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History

Primary

Early Years Foundation Stage

In the Nursery and Reception classes the students are introduced to history through stories and discussions related to past and present. They are assessed through the early learning outcomes and specifically about people and knowledge and understanding of the World.

Key Stage One

In Years 1 and 2 students are introduced to history through the Edison Learning Curriculum. There are also opportunities to take part in wow days with historical relevance. British values are taught through significant historical events e.g Remembrance Day, Royal anniversaries, political milestones.

Yr 1

Why do we play with different toys as we grow older?

Childhood and technological change, toys and games.

Sig Individuals: Ole Kirk Christiansen and LEGO

 

Where will we go for a great day out?

Our Great Exhibition

Education, railway journeys, The Great Exhibition

Sig Individuals: Thomas Edison, Elizabeth Fry, Isambard Brunel, Richard Branson

 

Where did it happen? When did it happen? History and Geography in the news – ongoing LU Y1/2

Yr2

Pride in Place

What do we like about our place? What makes us proud of our place?

Buildings, shops, homes, streets and spaces

The Great Fire of London Sept 2 1666

 

What makes us like other animals?

 

Geography - Location of creatures in hot and cold areas, mountains, deserts, oceans, jungles, forests, lakes

 

How did families have fun in the past?

The Seaside

Robert Stephenson railway networks and The Rocket

George Hudson the Railway King 1800-1871

Local railway line builders – Morton Peto and Lowestoft; George Tomline and Felixstowe

Sir Peter Hesketh Fleetwood and Fleetwood

Key Stage Two

In Years 3-6, students are introduced to history through the Edison Learning Curriculum. There are also opportunities to take part in wow days with historical relevance. British values are taught through significant historical events e.g. Remembrance Day, Royal anniversaries, political milestones.

Year 3

Who were the greatest builders in the world?

Overview: First civilisations

Comparison Stone Age, Bronze Age and Iron Age in Britain with

Ancient Egyptians Depth: Middle Kingdom 1550-1000 BC

Event: the discovery of Lindow Man, the bog body

 

Let’s go on an adventure. Would we like to visit Guatemala?

Guatemala City and the Lowlands region

Mayan civilisation AD900 and What was happening here at this time? Alfred the Great, Athelstan

 

How can we make living here better for everyone?

Town Planners

Ghost Towns: American West, Libya, Namibia, Angola

 

Year 4

Why do we speak English at school? Where did English come from?

of the Romans, Anglo-Saxons and Vikings arrival and settlement of the British Isles.

Depth study of a local example of one of them.

Stories selected from Boudica, Sutton Hoo, Augustine, Alfred the Great, Bede

Should we stop eating chocolate?

Origins of Chocolate – Mayan and Aztec societies and the spread to Europe

Biography in a bag – Cadbury and Fry

 

Year 5

 

Why would someone build a castle in England? Why don’t we build them now?

A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Sig individual: William of Normandy and 1066+, Edward 1st 1272-1307

Fairground

Biography in a bag – Newton

Year 6

What’s out there?

Out of This World

Y5 Science

 

Biography in a bag - Copernicus

 

 

Has there ever been a better time to live here?

A study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)

Possible aspects: political, military, economic, social

 

Why do some creatures no longer exist?

Why was Charles Darwin the most dangerous man in England in 1859?

Biography in a bag

Darwin

Secondary

Years 7, 8 and 9

In Years 7, 8 and 9 we focus on British, European and World history to give our young people a broad understanding of the events which have shaped the world in which we live. We focus on enquiry based learning to engage and stimulate our students. The teaching of history is also aimed to not only build knowledge of the past but also develop the skills required at GCSE and the transferable skills required to fulfil students’ academic potential.

