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Teaching & Learning

History

Bringing the past to life

To inspire and ignite a passion for who we are and where we came from. To promote curiosity and understanding of events of the past.

The History Team
Mrs L Thornham Lead Practitioner - History (Acting)
Mrs R Pattison Lead Practitioner - History (Maternity)
Mr M Bainbridge Teacher of History
Miss J Fields Teacher of History
Mr R King Teacher of History
Miss H Putnam Teacher of History
Mr J Thornham Head of Wilberforce House. Teacher of History
   

The Curriculum

Years 7 and 8
All young people study history for 2 hours each week in both Year 7 and Year 8. 

Year 7

Historical skills and terms – Pre 1066: Romans

Norman Conquest

Castles

Murder of Thomas Beckett

Black Death

Peasants’ Revolt

Tudor England

Gunpowder Plot

English Civil War

Year 8

Industrial Revolution

Slavery

Titanic

Suffragettes

World War One

Rise of Hitler

World War 2

Holocaust

American Civil Rights

The history curriculum at key stage 3 has been designed to enable students to develop a chronological knowledge and understanding of a range of significant historical events.

Historical skills including narrative accounts, explanation, cause and consequence, analysis and interpretation of sources are developed across each unit.

Years 9, 10 and 11

All young people choose to study either history or geography in years 9, 10 and 11; many choose to study both.

Students follow the Edexcel GCSE History specification.

Course Content:

The course is in five parts:

  1. A British depth study - Anglo-Saxon and Norman England, c1060–88.
  2. Modern depth study - The USA, 1954–75: conflict at home and abroad.
  3. A European or wider-world depth study (period study) – The American West c1835-c1895.
  4. A thematic study involving the study of people, events and developments drawn from all time periods – Medicine in Britain c1250-present.
  5. Historic environment – The British sector of the Western Front 1914-1918: injuries, treatment and the trenches.

Overview of Years 9, 10 and 11

Year 9

Autumn Term

A British depth study – Anglo-Saxon and Norman England, c1060–88:

1060-66 Conquest, 1066-87 William in power, 1066-88 Norman England

Spring Term/Summer Term

A thematic study involving the study of people, events and developments drawn from all time periods – Medicine in Britain c1250-present:

Medieval medicine, Renaissance medicine, 18/19th century medicine, 20th/modern medicine, Medieval medicine

Year 10

Autumn Term

Historic environment – The British sector of the Western Front 1914-1918: injuries, treatment and the trenches:

The Context of the British Sector on the Western Front, Medical Treatments on the Western Front, The significance of the Western Front for experiments in surgery and medicine

Spring Term/Summer Term

A European or wider-world depth study (period study) – The American West c1835-c1895:

1835-62 Early settlement of the West, 1862-76 Development of the Plains, 1976-95 Conflict and conquest

Year 11

Autumn Term

The USA, 1954-1975: conflict at home and abroad:

The Development of the Civil Rights Movement, 1954-60, Protest, progress and radicalism, 1960-75

Spring Term/Summer Term

US involvement in the Vietnam War, 1954-75, Reactions to US involvement in the Vietnam War, 1964-75, Revision

Assessment

Assessment is continuous in the classroom. Teachers regularly question and use low stakes testing to check understanding.  Feedback is provided verbally lessons and in exercise books as appropriate. 

At regular intervals, Key Marked Work assesses how well knowledge and skills have been learned.  Students receive more detailed written feedback on this work, sharing WWW (What Went Well) and how TIF (To Improve Further).  After each piece of Key Marked Work students will respond on their TIF, which is often posed as a question, completing their MRI (My Response Is).

Each year students also complete an end of year examination.

GCSE External Assessment

The GCSE course is assessed through three exam papers:

Paper 1

Thematic study and historic environment

30%

Paper 2

Period study and British depth study

40%

Paper 3

Modern depth study

30%

Homework and Additional Resources

Across the year groups, teachers will set homework as appropriate.  Homework will be set to enhance learning not simply for the sake of setting homework.  This may include written work, research or revision.  In addition, students are encouraged to:

  • Read the daily broadsheet newspapers (or their associated Apps) to develop knowledge and understanding of the world today. 
  • Learn carefully and accurately the meaning of key words provided in class.
  • Use the revision resources provided in year 11.  

All students in years 7, 8 and 9 are encouraged to complete the History activities in their Learning Beyond the Classroom booklets. 

At Key Stage 3 students can also be encouraged to read historical novels to assist their learning, such as Kevin Crossley-Holland’s Arthur and the Seeing Stone (Year 7), Mary Hooper’s Fallen Grace or Michael Morpurgo’s Private Peaceful (Year 8). Students may enjoy watching or reading the Horrible Histories series.

Additional resources to support learning in GCSE History: 

http://www.bbc.co.uk/schools/gcsebitesize/history/

https://www.gcsepod.com

https://www.historyapp.pixl.org

We also recommend the purchase of revision guides through the school to further assist students’ work outside the classroom. 

N.B.  Where required, passwords have been provided to students directly.  For further support with passwords, please contact your Head of House.

Sixth Form

A-Level students follow the AQA A Level History specification.

Aims of the course:

This course examines three areas:  The Tudors, Democracy and Nazism and a Historical Investigation.  Through these students develop skills in dealing with problems of bias and prejudice; identify responses why particular events happen and understand the role of individuals in shaping these events.

Course Content:

This course examines three areas: 

The Tudors:  England, 1485 – 1603

Consolidation of the Tudor Dynasty: English, 1485 – 1547

England: Turmoil and Triumph, 1547-1603

Democracy and Nazism: Germany, 1918 – 1945

The Weimar Republic, 1918-1933

Nazi Germany, 1933-1945

Historical Investigation (coursework)

3000 - 3500 words

Through these students develop skills in dealing with problems of bias and prejudice; identify responses why particular events happen and understand the role of individuals in shaping these events.

Year 12 

Autumn Term/Spring Term

Consolidation of the Tudor Dynasty: English 1485 - 1547:

Henry VII, 1485-1509, Henry VIII, 1509-47

Democracy and Nazism: Germany 1918-1945:

The establishment and early years of the Weimar Republic, 1918-24, The ‘Golden Age’ of the Weimar Republic, 1924-28, The Collapse of Democracy, 1928-33

Summer Term

NEA, Historical Investigation (CWK) American Civil Rights

Year 13

Autumn Term/Spring Term

England: Turmoil and Triumph, 1547 1603:

Instability and consolidation: ‘the mid-Tudor crisis’, 1547-63 Edward VI, Mary I, Elizabeth 1563-1603

Nazi Germany, 1933 - 1945:

The Nazi Dictatorship, 1933-39, The Racial State 1933-41, The impact of War, 1939-45

Summer Term

Revision

Assessment:

The course is 100% examination:

  • 80% Examination
  • 20% Coursework

Independent learning and additional resources:

  • Read around the subject.  Developing independent skills is a must. Students are provided with a reading list designed to support their learning. The Library has many useful books and the internet can be used to research topics further. Textbooks and revision guides are also available to purchase from the school.

We would also recommend the purchase of textbooks or revision guides through the school to further assist independent learning work. 

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All information is correct at the time of publication. Changes made to update courses may not be reflected immediately.