History is part of the Religious Education & Humanities Faculty
- Mrs H Cullum – Head of Faculty
- Mrs R Boddington - Head of History
- Miss L Robinson - Teacher of History
- Mrs S Ryan - Teacher of History
- Mr A Jeffries - Teacher of History
- Miss S Hudson - Teacher of History
Key Stage 3
History has shaped the world in which we live and the people that we are. Students study the history of Britain, Europe and the wider world and develop historical skills such as using evidence, analysis and empathy.
The following are examples of the units that the students will study during this key stage:
What did the Celts do for us?
The unit looks at the impact and influence that the Celts had on the country that we live in. We investigate the key themes of their reign and compare them to their existence in the modern world.
How have the Saxons and Vikings changed our lives today?
This is a study of the impact on Britain by the invasions of Vikings and Anglo Saxons. We will investigate how they changed life in Britain at the time and the ways in which their influence continues to be felt.
Who had the power in the Middle Ages?
In this unit we investigate the changing relationships between the people, the Church and the Monarchy during the Middle Ages. We consider the role of individuals such as William the Conqueror, Simon de Montfort, Thomas Becket and Henry VIII.
Who was the greatest Tudor monarch?
In this unit we study one of the most well known and notorious ruling families before deciding who deserves the title of the greatest Tudor monarch.
Was Oliver Cromwell a hero or a villain?
This unit introduces students to the fact that different people view the past in very different ways. Students will build up their knowledge of the English Civil War and the role of Oliver Cromwell before deciding if he should be classed as a hero or a villain.
Was the Industrial Period a `turning point’ for Britain?
Students will learn about the causes, events and significance of the Industrial Revolution including the role of key individuals, inventions and developments of towns and mills across the UK.
Did the Empire put the ‘Great’ into Great Britain?
Here students carry out a detailed investigation into life in the countries which were to become British colonies. They learn about culture before the arrival of the British, and then reach balanced judgements as to the impact of the Empire. Students will then go on to study the impact of the slave trade and the movement to abolish it.
What was life like for a slave in America?
This unit involves studying the journey that African Americans went on from being captured in Africa to being transported and sold into slavery in the Americas. We also look at their experiences in slavery and how slavery was abolished following the American Civil War. Students will develop their skills of empathy as they try to begin to understand what life was like for slaves in America.
How did African Americans fight for equality?
This unit involves studying the events that led to the passage of the 1964 Civil Rights Act and other legal changes following the American Civil War. We also analyse the treatment of African Americans during the period of segregation and how this changed as they gained more rights.
Why was WW1 known as ‘The Great War’?
In class students will learn about the way the war affected a variety of people including men, women, children and troops from the British Empire. Students will then try to establish why this war was often known as the ‘Great War’.
Students explore the interwar years by investigating issues such as the League of Nations, the changes in society and economy including the Great Depression and the rise of fascism. The students are learn how to develop links between these issues and the start of World War Two.
Was WW2 really a global war?
Students will be taught about the key events of World War II such as the evacuation of Dunkirk, the invasion of Russia and the D-Day Landings.
Why do we learn about the Holocaust?
The students will also look at the history of anti-Semitism and how this wasn’t just rooted German culture yet was exploited by the Nazis. Also the students will look at the actions that the Nazis took after taking power in 1933 and the approaches that they took to `solve the Jewish problem’.
How did the 20th century lead to the fall of the British Empire?
The unit looks at the journey from the peak of the British Empire to its ultimate downfall. It discusses the different factors which led to its demise and the impact of
these. The unit concludes with a review of the British Empire and forming a judgement on its legacy.
How did British citizens gain their rights and access to representation?
Students will look at post- war Britain and the development of rights including the creation of the welfare state and the increasing rights for women and immigrants from 1945-1960s. The students will be identifying the causes of these legal changes and explaining their consequences.
Was the Cold War the closest we came to World War Three?
Students study the origins of the Cold War in Europe and the key events within it. Through this study they look at how close to a world war was this conflict.
Why has terrorism become a key issue in the 20th and 21st century
Key Stage 4
We follow the Edexcel History specification.
Students study the following units:
• Crime and Punishment c1000 – Present day
• Saxon and Norman England 1060 - 1088
• Weimar and Nazi Germany 1918 -1939
• The Cold War and Superpower Relations 1941 – 1991
Key Stage 5
We follow the AQA History specification
Students study three topic, 2 are assessed with final exams at the end of the two year course. The final is assessed via coursework.
The Tudor Dynasty 1485 - 1603
Students will investigate all five of the Tudor monarchs. In particular students will focus on how each of the monarchs attempted to consolidate their power and the different threats and challenges that they faced. This makes up 40% of their final grade.
Revolution and Dictatorship: Russia and the Soviet Union, 1917–1929
Students will cover the end of Tsarist Russia and the Russian Revolution. They will then study the rules of Lenin and Stalin and asses their impact on Russia. This makes up 40% of their final grade.
Students also produce one piece of coursework which is makes up 20% of their final grade. It is on the Civil Rights Movement in America over a 100 year period.
History students have also been lucky enough to go on a number of trips which directly link to their programmes of study. In recent years students have visited Vietnam, Russia, and Germany, the Czech Republic, Berlin, Poland and Hungary as well as trips to the Battlefields.