History

Our Year 7 history curriculum begins with an exploration of the medieval world, before focusing on the European Renaissance, Reformation and Age of Discovery. To develop our students’ sense of period, we begin by asking ‘what does the world look like in year 1000?’ and students explore Song China alongside 11th century Constantinople and Baghdad. This broadens their worldview, showing the interconnectedness between different parts of the world. Students gain significant contextual and foundational knowledge about Christianity and Islam for later in the academic year when they study the Crusades. We then move on to an in-depth study of England in 1066 and the Norman Conquest. Through this study, students are exposed to second order concepts such as government and authority, and war and invasion. Students then focus on the development and role of the medieval Catholic Church in England, before practising the historical skill of significance through learning about challenges to Medieval kings. Towards the end of Year 7, students learn about change and continuity from the medieval period to the Renaissance period, the impact of the European Reformation and historiographical debates surrounding the Age of Discovery.

Students build on their knowledge of the Reformation in Year 8 when students study the causes of Henry VIII’s break with Rome, followed by its impact and consequences. Students then practise the historical skill of change and continuity through learning about the extent of religious change under the Tudors. Year 8 then develop their understanding of Early Modern England and practice their skills surrounding causation by examining the causes of the English Civil War and the impact of a ‘world turned upside down’. Student’s learning continues chronologically as they study the Transatlantic Slave Trade, the British Empire and decolonisation. The study encourages students to reach conclusions about why historians have come to differing interpretations of events. Links between the slave trade and the scale and success of the Industrial Revolution are further developed in Year 8, when students move on to study the Industrial Revolution. Students analyse the nature and rate of change in the period before analysing the significance and extent of reforms during the period. 

Students begin Year 9 learning about the causes of the First World War and develop their understanding of causation through analysis of the long-term, short-term and trigger causes. They then study trench warfare and the reasons why the First World War came to an end. Students then consider the emergence of dictators in the 20th Century through the case studies of communism in the USSR and the Nazi Party in Germany. In the spring term, Year 9 learn about the causes of the Second World War and the significance of the Holocaust. Towards the end of Year 9, students learn about post-war Britain by looking at the emergence of the NHS, immigration, British black civil rights, and political change in the 1970s and 1980s. 

In Year 10, students learn about changes in Health and Medicine (c. 500 to the present day). They explore a number of themes, such as causes, prevention, treatment, medical knowledge, patient care and public health. They also study a new environmental case study about the changes to public health in the garden cities during the 20th Century. They also study the Elizabethan Age (1559-1603), and Germany in Transition (1918-1939). These topics require in depth study of sources and interpretations which develops students’ understanding of the historical discipline.

In Year 11, students study the Development of the USA (1929-2000), exploring social, cultural, economic and political change, as well as the USA’s role on the world stage in the Cold War and through interventions in the Middle East.

In Key Stage 5, pupils develop highly sought after and transferable skills in history. These include being able to communicate complex ideas effectively, the ability to research, analyse and evaluate information both orally and in writing, and the capacity to make substantiated judgements – all whilst developing independent work skills. Students study two units: 16^th Century Tudor England and the Cold War of the 20^th Century. Both are studied in chorological order. Students analyse both sources and interpretations. They also learn how to write an academic essay through coursework on the British welfare state.