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History

Why study History?

Understanding past events and people and their significance gives students a better insight into the world around them. We believe in the importance of not just learning history but learning from history. The study of History equips pupils with the ability to critically analyse source material, assess the merits of different arguments, hone their debating skills, and recognise bias and propaganda

There are three guiding elements which are brought to life in the history curriculum:

Educational excellence: History teachers build a deepening knowledge of the past and reverence for its people. They engender an appreciation of how historical figures, both celebrated and forgotten, have contributed to a rich global history allowing historians to preserve the past and inform and educate future generations.

Character development: History teachers develop empathy in our pupils through personal accounts, allowing them to ‘live history’. The past explains the present.

Service to communities: History teachers teach historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

How will I study History?

Pupils will learn to:

develop a love of history through the use of narrative and ‘world building’
develop enquiring minds, a curiosity for understanding why and when
appreciate that knowledge is provisional and revisable through engaging with genuine academic debate about the past and understanding how opinions are formed and the privilege of hindsight
understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses
understand the history of these British Isles as a coherent, chronological narrative, from the earliest times to the present day
know and understand the history of the wider world through significant narratives
ensure breadth and depth range of historical periods, historical places and societies, historical fields of enquiry, schools of historical thought
gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales

What will I study at Key Stage 3?

In year 7, pupils will gain a thematic understanding of the development of Britain through the lens of religion, state and society during the medieval period and Reformation through the use of narratives. Pupils will learn how Britain evolved from a Catholic state to a Protestant one, and the existence of multiple forms of Protestantism. Pupils will investigate how key events in Britain connected to the wider world, as well as having a chronological timeline, and the long-term impacts that resonate today bringing the past into the present.
Topics covered in year 7:

The development of Church, state and society in Medieval Britain 1066-1558

In year 8, through the use of narratives pupils gain a thematic understanding of the development of Britain through the lens of religion, state, industry, empire and society during the Early Modern Era and the Modern Era. Pupils know how Britain developed from an absolute monarchy to a Republic and onto a constitutional monarchy. Pupils know the origins of the British Empire, and the impact of colonisation on the conquered and the conquerors, as well as the impact of industrialisation on Britain.
Topics covered in year 8:

The development of Church, state and society in Britain 1625-1745
The development of ideas, political power, industry and empire: Britain, 1745-1901

In year 9, through the use of narratives pupils gain a thematic understanding of the development of Britain through ideas, political power, trade and empire in the Modern Era. Pupils gain a thematic understanding of the challenges for Britain, Europe and the wider world in the Modern Era. Pupils know the significance of both world wars in shaping our present day, therefore bringing the past into the present. More explicitly, pupils should take away knowledge of how ideas such as communism, fascism and suffrage led to tangible change throughout Europe.
Topics covered in year 9:

Challenges for Britain, Europe and the wider world 1901 to the present day

What will I study at Key Stage 4?

In year 10 and 11, through the use of narratives pupils who will know the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them. The wider world depth study enables pupils to know the complex and diverse interests of different states and individuals and the ideologies they represented. it considers revolutionary movements during this time. Pupil will know the impact of key individuals and groups on international relations.

The thematic study will enable pupils to know how the identity of the people of Britain has been shaped by their interaction with the wider world. Pupils will know the impact and legacy of Empire upon the ruled and the ruling in the context of Britain’s acquisition and retreat from Empire. Pupils will know in depth a specified period, the first 44 years of Norman rule in England.
Topics covered in years 10 and 11:

Conflict and tension: Germany, 1890-1945 : Democracy and dictatorship
Conflict and tension between East and West, 1945-1972
America, 1840-1895: Expansion and consolidation
Conflict and tension: The inter-war years, 1918-1939
Britain: Health and the people: c1000 to the present day
Norman England, c1066-c1100

Assessment

Internal assessments take place task place at regular intervals throughout both KS3 and KS4. Broadly, there are two types of assessment; fluency composite task and a composite test.

Composite fluency tasks are completed at the end of a topic and are used to check whether students are reaching curriculum related expectations.

Composite tests are used to assess the cumulative coverage of the curriculum and check whether learning is sticking over time and if students are reaching curriculum related expectations.

External Examinations

Examination Board: AQA

Paper 1: Understanding the Modern World
Overview	Focus
Written exam (1 hour 45 minutes) 84 marks (including 4 marks for spelling, punctuation and grammar) 50% of GCSE	Section A Period Studies (IB Germany 1890-1945 Democracy and Dictatorship) Section B Wider World Depth Studies (Conflict and Tension 1918-1939)
Paper 2: Shaping the Nation
Overview	Focus
Written exam (1 hour 45 minutes) 84 marks (including 4 marks for spelling, punctuation and grammar) 50% of GCSE	Section A Thematic Studies (2A Britain: Health and the People: c1000 to the present day) Section B British Depth Studies including the Historic Environment (2A Britain: Health and the People: c1000 to the present day)

Enrichment

The department offers a range of educational visits throughout the year such as a visit to Quarry bank mill, The Liverpool Slavery Museum, The Imperial War Museum and an Elizabethan historical site. In lessons, History is brought to life through re-enactments, the exploration of artefacts, original film footage and model making. Pupils can take part in school-wide competitions to increase their engagement and enhance their subject knowledge.

Careers

The study of History can lead to future careers ranging from Researcher, Museum Archivist and Journalist to Librarian, Business Consultant and Editor. Famous History graduates include Louis Theroux (documentary filmmaker, author), Jonathan Ross (TV presenter), Joe Biden (US President) and Gordon Brown (ex-British Prime Minister).