well as careers in areas such as journalism, the law and business.

Examination: AQA 8145

Paper 1: Understanding the modern world

1. Conflict in the East: Korea and Vietnam

This wider world depth study enables students to understand the complex and diverse interests of different states and individuals and the ideologies they represented. It considers the role of nationalist movements in causing and sustaining conflict. It focuses on the causes and events of the Cold War in Asia and seeks to show how and why conflict occurred and why it proved difficult to resolve the tensions which arose. This study also considers the role of key individuals and groups in shaping change, as well as how they were affected by and influenced international relations.

2. America, 1840–1895: Expansion and consolidation

This period study focuses on the development of America during a turbulent half century of change. It was a period of expansion and consolidation – the expansion to the west and consolidation of the United States as a nation. Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in bringing about change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them.

Paper 2: Shaping the nation

1. Britain: Health and the people: c1000 to the present day

This thematic study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes, scale, nature and consequences of short and long term developments, their impact on British society and how they were related to the key features and characteristics of the periods during which they took place. Although the focus of this study is the development of medicine and public health in Britain, it will draw on wider world developments that impacted on the core themes. Students will have the opportunity to see how some ideas and events in the wider world affected Britain and will promote the idea that key themes did not develop in isolation, but these ideas and events should be referenced in terms of their effects on the core theme for Britain and British people.

2. British depth studies.  Norman England, c1066–c1100

This option allows students to study in depth the arrival of the Normans and the establishment of their rule. The depth study will focus on major aspects of Norman rule, considered from economic, religious, political, social and cultural standpoints of this period and arising contemporary and historical controversies.

Both examinations will take place at the end of year 11. Both are one hour and forty-five minutes and contain source questions and knowledge questions. Both papers are 50% of the final grade.

Year 10

Term 1 Term 2 Term 3

Conflict in the East

The development of the Korean War: the UN campaign in South and North Korea

The end of the Korean War: Sino-American relations.

Conflict in the East Part two: The Viet Cong and causes of the Vietnam War Escalation of conflict in Vietnam  

The US involvement. Consequences for the war.     

Part three: The ending of conflict in Vietnam

Medicine and Health through Time 1000-2000 AD       

Part one: Medicine stands still. Medieval medicine: approaches.       

Part two: The beginnings of change. The impact of the Renaissance on Britain.

Term 4 Term 5 Term 6

Medicine and Health Through Time

Part three: A revolution in medicine

The development of Germ Theory and its impact on the treatment of disease in Britain Improvements in public health.

Medicine and Health through

Part four: Modern medicine

Modern treatment of disease: the development of the pharmaceutical industry

America

Part one: Expansion: opportunities and challenges

 

Year 11

Term 1 Term 2 Term 3

America

Part two: Conflict across America

Increasing conflict on the Plains.

America

The background to the American Civil War.

Part three: Consolidation: forging the nation

The aftermath of the American Civil War.

Norman England

Part one: The Normans: conquest and control.

The historic environment of Norman England

The study will focus on a particular site in its historical context

Term 4 Term 5 Term 6

Norman England

Part two: Life under the Normans

Feudalism and government

Norman England

Part three: The Norman Church and monasticism

Revision

 

Example of skill progression

Debate and written skills progress from supporting an opinion, to evaluation and justification.

 

Key Stage 5

The skills that students develop in History A level are transferable and essential to work in, for example, journalism, the law and in business. History is a rigorous academic subject; highly regarded at university level as it offers both written and communication skills that are demanded in the Twenty-first Century.

There are two written examinations, both at the end of year 13. Both are two hours and thirty minutes and contain a compulsory source question and three questions of which candidates choose two. Both papers are 40% of the final grade. The final 20% of the grade is from the research coursework element.

1. Paper 1G Challenge and Transformation Victorian Britain, c1851–1964

This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions:

  • How did democracy and political organisations develop in Britain?
  • How important were ideas and ideologies?
  • How and with what effects did the economy develop?
  • How and with what effects did society and social policy develop?
  • How and why did Britain's relationship with Ireland change?
  • How important was the role of key individuals and groups and how were they affected by developments?

 

2. Paper 2O   Democracy and Nazism: Germany, 1918–1945

This option provides for the study in depth of a period of German history during which a newly developed democratic form of government gave way to a dictatorial Nazi regime. It explores political concepts such as 'right' and 'left', nationalism and liberalism as well as ideological concepts such as racialism, anti-Semitism and Social Darwinism. It also encourages reflection on how governments work and the problems of democratic states as well as consideration of what creates and sustains a dictatorship.

3. The coursework which is a piece of independent research is 20% of the final grade.

Our topic is 100 years of the Stuarts. Britain 1602-1703

Year 12

Term 1 Term 2 Term 3

Challenge and Transformation Victorian Britain, c1851–1886

Germany.

Democracy 1918–1925

Challenge and Transformation Victorian Britain, c1851–1886

Germany.

Democracy 1918–1925

Challenge and Transformation Victorian & Edwardian Britain, c1851–1914

Democracy and Nazism: Germany, 1918–1933

Term 4 Term 5 Term 6

Challenge and Transformation Victorian & Edwardian Britain, c1851–1914

Democracy and Nazism: Germany, 1918–1933

An Independent Study. Seventeenth Century Britain An Independent Study. Seventeenth Century Britain

 

Year 13

Term 1 Term 2 Term 3

Challenge and Transformation: Britain, c1851–1939

Democracy and Nazism: Germany, 1918–1939

Challenge and Transformation: Britain, c1851–1939

Democracy and Nazism: Germany, 1918–1939

Challenge and Transformation: Britain, c1851–1964

Democracy and Nazism: Germany, 1918–1945

Term 4 Term 5 Term 6

Challenge and Transformation: Britain, c1851–1964

Democracy and Nazism: Germany, 1918–1945

Revision  

 

Example of skill progression

Skills of evaluation and justification are refined further considering the authenticity of supporting evidence and conducting independent research.

 

Careers and progression

Qualification pathways 

The GCSE offered at KS4 prepares students perfectly for the A level offered at KS5, which in turn prepares students for further study at degree or employment.  The skills that students develop in History A level are transferable and essential to work in, for example, journalism, the law and in business. History is a rigorous academic subject; highly regarded at university level as it offers both written and communication skills that are demanded in the Twenty-first Century.

 

Example of successful progressions

Two students from Year13 progressed to higher education/careers in history-related area in 2019.

 

Examples of links to Gatsby benchmark 4 (Linking curriculum to careers) 

Linking curriculum to careers through the promoting of skills such as debate (promoting joining the school debate club). Also, in lesson, drawing parallels between the need for testing of bias and accuracy and how it links to careers such as media. There is an opportunity to go to Auschwitz in sixth form, where students then become ambassadors, promoting the trust through presentations and public speaking; both of which are key to many careers.

 

Examples of link to Gatsby benchmark 5 (encounters with employers)

In the past we have developed links with local politicians and both Tom Pursglove and Beth Miller have been in to talk with students.

 

Employability skills

Identification of bias, analysis & evaluation, justifying, communication skills.

 

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