History

History is an engaging, thought-provoking subject and we aim to ensure all students develop their knowledge and understanding through studying fascinating events and people from the past.

We want students to enjoy History and to develop essential skills, such as evaluation and interpretation, which can be used to advantage in later life. They will learn new concepts such as cause and consequence, significance, change and continuity in the acquisition of historical knowledge.

Budding historians are encouraged to think critically, make reasoned arguments and debate their opinions. We regard this as highly relevant learning as the past often informs the present and the future and the skills learned in evaluation, research and interpretation have significance for students’ future learning and employment. History lessons offer all students the opportunity to develop these skills as well as building a body of knowledge about the History of Britain and the wider world, which will help them make sense of the world they live in today.

‘Those who do not learn from the past are condemned to repeat it’

George Santayana.

Key Stage 3


What will I do?
What will I learn?
Year 7 
  • Develop enquiry skills
  • Cause and consequence
  • Source analysis
  • Writing with accuracy and relevant detail
  • Use of evidence to support points
  • Historical significance
  • Historical interpretations
What are historical skills?

Pre-1066 Historical study
What happened to the skeletons at Maiden Castle?
How much did Britain change

Medieval History
Who would be King of England in 1066?
Why did William the Conqueror win the Battle of Hastings?
How did William establish control of England?
How and why did castles in England develop over time?
What kind of King was William I?
Why was Thomas Becket murdered?
How significant was the Magna Carta?
What was the impact of the Black Death?
Why did the peasants revolt in 1381?
What were the Wars of the Roses?

Tudors and Stuarts
Why Henry VIII set up his own Church in England?
Why did Henry VIII close the monasteries?
Does ‘Bloody Mary’ deserve to be remembered that way?
How did Elizabeth I deal with the problems she faced?
Were the Gunpowder plotters framed?
Why King Charles I executed in 1649?
What similarities and differences were there between the Great Plague and the Black death?
Year 8
  • Develop enquiry skills
  • Cause and consequence
  • Source analysis
  • Writing with accuracy and relevant detail
  • Use of evidence to support points
  • Historical significance
  • Historical interpretations
Industrial Revolution
What was Britain like in 1750? Why was there a population explosion between 1750 and 1900?
What was the impact of new inventions on the textile industry?
Why was Westhoughton Mill attacked in 1812?
What were the causes and consequences of the Pretoria Pit Disaster?
What was the impact of individuals on public health in 19th century Britain?
What was the transatlantic slave trade?
How accurate a depiction of the slave trade is ‘Roots’?
Why the slave trade was abolished?
Why was Whitechapel a good place for Jack the Ripper to commit his crimes?
How effective were the police in the Jack the Ripper investigation?

World War I
What were the causes of the First World War?
How did Britain ensure there were soldiers to fight in the First World War?
Why are there different interpretations of conscientious objectors?
How was trench warfare fought?
What were the conditions like in the trenches?
What were the main medical problems on the Western Front?
How effective were the methods of dealing with injured soldiers on the Western Front?
Why did the Allies win the First World War?
How did the Treaty of Versailles punish Germany?

World War II
What were the causes of the Second World War?
What were the key events of the Second World War?
Year 9
  • Develop enquiry skills
  • Cause and consequence
  • Source analysis
  • Writing with accuracy and relevant detail
  • Use of evidence to support points
  • Historical significance
  • Historical interpretations
The Holocaust
What was life like in Germany after the First World War?
How did Hitler become Chancellor of Germany?
How were Jewish people persecuted in Germany 1933-39?
What was the impact of the outbreak of war on the persecution of Jewish people?
What was the Final Solution?
How did the Jewish people resist during the Holocaust?
How were the extermination camps liberated?
Who was responsible for the Holocaust?

Civil Rights in the USA during the 1950s and 1960s
Why did Black Americans fight for Civil Rights after the Second World War?
Who opposed Civil Rights?
How much progress was there for Civil Rights in the 1950s?
What impact did peaceful protest have on the progress of Civil Rights in the 1960s?
What was the impact of the Presidents for the progress of Civil Rights in the 1960s?
What impact did militant protest have on the progress of Civil Rights in the 1960s?
How much progress was there for Civil Rights by 1970?

The Vietnam War
Why did the USA become increasing involved in the Vietnam War?
What tactics did the Vietcong use?
What tactics did the USA use?
Was the Tet Offensive a turning point in the War?
Why was their opposition to the Vietnam War?
Why was there support for the Vietnam War?
Why did the USA fail in Vietnam?

Key Stage 4

At Key Stage 4 all students study the Edexcel 9-1 History GCSE specification.


What will I do?
What will I learn?
Year 10
  • Develop knowledge and understanding of specified key events, periods and societies
  • Engage in historical enquiry
  • Source evaluation
  • Historical significance
  • Historical interpretations
  • Organise and communicate historical knowledge and understanding in different ways and reach substantiated conclusions.
Paper 1 unit 2: Medicine through time 1250 to the present day
Paper 1 unit 1: World War I environment study 1914-18
Paper 2 unit 1: The American West c.1835-c1890

Year 11
  • Develop knowledge and understanding of specified key events, periods and societies
  • Engage in historical enquiry
  • Source evaluation
  • Historical significance
  • Historical interpretations
  • Organise and communicate historical knowledge and understanding in different ways and reach substantiated conclusions.
Paper 2 unit 2: Anglo Saxon and Norman England c.1060-1087
Paper 3 The USA 1954-75: Conflict at home and abroad.