|Ms R Samy||CTL History & Humanities|
|Ms A Andrea||Lead practitioner, history teacher|
|Ms S Butcher||SLT, history teacher|
|Ms T Azam||History teacher|
|Miss S Akhtar||CTL citizenship and history teacher|
|Ms R Amin||CTL citizenship and history teacher|
Our aim throughout the history curriculum is to develop pupils’ curiosity about and engagement with the past through discussion and enquiry. We want pupils to know about, investigate and question significant British and world events in order to understand their own context today and the world in which they live. The curriculum enhances pupils’ understanding of change and continuity, and the factors which influence these, as well as significant individuals. Moreover, it offers students the opportunity to understand, empathise and reflect on the experiences of other people. We strive to give pupils the opportunity to use historical evidence critically and to analyse and evaluate different perspectives within history. Students are given the opportunity to develop their justification skills and how they select and apply evidence. We aim to equip students with transferable skills that they can apply in other situations in or outside of school.
Where will it take me?
Studying history will open doors to a variety of aspirational career opportunities. History is a valued subject as you will develop your knowledge as well as critical thinking and analytical skills. The subject also helps to develop research and communication skills, extended and critical writing as well as problem solving skills. History can lead to careers such as law and in politics, however a history degree can also lead to careers in accountancy, project management, public services and business.
What will I learn?
Year 7 is an opportunity for students to build on knowledge and skills supporting transition from primary to secondary school. The first year focuses on key history skills - chronology, change and continuity, source evaluation and studying different historical interpretations. Skills are taught through different time periods and areas of focus. There is a chronological order to topics and students will study Medieval England, the Tudors and Stuarts, as well as completing a thematic study on migration.
Year 8 continues with the chronological learning journey as builds on the skills students are introduced to in Year 7. Topics become more complex with students learning about the Transaltlantic Slave Trade, the Industrial Revolution, democracy and getting the vote, World War I and II, and the Holcaust. Students will be challenged to think more critically and develop their justifications whether discussing the significance of change or the value of historical evidence and interpretations.
The first term of this year is a transition period between Key Stage 3 and the GCSE course. Students focus on a skill based unit developing their understanding and application of the key skills. It is vital that students recognise the different skills and how they link together. In the second and third term students will study the first of four units - the British Depth Study, Early Elizabethan England, 1558-88. This focuses on knowledge and understanding of the period, and causes and consequences of key events such as the creation of a religious settlement, the defeat of the Spanish Armada and the attempts to colonise Virginia. Students will follow the Edexcel specification throughout Years 9-11.
Students will study the second of their four units- Crime and Punishment through time, c.1000-present Day. This is the thematic and location study and takes students on an epic journey across four key historical periods, and also looks at the location of Whitechapel, c. 1870-1900 in great depth. This unit therefore offers students very relevant, contextual learning. This unit also focuses on knowledge and understanding of the period, and causes and consequences of change and continuity. Students need to be able to evaluate key factors leading to change during this period. The location study also develops students’ understanding and use of historical evidence.
During Year 10 students will also study their third unit - the Modern Depth Study, Weimar and Nazi Germany, 1918-39. This unit helps students to understand the causes of significant events and people in world history through the study of evidence and interpretations. Students need to approach this unit in such a way to avoid generalisations and assumptions of people in history.
Students will study the final unit - Period Study, Superpower Relations and the Cold War, 1941-91. Students study the relationship between the USA and the Soviet Union during this period, as well as key events and people during this period. Students are required to show understanding of significance, cause and consequence.
What homework can I expect?
Teachers set homework on a weekly or fortnightly basis, and in some cases half termly in Year 7 and 8, using SMHW and Google classroom. We aim to create independent learners through the use of additional reading, revision and resources on Google classroom. Homework is vital for success at all stages. Students may be asked to research a person, event or period, to revise, to apply knowledge to an exam/assessment question or to enhance learning after a specific lesson.
Moreover, History does not remain in the past. We encourage students to watch the news regularly or to read a broadsheet . This will develop vocabulary as well as knowledge
How parents/carers can support their child
- Check Show My Homework for set homework and ensure homework has been completed in a timely fashion
- Buy revision guides for each GCSE topic, available to buy through parent pay
- Encourage your child to revise and create revision resources like revision cards, mind maps and summaries
- Encourage your child to log into active learn to access the classroom textbooks and extra resources
- Encourage your child to practise exam questions and familiarise with the exam specification
- Encourage your child to use revision platforms like Google classroom, Seneca and Youtube channels focusing on Edexcel History 9-1 content and exam skills.
- Encourage your child to use the internet appropriately when conducting research and not to copy and paste large sections from the site as their own work. It is important that students do the research independently and then write their findings independently
- Encourage your child to read through their work and proofread their written work checking for spellings, punctuation and grammar
- Academic librarian
- Broadcast journalist
- Civil Service administrator
- Editorial assistant
- Information officer
- Heritage manager
- Historic buildings inspector or conservation officer
- Museum education officer
- Museum or gallery curator
- Museum or gallery exhibitions officer
- PPC specialist
- Politician's assistant
- Secondary school teacher
The following websites have been useful to students in research, homework or personal study:
https://www.pearsonactivelearn.com/app/Home (GCSE students have access to e-textbooks using this link)
https://www.bbc.com/education/examspecs/zw4bv4j (bitseize for edexcel)
How parents or other members of other public can find out more about the curriculum/syllabus you are following:
Name of person in your department who parents can contact if they need more information about your syllabus:
Mrs R Samy (Head of Humanities and History)
Mrs Andrea (History Lead Practitioner & KS3 Coordinator)