Topics studied and content covered include:

Year 7

Year 8

Year 9

In Year 7 students study the following topics:

  • Local history
  • The Romans in Britain
  • The Silk Roads
  • The Norman Conquest
  • Thomas Beckett
  • Eleanor of Aquitaine
  • Magna Carta
  • The Mongol Empire
  • The Black Death

 

 

 

 

 

 

 

 

 

 

In Year 8 students study the following topics:

  • Slavery
  • Civil Rights in the USA
  • The Industrial Revolution
  • The First World War

In Year 9 students begin by carrying out an enquiry based around each of the units they potentially could study in GCSE history. Students carry out investigations and enquiries into:

  • The Second World War
  • Genocide – Rwanda and The Holocaust
  • Medicine Through Time c1250-Present

 

 

 

 

 

 

 

 

Years 10 & 11

Course Title: GCSE History
Exam Board: Edexcel
Qualification: GCSE

About the course

The course is split into 3 examinations and 4 key topics:

  • Medicine through time, c1250–present.
  • Elizabethan England, 1558–88
  • Spain and the "New World" c1490-c1555
  • Weizmar and Nazi Germany, 1918-1939

The aims and objectives of this qualification are to enable students to develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience. To engage in historical enquiry and to develop as independent learners and as critical and reflective thinkers. Students will develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context. Students of history also develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them. Students will also learn to organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions.

How it is assessed

Unit 1: Thematic study and historic environment Written examination: 1 hour and 15 minutes - Medicine through time, c1250–present. 30% of total qualification.

Unit 2: Period study and British depth study Written examination: 1 hour and 45 minutes - Early Elizabethan England, 1558–88 & Spain & The "New World" c1490-c1555. 40% of total qualification.

Unit 3: Modern depth study Written examination: 1 hour and 15 minutes - Weimar and Nazi Germany, 1918-39. 30% of total qualification.

Further information: http://origin.qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html

MA.16

Years 12 & 13

Course Title: A Level History
Exam Board: AQA
Qualification: A Level

About the course

Our A level History qualification has been designed to help students understand the significance of historical events, the role of individuals in history and the nature of change over time. This qualification will help students to gain a deeper understanding of the past through political, social, economic and cultural perspectives. The engaging topics available to them throughout the course will provide them with the knowledge and skills they require to succeed as A-level historians.

Overview of content

Students study:

  • The Tudors: England, 1485–1603
  • Democracy and Nazism: Germany, 1918–1945
  • Personal historical investigation – The Battle for Civil Rights for African Americans

Component 1:  The Tudors: England 1485-1603

Overview of content: The study of significant historical developments over a period of around 100 years and associated interpretations.

This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions:

  • How effectively did the Tudors restore and develop the powers of the monarchy?
  • In what ways and how effectively was England governed during this period?
  • How did relations with foreign powers change and how was the succession secured?
  • How did English society and economy change and with what effects?
  • How far did intellectual and religious ideas change and develop and with what effects?
  • How important was the role of key individuals and groups and how were they affected by developments?

Contribution to final grade: 40% of A-level

How it is assessed

Written exam: 2 hours 30 minutes. Students answers three questions (one compulsory). Total for the paper is 80 marks.

Component 2:  Democracy and Nazism: Germany 1918-1945

Overview of content:

This unit provides for the study in depth of a period of German history during which a newly developed democratic form of government gave way to a dictatorial Nazi regime. It explores political concepts such as 'right' and 'left', nationalism and liberalism as well as ideological concepts such as racialism, anti-Semitism and Social Darwinism. It also encourages reflection on how governments work and the problems of democratic states as well as consideration of what creates and sustains a dictatorship.

Contribution to final grade: 40% of A-level

How it is assessed

Written exam: 2 hours 30 minutes. Students answers three questions (one compulsory). Total for the paper is 80 marks.

Component 3:  Personal historical investigation: The Battle for Civil Rights for African Americans

Overview of content:

A personal study based on a topic of student's choice. This should take the form of a question in the context of approximately 100 years. This will be based around the topic of Civil Rights for African Americans but students have some control over the question they choose to investigate.

Contribution to final grade: 20%

How it is assessed

Students complete a 3,000 – 3,500 word essay worth a total of 40 marks which is marked by teachers and moderated by AQA.

For further information: http://www.aqa.org.uk/subjects/history/as-and-a-level