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The most important reason to study History is it teaches students to think and reflect on the key events that have formed our political ideals, economic growth, cultural values and religious traditions. History is important because it allows us to understand our past, which in turn allows to understand our present. If one studies History there are particular patterns which tend to repeat themselves. It is the job of the Historian to identify these patterns, to interpret their origins and to analyse their consequences for present and future developments.

The intent of our History curriculum is to inspire students to develop a love and enjoyment of the study of History and to develop in students a sense of ‘how we got here.’

In particular, the intent is to enable students to acquire:

  • a coherent chronological framework, including the changes and continuities, in the diverse history of Britain and the wider world that enables them to make sense of new knowledge

  • an understanding that history is constructed from an incomplete record of the past and is therefore contested

  • an understanding of key historical concepts such as causation and significance

To allow students to develop:

  • enquiring minds and an ability and desire to ask perceptive questions about the past;
  • research skills of increasing rigour to enable and nurture independent study and enquiry about different aspects and perspectives of the past on a variety of scales;
  • the skills of constructing analytical arguments which will allow them to be inquisitive citizens;

To give them the ability, should they so wish, to:

  • take advantage of the challenge of studying history at higher levels;
  • and regardless of ability, to have a love of and a curiosity for, history throughout their lives.

Key Stage 3

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.

Our Key Stage 3 curriculum is designed to offer full coverage of the national curriculum, ensuring that pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • 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 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
  • 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.

Year 7

Term 1

  • The skills of an historian.
  • Anglo-Saxon England and
  • Why did William win the Battle of Hastings?

Term 2

  • The changing political power of Kings, including the building of castles, the Domesday Book and the Magna Carta.
  • The Medieval Church

Term 3

  • Living and working in the Middle Ages
  • Black Death and Medieval Medicine

Year 8

Term 1

  • Portraits 1500-1750
  • The Reformation and reasons for the changes in the Church in the Sixteenth Century.
  • Crown vs. Parliament: the battle for power during the Seventeenth Century

Term 2

  • Oliver Cromwell
  • London in the seventeenth century and how did this reflect changes in science and culture?

Term 3

  • Local History Study – Bess of Hardwick
  • The Big History of Slavery – a study through time.

Year 9

Term 1

  • Industrial Revolution
  • Democracy
  • The First World War – causes and events

Term 2

  • Russia in Revolution – causes, events and consequences
  • World War Two and post-World War Two Britain – immigration and the changing nature of British society

Term 3

  • The Holocaust.
  • Begin GCSE course – Medieval Medicine

 Key Stage 4

Edexcel GCSE History

Introduction.

The Pearson Edexcel Level GCSE (9–1) in History consists of three externally examined papers.

Paper 1: Thematic study and historic environment studied in Year 10

Written examination: 1 hour and 15 minutes

Content overview

Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches.

Assessment overview

Section A: Historic environment

Students answer a question that assesses knowledge plus a two-part question based on two provided sources.

Section B: Thematic study

Students answer three questions that assess their knowledge and understanding. The first two questions are compulsory. For the third question, students answer one from a choice of two.

Paper 2: Period study and British depth study (Option 25: The American West and Tudor depth options)

Written examination: 1 hour and 45 minutes (studied in Year 10 and Year 11)

Content overview

Students take the following British depth study option:

Early Elizabethan England, 1558–88.

Students also take the following period study option:

The American West, c1835–c1895

Assessment overview

Section A: Period study

Students answer three questions that assess their knowledge and understanding. The first two questions are compulsory. For the third question, students select two out of three parts.

Section B: British depth study

Students answer a single three-part question that assesses their knowledge and understanding. The first two parts are compulsory. For the third part, students select one from a choice of two.

Paper 3: Modern depth study

Written examination: 1 hour and 20 minutes (studied in Year 11)

Content overview

Students take the following modern depth study:

Weimar and Nazi Germany, 1918–39

Assessment overview

Section A

Students answer a question based on a provided source and a question that assesses their knowledge and understanding.

