History fires students’ curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps students develop their own identities through an understanding of history at personal, local, national and international levels. It helps them to ask and answer questions of the present by engaging with the past. Pupils find out about the history of their community, Britain, Europe and the world. They develop a chronological overview that enables them to make connections within and across different periods and societies. It helps them to develop frameworks by which they can make sense of the world they live in.
As they develop their understanding of the nature of historical study, pupils ask and answer important questions, evaluate evidence, identify and analyse different interpretations of the past, and learn to substantiate any arguments and judgments they make. They appreciate why they are learning what they are learning and can debate its significance.
History prepares pupils for the future, equipping them with knowledge and skills that are prized in adult life, enhancing employability and developing an ability to take part in a democratic society. It encourages mutual understanding of the historic origins of our ethnic and cultural diversity, and helps pupils become confident and questioning individuals.
Key Stage 3 curriculum and assessment
Students will study the Cabot learning federation KS3 history curriculum and will undertake a number of different enquiries across the three year KS3 period.
Year 7 history students will investigate a number of different aspects of European and world history and will seek to answer the following enquiry questions:
- How accurate was Simon Schama’s interpretation of the Battle of Hastings?
- What was it like to live in medieval England?
- How did medieval people respond to the Black Death?
- Meanwhile elsewhere, what was happening in the Islamic world?
- What changed in the Reformation?
- African kingdoms
|Enquiry|| How accurate was Simon Schama’s|
interpretation of the Battle of Hastings?
|What was it like to live in Medieval England, 1066 – 1450?|
|How did Medieval people respond to the Black Death?|
|Meanwhile elsewhere. What was happening in the Islamic world?||What changed in the Reformation?||African Kingdoms|
|Enquiry||Migration: Romans to the Windrush|
· What factors have caused people to come to Britain?
· What have attitudes towards migrants been in Britain?
|What was the impact of transatlantic slave trade at the time?||We need to talk about the Empire||How and why has democracy in Britain changed 1819-1928?|
|Enquiry||Which historian do you most disagree with about the causes of the First World War?||Who do we remember in World War One?||What was it like to live in Nazi Germany?||How and why was the Holocaust possible?|
|1960’s: a decade of revolution?|
Students will be assessed throughout the year and will complete two formal written assessment points in Term 2 and Term 5
Key Stage 4 curriculum and assessment
We study the Edexcel GCSE history specification
Topics studied include:
|Content||% of final grade|
Crime & Punishment c.1000 – present day
Whitechapel, c1870–c1900: crime, policing and the inner city
Early Elizabethan England, 1558–88
Superpower relations and the Cold War, 1941–91
Weimar and Nazi Germany, 1918-39
Pathways beyond school – where could this subject take you?
Many employers and university admission tutors regard History GCSE very highly as it teaches skills of analysis, selecting relevant evidence to support your ideas, and studying changes in society and culture. There are many career pathways for which History would be specifically beneficial, such as politics, law, journalism, teaching, the Armed Forces, heritage site and museum work, clerical work, and many more.