History

Intent

The purpose of the study of history is to develop students’ sense of identity, understand their place in the world, how and why the world and society have changed and the different experiences of various groups of people in the past. By doing this, students will develop a tolerance and worldview that will provide a foundation for their historical study and broader lives.

Students must be able to research, collate and interrogate evidence to form a reasoned and sustained argument. Not only is this crucial for GCSE History, should they choose to take it, but it is vital in all walks of life in both professional and personal capacities.

The curriculum will continue to be taught chronologically to keep a strong sense of chronology. This is important so that students can understand how change over time develops. However, to encourage engagement, the curriculum will slow down, spending more time telling individuals stories and looking at the depth of the topic.

In the History department, we aim to encourage students to investigate. We want to promote independent thinking and reflection by allowing students to explore, judge and apply historical evidence to test hypotheses. The department strives to challenge students' thoughts and ideas of past societies to assist their application of knowledge and understanding in the future. Students will develop a love of history and a desire to learn more about the past to help them understand the context in which they live. Furthermore, we want to enhance communication skills in a broader capacity, particularly reading and writing strategies, to assist students’ performance and success in the future.

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Introduction

Students develop a broad knowledge and understanding of Britain’s past and that of the wider world. Studying History 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 understand the complexity of people’s lives, the process of change, the diversity of societies and the relationships between different groups. It gives students a sense of their own identity and the challenges of their time.

At Key Stage 3 and Key Stage 4, several key concepts underpin the study of history. Pupils need to understand these concepts to deepen and broaden their knowledge, skills and understanding. The key concepts developed by the History curriculum are chronological understanding, cultural, ethnic and religious diversity, change and continuity, cause and consequence, and significance and interpretation. There are also several essential skills and processes in history that students need to learn to make progress, such as historical enquiry, using evidence and communicating about the past.

At Key Stage 4, there are two final examination papers in Y11, each worth 50% of the final mark:

Paper 1: Understanding the modern world

Section A: Period studies

• America, 1920–1973: Opportunity and inequality (25% of the final grade).

Section B: Wider world depth studies

• Conflict and tension, 1918–1939 (25% of the final grade).

Paper 2: Shaping the Nation

Section A: Thematic studies

• Britain: Health and the people: c.1000 to the present day. (25% of the final grade).

Section B: British depth studies, including the historic environment

Elizabethan England, c.1568–1603 (25% of the final grade).