Section B

Students answer a single four-part question, based on two provided sources and two provided interpretations.

Exam Board: Pearson Edexcel

For further details please visit: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html

 Key Stage 5

AQA A level History

A-Level will take two papers. Unit One on Germany 1871-1991 and Unit Two on the English Revolution 1625-60.

There are three modules in the course:

HIS1L: Germany 1871-1991. This module is assessed through one 2hr 30min written examination comprising 40% of the A Level.

HIS2E: The English Revolution 1625-1660. This module is assessed through one 2hr 30min written examination comprising 40% of the A Level.

HIS3: Historical Enquiry - Tudor Rebellions. This module is assessed through a piece of coursework comprising 20% of the A Level.

UNIT 1L: Germany 1871-1991 

Part One: Empire to democracy, 1871–1929.

Year 12

The Kaiserreich, 1871-1914.

  • Political authority: the extent and make-up of the German Empire in 1871; the 1871 constitution; the role of Emperor and Chancellor; political groupings and parties and their ideologies
  • Government and opposition: Kaiser Wilhelm I and government under Bismarck; their personalities and policies; the role of the Reichstag; the struggle between autocracy and democracy; the development of parties and political opposition
  • Government and opposition: Kaiser Wilhelm II and his chancellors; personalities and policies; the place of the Reichstag; the struggle between autocracy and democracy; the development of parties and political opposition
  • Economic developments: industrial expansion; old and new industries; trade and wealth
  • Social developments: the class hierarchy; elitism and the culture of militarism; the condition of the working people
  • The political, economic and social condition of Germany by 1914

Empire to Democracy, 1914-1929

  • Political authority: the political impact of the First World War on Germany; political change and breakdown by 1918; the 1918 revolution; the establishment of democratic government in the Weimar constitution
  • Government and opposition to 1924: post-war political problems; attempted coups and the opposition of left and right; the occupation of the Ruhr; the working of Weimar government; its strengths and weaknesses
  • Government and opposition 1924–1929: the impact of the Ruhr invasion and the leadership of Stresemann; degree of governmental change; degree of opposition
  • Economic developments: the impact of war; post-war economic problems and policies; reparations; hyperinflation; Dawes and Young Plans and foreign loans; industrial growth; agriculture
  • Social developments: the effect of war on German society; social and cultural changes in Weimar Germany
  • The political, economic and social condition of Germany by 1929

Part Two: the impact of Nazism, war and division, 1929–1991

Year 13

The Nazi experiment, 1929–1949

  • Political authority 1929–1945: the collapse of Weimar democracy and the establishment of the one-party authoritarian Nazi State; the roles of Hindenburg and Hitler
  • Government and opposition to 1945: Nazism as an ideology and in practice; Hitler’s style of government; the Terror State; opposition and resistance; key Nazi leaders; the effect of war
  • Political authority and government 1945–1949: post-war occupation and division; the issue of Berlin and the blockade; the division of Germany
  • Economic developments: the impact of the Depression; recovery and development under Nazis in peace and war; the post-war economy
  • Social developments and tensions; Nazi social policies including Volksgemeinschaft and the racial state; Nazi culture; postwar German society and the legacy of Nazism
  • The political, economic and social condition of Germany by 1949

Division to unity: the Federal Republic of Germany, 1949–1991

  • Political authority: Adenauer as Chancellor and establishment of democracy in Western Germany; the constitution, checks and balances; the state of German democracy
  • Government and opposition: governments; parties and policies; chancellors after Adenauer and coalition governments under the three party system; the search for consensus
  • Extra-parliamentary opposition and pressure: student protest; urban terrorism and the Baader-Meinhof gang; environmentalism
  • Economic developments: the growth of the West German economy; the economic miracle and its aftermath; participation in the EEC/EU; impact of the oil crisis
  • Social developments: the effect of the Nazi legacy; standards of living; changes to the position of women, youth, unemployment; social tensions; modern culture
  • The political, economic and social condition of reunified Germany by 1991: Kohl and the drive to reunification; strengths and problems of reunification

UNIT 2E: The English Revolution 1625-1660

Introduction.

