History
“History is a compass that you locate yourself on the map of human Geography, politically, culturally and financially”
Curriculum Vision
The study of history is not only a study of the past but also the future. Pupils develop important skills such critical thinking and analysis which allows them to understand what has happened and what can happen. Through the study of different eras and different regions, pupils are exposed to a variety of societies, cultures and world stories.
Key Stage 3
Pupils learn about a broad range of British, European and World History at Key Stages 3. Pupils are introduced to key historical skills including analysis, interpretation and source work.
Year 7
In Year 7 pupils will study the development of Church, state and society in Medieval Britain 1066-1509. Pupils will be exposed to challenging questions about the significance of key developments in both English and world History.
Topics assessed in each Challenge Week
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Year 7 Topics |
Why and how healthcare had changed through time. Substantive knowledge: The development of medicine through time. Exploring the key factors that caused change such as the role of the individual, society and science and technology. Disciplinary knowledge: What is history? How do we identify the similarities and differences between time periods? How do we explain the causes of why medicine changed through time? How to we make informed judgements as to the most important factors in explaining why the history of medicine has changed?
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Why were the Kingdoms of West so great? & How far did England change under William I? Substantive Knowledge: The study of Mali, Ghana, Nigeria and the Benin empire What was the Battle of Hastings? What changes did William I make to England? Disciplinary knowledge: Why and how does the definition of history change from the prospective of different regions and cultures? How can we use evidence to explain West Africa’s history? How did William I changed how he governed England? What makes William I so significant to England’s History?
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Was the Black Death bad for everyone? & Islamic World Substantive Knowledge: The causes and impact of the Black Death.
Why is the Black Death considered significant for changes in society? How did the Black death give more power to the peasants?
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Why are the Tudors significant? Substantive Knowledge: Early European History – the impact of pupils will have understood the significance of the Reformation and the effects it had on the English population Disciplinary knowledge: Why was there a reformation on the Catholic church? What was the cause and effects of the changes to religion in England under each Tudor Monarch?
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Intent |
In Year 7 pupils will study the development of Church, state and society in Medieval Britain 1066-1509. Pupils will be exposed to challenging questions about the significance of key developments in both English and world History. |
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Year 8
In Year 8 pupils will be looking at the Enlightenment and how new ideas influenced political power. Pupils will also look at the development in society and how new ideas challenge old ideas. Pupils will be exposed to difficult histories such as the impact of the British Empire and the Slave Trade as well as evaluating the successes of the Civil Rights movement.
Topics assessed in each Challenge Week
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Year 8 Topics |
Why did the English kill their King? Substantive knowledge: 17th century British History – The period of the Enlightenment and challenges to power. Understand what Divine Right of Kings was Disciplinary knowledge: Why did the Enlightenment cause the English to challenge feudal authority? To consider the differences between the English Civil War and the French Revolution.
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Why did the French kill their King? & How should Historians remember the British Empire? Substantive Knowledge: 17th century British History – The period of the Enlightenment and challenges to power. Understand what Divine Right of Kings was To know what the British Empire was and the significance Disciplinary knowledge: Why did the Enlightenment cause the French to challenge feudal authority? To consider the differences between the English Civil War and the French Revolution. Evaluate the impact the British empire had different countries To consider how we should remember the British Empire |
Why did the Slave trade start and end? & Explain how African Americans achieved “equality?” Substantive Knowledge: African History – the causes and the impact of the Slave Trade within the British Empire and the world. What was the Civil Rights movement? Who were they key Civil Rights campaigners? Disciplinary knowledge: To evaluate the role of the British Empire in causing the Slave Trade To evaluate the role of the economy, Slave campaigners and Slave resisters in ending the slave trade? To evaluate the role of Martin Luther King and other key reforms in achieving equality for American Americans.
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Explain why there had been migration to Britain between Ancient times to modern day. Substantive knowledge: The development of migration through time. Exploring the key factors that caused change such as the role of the individual, society and religion Disciplinary knowledge: To identify the similarities and differences between time periods How do we explain the causes of why migration changed through time? How to we make informed judgements as to the most important factors in explaining why the history of migration has changed?
