Year 9 students take in the WWI memorials at Ypres.
Each year, we take students to a remembrance service at the local Borough Road memorial.
The aim of the historian, like that of the artist, is to enlarge our picture of the world, to give us a new way of looking at things. – James Joll
We are passionate about history, and believe that every student should develop an understanding and appreciation of the past. Throughout Key Stage 3, we offer students the opportunity to look at Britain and the wider world from medieval times to the present day. We encourage students to draw parallels between different periods and events, considering how much change there has been over the course of history. We equip students with the skills of critical thinking, analysis and argument in preparation for their studies at Key Stage 4 and beyond.
Summary
Curriculum Content
Curriculum
What is history?
This is an introduction to the subject. Students learn how to put events in chronological order and identify patterns of change over time. Students will also be encouraged to form hypotheses about the past based on historical evidence.
Why did William become King of England in 1066?
Students study the Anglo-Saxons, the creation of England and why 1066 was a year of crisis. They will look at the qualities required of medieval monarchs and evaluate the merits of Harold Godwinson, Harald Hardrada and William of Normandy. Students will look at the sequence of events leading up to the Battle of Hastings and construct an argument about why William won the battle and became King of England.
Did the Normans bring a ‘truckload of trouble’ to England?
Students look at the problems that William faced after his victory at Hastings and how his changes affected England. They will investigate the different methods used to consolidate Norman control including the building of castles, the harrying of the north and the compiling of the Domesday Book. Students will make a judgement about how much change and continuity the Normans brought and to what extent they brought a ‘truckload of trouble’ to England.
How dark were the Dark Ages?
Students investigate a number of case studies of different countries during the medieval period. These include the Kingdom of Mansa Musa, the role of Islamic scholars in Baghdad, the Ming Dynasty, the Silk Roads, the Khymer Empire, the explorations of Marco Polo and the empire of Genghis Khan.
How could the power of medieval kings be restricted?
Students will explore the different ways that the Plantagenet monarchs faced challenges to their power across the period. They will evaluate how successfully each monarch dealt with the problem they faced, and consider how far the power of the monarch was reduced. Case studies include King John and the Magna Carta, King Henry II and Thomas Beckett, Henry III and Simon De Montfort, and Edward I and Parliament.
How did the Black Death prove to be a ‘catalyst for social and economic change’?
Students will read extracts from Peter Frankopan’s ‘The Silk Roads: A New History of the World’ and consider how the effects of the Black Death changed the history of England and Europe. They will focus on the social and economic change produced by the pandemic and investigate how Frankopan as a historian came to his conclusion that it was a ‘catalyst’ for profound social and economic change. Students will practice writing a narrative account on the changes of the Black Death.
How should we remember the Crusades?
Students will examine the First Crusade. They will explain the reasons for the start of the Crusades and how the First Crusaders were able to capture Jerusalem in 1099. Students will assess the legacy of the Crusades and their parallels in modern history.
Assessment
Why did William win the Battle of Hastings?
This is a causation essay. Students are expected to identify and explain several reasons why William became king. More able students will be expected to prioritise their reasons with justification.
Did the Normans bring a ‘truckload of trouble?’
Students will assess the extent to which the Norman conquest changed England. They will evaluate the change and continuity that the Normans brought and then consider the extent to which the Normans brought a ‘truckload of trouble’ to England
How dark were the ‘Dark Ages’?
Students are expected to analyse sources on different civilizations from the Middle Ages and assess how useful they are for an enquiry into how dark were the ‘Dark Ages’.
How could the power of medieval kings be restricted?
Students will reflect on their study of Plantagenet kingship in England (1154-1327) and explain the different reasons for how the power of Plantagenet Kings could be restricted.
Terminal examination
In the summer term, students will sit an examination in class lasting one hour. This will test students on their knowledge and understanding of all the topics studied across the year.
Progress & Preparation Activities (PPA)
PPA sheets will be uploaded in due course.
Further Resources
The school has a subscription to The Day, an online news service for schools. Click the button to the right, then browse ‘Subjects’ in the top menu to find history resources.
