History

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

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.