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Intent |
In Year 8 pupils will be looking at the Enlightenment and how new ideas influenced political power. Pupils will also look at the development in society and how new ideas challenge old ideas. Pupils will be exposed to difficult histories such as the impact of the British Empire and the Slave Trade as well as evaluating the successes of the Civil Rights movement. |
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Year 9
In Year 9 pupils study the challenges for Britain and the wider World. Pupils will look at the causes of the World Wars, evaluating the social changes that took place following the wars including attitudes towards the mentally ill, women’s rights and the conflict in the Middle East.
Topics assessed in each Challenge Week
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Year 9 Topics |
Was it two bullets that started World War One? Substantive knowledge: 20th century History, War and conflict – World War One and the rise of Hitler. Disciplinary knowledge: To evaluate the role of the alliances, arms race and the assassination of Archduke Franz Ferdinand in causing World War One
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Why was Hitler elected chancellor in 1933? & How far do you agree that it was the role of Perpetrators that allowed the Holocaust to happen? Substantive Knowledge: 20th century History, War and conflict – The rise of Hitler. 20TH century World History – the Holocaust. Disciplinary knowledge: To evaluate the significance of the Treaty of Versailles, Wall Street Crash and the role of Hitler in allowing him to be elected in 1933. To evaluate the multiple causes of the Holocaust as well as evaluating the roles of perpetrators, bystanders and collaborators. To understand the long term effects of the Holocaust |
Why did women get the vote in 1918? & Explain why Israel was established in 1948? Substantive Knowledge: To evaluate the extent that women’s lives changed following the First World One To understand why women got the vote in 1918 20th century World History – The United Nations, Britain and Palestine. Disciplinary knowledge: To evaluate the impact of the Holocaust of the establishment of Israel How has foreign involvement in Palestine created conflict between Palestinians and Jewish people?
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How far do you agree that the introduction of pharmaceutical drugs was the reason that asylums closed down. Substantive knowledge: Mental Health through time – 1600 to present day Disciplinary knowledge: How has the role of society and the government influenced how mentally ill people were treated through history?
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Key Stage 4
At GCSE pupils study the Edexcel History specification. This covers a broad range of time periods as well as both British and World History. The exam papers are:
Paper 1 – Thematic Study
(1 hour 15 minutes)
Medicine in Britain from 1250-present day - what factors have caused change and continuity across different ages and aspects of society? What key events, people and developments have shaped medicine and how can we make comparisons between the different periods studied?
The British Sector of the Western Front - pupils develop the skills to analyse historical documents with a focus on medicine and surgery during the First World War
Paper 2: Period Study and British Depth Study
(1 hour 45 minutes)
Superpower Relations and the Cold War 1945-1991 - The Origins of the Cold War; Cold War Crises e.g. the Cuban Missile Crisis; The End of the Cold War
Early Elizabethan England, 1558-1558 - a detailed study of society, people and events. Pupils need to show an understanding of how the different aspects of the period fit together
Paper 3 - Modern Depth Study
(1 hour 20 minutes)
Weimar and Nazi Germany, 1918-1939 - This depth study focuses on a substantial and coherent short time span and requires pupils to understand the complexity of a society or a historical situation and the interplay of different aspects within it. Pupils learn to analyse historians’ views of the past as well as documents from the time.
Topics assessed in each Challenge Week (KS4)
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Year 10 Topics |
Crime and Punishment: c1000 – c1500 |
Crime and Punishment: c2000 to present and White Chapel case study. And Weimar and Nazi Germany: The Weimar Republic The rise of Hitler |
Weimar and Nazi Germany: Nazi control and dictatorship Life in Nazi Germany |
Early Elizabethan England: Queen, state and succession Challenges in Early Elizabethan England |
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Year 11 Topics |
Early Elizabethan England: Social changes in Elizabethan England The American West: The Early Settlement And The American West: Development on the Plains |
The American West: Conflict on the Plains |
Exam preparation |
Exam preparation |