Please see below for a number of resources to maximise students’ progress during their Year 7 curriculum.
- National Archives – a useful website with activities about key aspects of medieval life in Britain including the Magna Carta and the Domesday Book.
- School History – a website with a number of links to pages with information about William the Conqueror and the Battle of Hastings.
- The School Run – a summary of key facts about the round city of Baghdad.
- BBC Bitesize: KS3 History – a useful revision site on the Middle Ages.
Curriculum
Why did the 17th Century almost start with a bang?
Students look at the religious changes that monarchs made in the 16th and 17th centuries. Students will study the reigns of both the Tudor and Stuart monarch, considering their actions and important events during their reigns. They will investigate the divisions that emerged between Catholics and Protestants and what implications these had for England.
How did the Mughal Empire rise and fall?
Students will study the origins of the Mughal Empire, Akbar the Great, life in the Mughal court and the key Mughal emperors with a special focus upon the reign of Aurangzeb. Students will then debate the reasons for the decline and collapse of the Mughal Empire and the void left for the East India Company to capitalise upon. The cultural, artistic and architectural legacy of the Mughals will also be assessed.
How did the exploration and exploitation of Africa change the world?
Students will firstly examine life in Africa in the 15th century. before studying the development of the Atlantic Slave Trade in the 16th century. Students will explore the experiences of African slaves from the middle passage to the slave plantations. Students will consider the impact of enslavement on African society as well as exploring the links between enslavement and developments in Europe and the wider world.
To what extent was the experience of the British Empire similar across the colonies?
Students will examine the origins of the British Empire and the reasons behind its rapid growth. They will be examining various case studies across the world, ranging from experiences in Ireland, Asia, Africa. From this, students will be evaluating the similarities and differences in the experiences in the colonies. Students will also be evaluating different interpretations on empire and its legacy.
How has Britain developed a multicultural identity?
Students will examine how migration has impacted the identity of Britain. In each study, students will consider factors which influenced the movement of people, their lifestyle, their treatment and their impact. There is also a strong focus on local case studies, looking at the impact of migration in West London and the wider cultural implications to the UK and the influence of the events still felt today.
Assessment
Why did the 17th Century almost start with a bang?
Students will create a religious rollercoaster diagram to show the changes that occurred during the 16th and 17th centuries and the actions of each monarch. This will be supported by paragraphs which explain the consequences of the monarch’s actions.
How did the Mughal Empire rise and fall?
Students are expected to analyse sources on the Mughal Empire and assess how useful they are for a historical enquiry on the rise and fall of the Mughal Empire.
How did the exploration and exploitation of Africa change the world?
Students will analyse sources on the African slave trade and assess how useful they are for a historical enquiry into how African lives were changed by slavery.
To what extent was the experience of the British Empire similar across the colonies?
Students will analyse conflicting sources based on the experience of colonies.
Terminal examination
In the summer term, students will sit an examination in class lasting one hour. This will test students on their knowledge and understanding of all the topics studied across the year.
Progress & Preparation Activities (PPA)
PPA sheets will be uploaded in due course.
Further Resources
The school has a subscription to The Day, an online news service for schools. Click the button to the right, then browse ‘Subjects’ in the top menu to find history resources.
Please see below for a number of resources to maximise students’ progress during their Year 8 curriculum.
- BBC Bitesize: Tudors and Stuarts – excellent revision resources on the Tudors and Stuarts
- Mughal India – this website, produced by the British Museum, provides a wealth of visual sources, artefacts and texts from the British Museum’s collections. It is designed to encourage pupils to use a wide range of evidence and to construct their own research paths
- BBC Bitesize: The British Empire Through Time – excellent revision resources on the British Empire
- BBC Bitesize: Slavery and its Abolition – excellent revision resources on slavery
- BBC Bitesize: Movement and Settlement in Britain – excellent revision resources from the BBC.
Curriculum
What is the significance of World War I?
