History is part of the Religious Education & Humanities Faculty
- Mrs H Cullum – Head of Faculty
- Miss S Hudson - Head of History
- Miss L Robinson - Teacher of History
- Mr B Stelmaszczyk - Teacher of History
- Mr A Jeffries - Teacher of History
Click here to view the History Learning Journey
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
Year 7 examples:
How did the Silk Roads shape our world?
This topic explores the Silk Roads during the Medieval period including the development of trade, cities and religion and how these have all spread from areas like China through the Middle East and to the Roman Empire.
What was Britain like on the eve of 1066?
This is a study of the impact on Britain by the invasions of the Celts, Romans, Vikings and Anglo-Saxons. We will investigate the religion, customs and culture of each group and how life in Britain changed in this time.
What does Mansa Musa’s life reveal about Medieval Mali?
In this topic, students will look at the same time period as studied in the Autumn term but moves the scope to Medieval Mali. Through the lens of Mansa Musa’s life, students will look at the wealth, religion and focus on education and what this can tell us about Medieval Mali.
What do the stories of Medieval Queens reveal about the consequences of poor Kingship?
Students in this topic, will examine European queens including Eleanor of Aquitaine and Isabella of Castille, examining their role in governing and in most cases, presiding over their kingdoms.
How can we find out about Ruislip’s History?
This topic reviews a lot of previous knowledge such as Anglo-Saxon England by looking at Ruislip in the Domesday Book and the changes made to Ruislip throughout the last 1000 years. This will both recap knowledge and introduce future topics such as the Industrial Revolution and the Cold War.
Year 8 examples:
Why do Historians disagree on the British Empire?
The students pose questions about the British Empire and seek to answer them through research and discovering the reality of the early British Empire. The students evaluate the impact of the British Empire and how it is viewed in different parts of the world.
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.
Is Olusoga right that slavery enabled Britain to thrive?
This topic ties our first three topics of the British Empire, Industrial Revolution and Slavery together to show the links between these events and make a judgement on Historian David Olusoga’s interpretation.
How did the world change between 1918 and 1939?
Students will 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.
Year 9 examples:
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 across Europe and how this traces back beyond Nazi Germany. They will look at the actions that the Nazis took after taking power in 1933 and the approaches that they took.
How far did Britain protect its citizens in post-war Britain?
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 1945-1960. We will explore events such as the Windrush migration, the Colour Bar, Bristol Bus Boycott and Notting Hill Carnival.
How has terrorism developed in the modern world?
Students will begin by debating the different definitions of terrorism and what qualifies as terrorist activities. The first part of this unit will look at The Troubles in Northern Ireland and its causes before moving on to the different paramilitary groups and their aims and tactics. We will explore, key events such as Bloody Sunday, Brighton Bombings and the Good Friday Agreement. The Unit then moves onto look at 9/11 and the impact this has had on American society and the wider implications around the world
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.