Why does history matter?
- History is not just blindly accepting the world for what it says it is but always questioning it.
- History helps to make better citizens:
o Through looking at past events and interpretations of them, students are encouraged to think independently,critically and objectively about the world around them.
o By engaging with a wide range of historical narratives, students are encouraged to appreciate their place in the broadsweep of humanity; recognising a common experience which goes beyond national and temporal boundaries. History broadens horizons and promotes cohesion.
o By engaging with complex and emotive issues in the past, students are led to draw relevant and contemporary parallels which challenge them to maintain open minds and confront prejudice.
- History develops the ability for students to think freely. Because history is such a broad subject with links to a range of social sciences, students have opportunities to pursue their own interests and ideas. They can test hypotheses, develop opinions, and be challenged on a wide range of topics. There is always something which will interest students in History because it involves the whole of human experience.
- History provides a wide skill set. Students are equipped with a skill set which ranges from the art of writing to the science of source analysis and back again. These are highly valuable skills which do not become out-dated. They help students to show that they are well-rounded and employable people.
- Students should be exposed to a range of cultures and experiences beyond their own lives – this helps to promote understanding and tolerance.
What outcomes should students have from History?
- Students should be enabled to see the present in the context of the past. They should be encouraged to develop a respect for the people in the past and begin to understand them on their own terms.
- Students should be engaged and find enjoyment in the study of History. Students should be inspired to continue their interest in history.
- Students should have the ability to use information critically no matter the source. This is vital when interpreting the news media, reading books or even in conversation.
- Students should be able to see both sides of a given situation and construct effective arguments for either side.
- Students should be able to communicate effectively in a wide range of forms and situations. They should be able to present information, analyses and interpretations in a well informed and balanced manner.
- Students should be able to independently and effectively pursue areas of History which interest them.
- Students should develop an appreciation of historical empathy and understand their own place within a larger human story which goes beyond the British Isles.
Lower School Curriculum
|Year 7||Pre 1066||The development of Church, state and society in Medieval Britain 1066-1509 inc local study and world studies||Development of Church, state and society in Britain 1509-1745|
|Where did the British come from? (INVADERS AND SETTLERS)
Covering key aspects of What is History? (Local /skills)
Skills: sources / chronological knowledge& understanding / historical terms
|1066 Battle of Hastings & Norman Conquest
Changes brought by Normans (Local/ continuity & change)
Why did William win at Hastings?(sources / causation)
| Islam, Christianity & the Crusades
Why did people go on crusade? (Causation)
Bad King John?(Interpretations)
Life in the Middle Ages: Peasants and Black Death (sources / historical enquiry)
Challenges to Authority: Peasants Revolt (Causation /Significance)
|Protestant Reformation – How did England change? (Cause & consequence)
Reformation “Extreme Makeover” – Nature and extent of change
(Cause & consequence)
English Civil War – Why did the English kill their king? (Causation)
|Year 8||Ideas, political power, industry and empire 1745-1901||Ideas, political power, industry and empire 1745-1901||Challenges for Britain, Europe and the wider world 1901 to the present day, including local study and world study|
Impact of industrial revolution, including political unrest and child labour.
(historical enquiry / continuity & change)
Mining / Pit disasters (local)
|Slave Trade & abolition (Causation / historical enquiry/ interpretations)
Why was the Slave Trade abolished?
(Causation / sources)
Origins of Empire
Impact / Interpretations of Empire (Historical enquiry / change & continuity / interpretations)
What were the causes and consequences of the Great War?
(Cause & consequence / local / sources /interpretations historical enquiry)
Women’s suffrage – Why did women get the vote? (Causation)
When and why did the Second World War turn against Hitler and his allies?
(Causation / interpretations)
Why did civilians in the Second World War find themselves at greater risk of death than ever before?
( cause & consequence / interpretations)
The Home Front in WW2 (sources / interpretations)
Hiroshima – did science accelerate the end of the war?
(Cause & consequence)
How did dictatorship affect people’s lives? (World – Holocaust)
(Significance / cause & consequence)
Holocaust (sources / interpretations)
In History students follow the Pearson Edexcel Level GCSE (9–1). This consists of three externally examined papers:
Paper 1: Thematic study and historic environment – Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city.
Paper 2: British depth study and Period study – Anglo-Saxon and Norman England, c1060–88 and The American West, c1835–c1895
Paper 3: Modern depth study- Weimar and Nazi Germany, 1918–39