Students take an in-depth look at the causes and events of ‘The Great War’. They consider how stable Europe was in the years up to 1914 and how countries came to war. Students investigate the changing nature of warfare across the conflict and the experiences of those involved. They also reflect on the legacy of World War I.
Why did extreme ideologies emerge after World War I?
Students build upon their knowledge of World War I by investigating how the world changed from 1918. Students will consider the legacy of the Treaty of Versailles and its impact on Germany. They will explore the origins and significance of the Russian Revolution. The focus then moves onto the rise of Hitler and Nazi Germany.
Was America justified in the use of the atomic bombs?
Students will study the key events of the Second World War, with focus upon how Nazi Germany was defeated. They then investigate the war in the Pacific against Japan. Students will debate the morality of the use of the atomic bomb on Hiroshima and analyse the different interpretations for why America used it.
Why do Genocides happen?
Students will explore why genocides happen though a study of the Holocaust, the Rwandan Genocide and the Bosnian Genocide. They will consider similarities and differences between each genocide and reflect upon the causes of them. Through the study of the Holocaust, students will be challenged to think more deeply about human behaviour and choices. They will discuss the concepts of collaborators, perpetrators and bystanders, considering what part they had to play in these events.
Can the Arab-Israeli Conflict ever be resolved?
Students will study the origins of the Arab-Israeli conflict. They will examine the establishment of Israel and the subsequent wars between them and their neighbours. Students will consider the plight of Palestinian refugees and the role of the PLO in the conflict. Students will reflect upon the conflict today and assess if it can ever be resolved.
Assessment
What caused the outbreak of World War I in 1914?
This is an extended essay focusing on students being able to identify, support and prioritise the causes of World War I.
How did Hitler control Germany
Students will analyse sources on different reasons for how Hitler was able to control Germany. They will assess how useful they are for a historical enquiry into how Hitler controlled Germany.
Was America justified in the use of the atomic bombs?
Students will study and analyse two different interpretations of why American dropped the atomic bombs in 1945. Students will use their knowledge to agree and disagree with the interpretations and conclude on whether they think America was justified in the use of the atomic bombs
Why do Genocides happen?
Students will analyse sources explaining the causes of genocides. They will assess how useful they are for a historical enquiry into why Genocides happen.
Terminal examination
Students will sit a one-hour examination paper in the summer term. This will test students’ ability to interpret sources and write balanced arguments, as well as assessing their level of subject knowledge.
Progress & Preparation Activities (PPA)
PPA sheets will be uploaded in due course.
Further Resources
The school has a subscription to The Day, an online news service for schools. Click the button to the right, then browse ‘Subjects’ in the top menu to find history resources.
Please see below for a number of resources to maximise students’ progress during their Year 9 curriculum.
- National Army Museum – an online hub devoted to World War I. Contains personal recollections of soldiers as well as information about the stages of the war.
- BBC Timezone – an archived website with an excellent number of articles about the developments during World War II, including the bombing of Hiroshima.
- BBC History – an archived website with an excellent number of articles about the developments during World War II, including the bombing of Hiroshima.
- United States Holocaust Museum – an excellent wealth of primary sources relating to the Holocaust and subsequent genocides.
Summary
GCSE History
Level: GCSE
Examination Board: Edexcel
Curriculum
In Year 10, students will study the following topics:
- The development of medicine in Britain from 1250 to the present (Medieval, Renaissance, 18th/19th centuries & modern)
- The British sector of the Western Front, 1914–18: injuries, treatment and the trenches
- The origins of the cold war, 1941 – 1958
- Cold war crisis, 1958 – 1970
- The end of the cold war 1970 – 1991
Assessment
Students will take an internal examination at the end of Year 10. All externally-graded examinations take place at the end of Year 11.
Paper 1 – Medicine in Britain, c1250–present (Paper 1)
Written examination – 1 hour 20 minutes – 30% of GCSE grade
Paper 2 (Period study) – Superpower relations and the Cold War,1941–91
Written examination – 1 hour 50 minutes – 40% of GCSE grade
Further Resources
The school has a subscription to The Day, an online news service for schools. Click the button to the right, then browse ‘Subjects’ in the top menu to find history resources.
