Humanities

History

Subject lead: Alan Roderick

Purpose of study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Key stage 3

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.

In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

Impact - What will I learn?

• 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 [for example, Mughal India 1526-1857; China’s Qing dynasty 1644-1911; Changing Russian empires c.1800-1989; USA in the 20th century]

Key stage 4

Overview

We believe in the importance of learning from history. That's why the school at Key Stage 4 follow a specification that enables students to study different aspects of the past, so they can engage with key issues such as conflict, understand what drives change and how the past influences the present.

The new specification includes some exciting new topics for today’s world that will resonate with students, helping them gain new insights into the world around them

Assessments

Paper 1: Understanding the modern world

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.

In Section B there is a choice of five wider world depth studies. These focus on international conflict and tension.

Written exam: 2 hours

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: Shaping the nation

Written exam: 2 hours

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

Year Plan History

	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Middle School Year 1	6.The study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066   What did the Romans do for us?   2 Continuity and change	1.The development of Church, state and society in Medieval Britain 1066-1509           What caused the Black Death?   2 Cause and Consequence	1.The development of Church, state and society in Medieval Britain 1066-1509     Did the Norman Conquest change anything?   2 Significance   2 Continuity and change	2.The development of Church, state and society in Britain 1509-1745       What did Elizabeth I look like?   3 Source Analysis   4 Interpretation	2.The development of Church, state and society in Britain 1509-1745       What caused the English Civil War?   2 Cause and Consequence	3.Ideas, political power and empire 1745-1901         What was it like to be a slave?   3 Source Analysis   4 Interpretation
Middle School Year 2	4.Challenges for Britain and the wider world 1901 to the present day   What was life like in the Trenches?   3 Source Analysis   4 Interpretation	4.Challenges for Britain and the wider world 1901 to the present day     What caused World War II?   2 Cause and Consequence	4.Challenges for Britain and the wider world 1901 to the present day   What caused World War II?   2 Cause and Consequence	4.Challenges for Britain and the wider world 1901 to the present day     Which was the worst war crime of all?   2 Similarity and Difference	7.At least one study of a significant society or issue in world history and its interconnections with other world developments   Civil Rights Movement   2 Significance	7.At least one study of a significant society or issue in world history and its interconnections with other world developments   Native Americans   3 Source Analysis   4 Interpretation
Upper School Year 1	Paper 2A Britain: Health and the people, c.1000 to the present day.   Paper 2B Norman England c.1066-1100AD
Upper School Year 2	Paper 1A America, 1840-95: Expansion and Consolidation   Paper 1B Conflict and Tension: The inter-war years 1918-39   Revision and exams