We have a strong focus on developing independence of thought. There are plenty of opportunities for students to develop their interest in the subject beyond the classroom through the home learning tasks, trips and public speakers. Members of the department are also active outside of school, both in their pursuit of their own interests and also working with the Historical Association and Universities.History
Our aim is to encourage an appreciation of the past, promoting the enjoyment of its rediscovery, and develop the critical skills our students need to interpret historical sources and foster an appreciation of their cultural heritage.
This course builds the foundations students need to succeed at GCSE, without repeating content, although laying the foundations for what is taught at the higher level. It develops the skills students will need for Key Stage 4 by gradually increasing the level of demand of subject skills such as knowledge, chronology, causation/consequence, evidence and interpretation. GCSE-style questions will also be incrementally introduced. Year 7: Year 8: Year 9: Assessments are mostly half-termly, with an end of year exam in Years 7 and 8. All assessments are designed to develop the skills required at GCSE level. We follow the Edexcel exam board GCSE 1-9. The aims and objectives of this qualification are to offer a qualification that will engage students with a broad and diverse study of the history of Britain and the wider world and give students skills that will support progression to further study of history and a wide range of other subjects. This course builds on the content and skills of Key Stage 3 and provides a sensible progression of content to ‘A’ level, with similar approaches to assessment. Paper 1: 30% Thematic study with historic environment: Students will follow the course thematically covering four distinct periods in British History. Each period will look at the following: • The nature of warfare In addition there will be a study on ‘London and the Second World War, 1939-1945’. Paper 2: 40% Period Study and British Depth Study:Anglo-Saxon and Norman England, c1060-88 Topics include: • Anglo Saxon Society Spain and the ‘New World’, c1490-1555 Topics include: • Spanish exploration Paper 3 – 30% Modern Depth Study Topics include: • The development of the civil rights movement, 1954-60 •Demonstrate knowledge and understanding of the key features and characteristics of the periods studied. •Explain and analyse historical events and periods studied using second-order historical concepts (similarity, difference, change, continuity, consequence, significance, and causation). •Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied. •Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. All three papers will be sat at the end of the two year course. In addition to class assessment there will be two mock exams, one at the end of Year 10 and one in the first term of Year 11; both of these will be complete papers. Students will follow the Edexcel ‘A’ level course. The subjects chosen have been designed to give a breadth of knowledge across a range of periods, to develop the necessary skills and understanding which will be needed by students planning to progress to undergraduate study at a UK higher education establishment, particularly (although not only) in the same subject area. Paper 1: 30% Russia, 1917-91: from Lenin to Yeltsin This is a breadth study with interpretations looking at the Communist government, industrial and agricultural change, control of the people and social developments. Paper 2: 20% Mao’s China, 1949-76 This is a depth study looking at the changes under Mao’s rule terms of Communist rule, agriculture and industry, the Cultural Revolution and social and cultural change. Paper 3: 30% Lancastrian, Yorkists and Henry VII, 1399-1509 This paper looks at themes in breadth and aspects of depth across more than 100 years. Students will consider various aspects medieval kingship through the kings of this period, how they coped with challenges to their rule and their relationship with nobility. Unit 4: 20% The American Civil War (Coursework) Students will conduct their own research into why the North won the American Civil War, considering the arguments put forward by historians and assessing their value. All three papers will be sat at the end of the two year course. In addition to class assessment there will be one threshold exam at the end of Year 12, and a mock exam in the January of Year 13. In class assessment will occur throughout the year. Coursework will be completed in Year 13 prior to exams. Visit and trips have included: Year 7: • Mountfitchet Castle Year 8: • Trestle Theatre on the topic of Slavery Year 9: • World War One speaker Years 10 &11: • USA trip to Washington & New York Year 12: • Students wishing to pursue a History Degree have been offered a residential course through Villiers Park Education Centre Years 7 to 9: Through our creative home learning students can earn house-points. Years 10-13: Google classroom is used to recommend articles, TV programmes, podcasts, exhibitions, wider reading, and additional courses that the department feels would develop students’ understanding of various topics. The department also has a subscription to the History Today Journal that students can access. Where can History take you? The skills acquired through the study of History, at any level, are invaluable for an array of career paths. Those listed below show just a few which have a direct and indirect relation to the subject. Careers directly related include: Careers where the qualification would be useful: Parents can discuss with the students how they plan to manage their time for the home learning tasks,(that usually last for a half term) although part of the task is actually learning to manage tasks over a long period of time so students should be encouraged to take personal responsibility for this. Tasks are also available to view on Google Classrooms from September; past examples of work can be viewed in the classrooms. We strongly encourage students to gain background research from books rather than the internet as it is often age-inappropriate for students. The school library is well stocked and the librarians are more than willing to help students find their way to useful books, although encouraging students to use local libraries and books at home would also support us in this. Visiting historical sites and encouraging discussion about the topics studied in class, is also useful. www.timelines.tv/Key Stage 3
The programme of study includes
Assessment
Key Stage 4
The programme of study includes:
Warfare through time, c1250-present
• The experience of war
• A case study of the period
• Key Individuals of the period
• The Norman Invasion
• Control & resistance
• Columbus and the Spanish Empire (its impact on the New World)
• Pizarro and the conquest of the Incas
The USA, 1954-75: Conflict at home and abroad
• Protest, progress and radicalism, 1960-75
• US involvement in the Vietnam War, 1954-75
• Reaction to and the end of, US involvement in Vietnam, 1964-75Students will:
Assessment
Key Stage 5
The programme of study consists of:
Assessment
Extra-curricular enrichment
• Medieval costume and weapons speaker
• Plus a trip to Poland is offered for activities week
• Plus a trip to Poland is offered for activities weekStretch & Challenge
How parents can support their child’s learning
Useful links
www.bbc.co.uk/education
www.schoolhistory.co.uk