This option provides for the study in depth of the challenges faced by those in authority in the years before, during and after the English Civil War. It explores concepts such as Divine Right; arbitrary government, Arminianism, and political and religious radicalism. It also encourages an in-depth understanding of how government works, arbitrary government and consensus, authority and opposition and issues of settlement.

Part One: The Origins of the English Civil War, 1625–1642      

Year 12

The emergence of conflict and the end of consensus, 1625–1629

  • The legacy of James I: religious issues and divisions; relations between Crown and Parliament; relations with foreign powers
  • Monarchy and Divine Right: the character and aims of Charles I; the Queen and the court; the King’s advisers; ideas of royal authority
  • Challenges to the arbitrary government of Charles I: reactions against financial policies; conflict over Church; reactions against foreign policy and the role of Buckingham
  • Parliamentary radicalism; personalities and policies of parliamentary opposition to the King; the Petition of Right; the dissolution of Parliament and the King’s commitment to Personal Rule

An experiment in Absolutism, 1629–1640

  • • Charles I’s Personal Rule: his chief ministers; methods of government; financial policies and the reaction against them
  • • Religious issues: Laud and Arminianism in England and Scotland; the growth of opposition from Puritans
  • • Political issues: the role of Wentworth; policies in Ireland and England; the reactions against the Crown; demands for the recall of Parliament
  • • Radicalism, dissent and the approach of war: the spread of religious radicalism; the Scottish Covenant and the Bishops War; the Pacification of Berwick; the second Scottish war

The crisis of Parliament and the outbreak of the First Civil War, 1640–1642

  • The Divided Political Nation 1640: the recall of Parliament; the strengths and weaknesses of Charles I; the strengths and divisions of parliamentary opposition
  • Pym and the development of parliamentary radicalism: Pym’s personality and aims; the Grand Remonstrance; the London mob; popular radicalism
  • Conflicts between Crown and Parliament: attempts to impose royal authority and the development of a Royalist Party; the execution of Strafford and its political consequences
  • The slide into war: the impact of events in Ireland; the failed arrest of the Five Members; local grievances; failure of negotiations between the King and the Long Parliament; military preparations for war

Part Two: Radicalism, Republic and Restoration, 1642–1660.     

Year 13

War and radicalism, 1642–1646

  • The First Civil War: the strengths and weaknesses of the political and military leadership of the Royalist cause
  • The First Civil War: the strengths and weaknesses of the political and military leadership of the Parliamentary forces; emergence of the New Model Army; the Solemn League and Covenant; Self Denying Ordinance
  • The intensification of radicalism: popular radicalism in London; religious radicalism in the New Model Army; pamphlets and propaganda
  • The end of the First Civil War: divisions amongst the Parliamentary leaders; attempts at settlement; the capture of Charles I

The disintegration of the Political Nation, 1646–1649

  • Political and religious radicalism: the politicisation of the New Model Army; Lilburne and the Levellers; Fifth Monarchists; Ranters and other populist groups
  • Political and religious divisions: the attitude and actions of Charles I; divisions within the opposition to the King; the failure of attempts to reach a political settlement
  • The Second Civil War and the reasons for its outcome
  • The problem of Charles I: divisions within the army and Parliament; the trial and execution of the King

Experiments in Government and Society, 1648–1660

  • The Third Civil War: the attempted Royalist revival; the defeat and exile of Prince Charles
  • Political radicalism: failure of the Levellers and Diggers and the ‘Godly Society’; Quakers, Baptists and other radical sects; the Rump Parliament as an experiment in radical republicanism
  • Oliver Cromwell and the Protectorate: Cromwell’s personality and approach to government and his refusal of the Crown; the limits of religious toleration; the Major Generals; the problem of the succession to Cromwell
  • The monarchy restored: political vacuum after the death of Cromwell; negotiations for the return of the monarchy under Charles II; the legacy of the English Revolution by 1660

Exam Board: AQA.

For further details please visit:

http://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042/introduction

 

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