Please see below for a number of resources to maximise students’ progress during their Year 10 curriculum.
- John D Clare – an excellent revision site for the Cold War.
- BBC Bitesize – short revision videos on topics relating to the Cold War.
- Mr Allsop History – podcasts to support revision for the Cold War.
- Edexcel GCSE History – access to past papers and mark schemes.
Curriculum
In Year 11, students will study the following topics:
- The development of the civil rights movement, 1954–60
- Protest, progress and radicalism, 1960–75
- US involvement in the Vietnam War, 1954–75
- Reactions to, and the end of, US involvement in Vietnam, 1964–75
- Queen, government and religion, 1558–69
- Challenges to Elizabeth at home and abroad, 1569–88
- Elizabethan society in the Age of Exploration, 1558–88
Assessment
Paper 3 – The USA, 1954–75: conflict at home and abroad
Written examination – 1 hour 30 minutes – 30% of GCSE grade
Paper 2 (British Depth Study) – Early Elizabethan England, 1558–88
Written examination – 1 hour 50 minutes – 40% of GCSE grade
Further Resources
The school has a subscription to The Day, an online news service for schools. Click the button to the right, then browse ‘Subjects’ in the top menu to find history resources.
Please see below for a number of resources to maximise students’ progress during their study of this course during Year 11.
- Library of Congress – a number of resources to support the study of African-American civil rights.
- Sparknotes – notes to support knowledge of the Vietnam war.
- BBC – key information about the reign of Elizabeth.
Summary
A-Level History
Level: A-Level
Examination Board: OCR
Curriculum
In Year 12, students will study the following topics:
- The First, Second and Third Crusade 1095–1192
- The establishment and development of the crusader states in the 12th century
- Churchill’s view of events in the 1930s
- Churchill as wartime Prime Minister
- Churchill and international diplomacy 1939-1951
- Conservative domination 1951-1964
- Labour and Conservative governments 1964-1979
- Thatcher and the end of consensus 1979-1997
Assessment
Y113 – Britain 1930-1997
Written examination – 1 hour 30 minutes – 25% of A-Level (examined at the end of Year 13)
Y203 – The Crusades and the Crusader States 1095–1192
Written examination – 1 hour – 15% of A-Level (examined at the end of Year 13)
Further Resources
The school has a subscription to The Day, an online news service for schools. Click the button to the right, then browse ‘Subjects’ in the top menu to find history resources.
Please see below for a number of resources to maximise students’ progress during their Year 12 curriculum.
- History.com – details and video clips of key elements of the crusades.
- History World – an overview of the crusades.
- Churchill Central – a website chronicling the political career of Winston Churchill.
- UK politics – a website with links to party manifestos from general elections since 1945.
Curriculum
In Year 13, students will study the following topics:
- African American civil rights 1865-1992
- Malcolm X and Black Power
- Trade Union and Labour rights 1865-1992
- The New Deal and civil rights
- Women’s rights 1865-1992
- Civil rights in the ‘Gilded Age’ c.1875 – c.1895
Assessment
Y319 – Civil Rights in the USA 1865-1992
Written examination – 2 hours 30 minutes – 40% of A-Level
Y100 – Topic based essay
Independent essay – 3000-4000 words – 20% of A-Level
Further Resources
The school has a subscription to The Day, an online news service for schools. Click the button to the right, then browse ‘Subjects’ in the top menu to find history resources.
Please see below for a number of resources to maximise students’ progress during their Year 13 curriculum.
- About News – an overview of the development of Feminism in the USA.
- YouTube revision videos – a revision video made by an A-Level student for the Civil Rights examination.
- Sit in Movement – a timeline of the American American civil rights movement.
- Year 9 residential visit to Ypres
- Visit from Holocaust Survivor
- Year 12 visit to Auschwitz
- Visits to the Imperial War Museum
- A Level study days
- Previous residential trips to the USA, Russia and Berlin