History
“Those who cannot learn from history are doomed to repeat it.”
George Santayana
At Egerton High School, we hope that the study of History will enable students to gain a clear and coherent understanding of Britain’s past and that of the wider world. As well as, developing key disciplinary skills associated with the study of history, that are transferable across the curriculum and in life beyond school.
Studying topics such as the causation and impact of World Wars, the rise of the Nazis and the Holocaust will allow students to learn from the worst of humanity whilst hopefully developing empathy for those who had to struggle through these times.
By studying the medieval world, British Empire and the struggle for women’s suffrage, students will develop a sense of their own historical identity and core British values, such as democracy and multiculturalism.
Students will develop important skills such as critical thinking and the evaluation of evidence. They will be able to reach independent, substantiated judgments about the past, whilst having the confidence to challenge previous interpretations.
With this, students will be better prepared to distinguish the truth from “fake news” and be more critical of information read on social media. Regular opportunities for extended writing will help pupils to develop their literacy.
They will grapple with a range of key historical concepts such as: cause and consequence, change and continuity, significance and using evidence and interpretations.
All students should develop confidence in framing and asking perceptive questions about the past and be inspired to find out more for themselves.
From the beginning of Year 7, student learning is embedded through the development of skills and knowledge via the teaching of a wide range of topics. This ends with modular assessments focusing on gained knowledge and a particular historical skill.
Throughout KS3 students are taught in a chronological fashion to help them build a sense of chronology and enable them to analyse key themes, such as change and continuity, at higher levels. This model of progression will allow for effective marking, feedback and stretch and challenge.
During each unit of study, knowledge retention and retrieval will be encouraged by the completion of regular quick quizzes and mid-unit retrieval activities.
After each unit of study has been completed, students will have the opportunity to apply their knowledge and skills to an end of unit assessment. Sitting behind this structure, skills development has been carefully mapped out across the three years.
Every unit of study is underpinned by an engaging overarching inquiry question, which students will be able to answer by the completion of study.
During Year 8, students will continue to develop and hone skills learnt in Year 7. They will grapple with more sensitive subject matters such as the use of atomic weapons at the end of World War Two and
will explore the Holocaust. Students will continue to explore the topic of conflict and protest through the study of the Suffragettes, allowing them to embed their understanding from Year 7 whilst preparing for Year 9 where they will undertake longer depth studies.
Areas of study in Key Stage 3 History are;
Year 7:
· What makes a GREAT HISTORIAN? (Skills introduction)
· How did the Celtic People shape Ancient Britain (Significance)
· What have the Romans ever done for us? (Evidence & Interpretation)
· How did England develop under the Anglo-Saxons? (Evidence & Interpretation)
· How did the Normans change England? (Change & Continuity)
· Did Henry VIII break away from Rome because of love? (Causation)
Year 8:
· Why did England execute their king? (Evidence & Interpretation)
· Did the Industrial Revolution result in prosperity and progress for everyone? (Change & Continuity)
· Does the Suffragist movement deserve all of the credit for gaining Women the Vote? (Evidence & Interpretation)
· Why did the world go to war in 1914? (Causation)
· What was the most significant turning point of World War Two? (Significance)
· Why should we remember the Holocaust? (Evidence & Interpretation)
Year 9:
· How has medicine changed throughout the years? (Change & Continuity)
· What impact have Medieval Kingdoms had on the modern world? (Evidence & Interpretation)
· What was the impact of the spread of Communism in Eastern Europe? (Significance)
· How do you win a Cold War? (Evidence & Interpretation)
· How did Britain change at the start of the twentieth century? (Change & Continuity)
At GCSE, we have chosen OCR History B. This board offers a clear and coherent GCSE, that has been designed to build upon skills and knowledge developed in Key Stage 3, whilst also offering an Entry Level qualification. Students will be taught lessons in a similar style to previous years, but with the added focus on exam technique, assessment and feedback.
Areas of study in Key Stage 4 History are;
· Component group 1 (British history) - There are two elements:
Ø Thematic study
Ø British depth study
The thematic study requires students to understand change and continuity across a long sweep of history, from c. 1250 to the present. Students study the following options: Crime and punishment, c. 1250 to present
The depth study focuses on a particular period in British history during which the country faced severe pressure due to possible or actual invasion. Students study the following: The Elizabethans, 1580—1603
· Component group 2 (History around us):
Students study the history of Quarry Bank Mill. They discover how physical features and other sources inform an understanding of historical events both locally and in a wider historical context. Studying the history around them provides a valuable approach to studying history, and helps students find a connection with the lives of people from the past.
· Component group 3 (World History) - There are two elements:
Ø Period study
Ø World depth study
The period study offers learners the opportunity to study the unfolding narrative of a wider world society during a particularly interesting period in its history. Students look at the relationships between different cultures at times of great upheaval, and consider the experiences and perspectives of different individuals and groups of people in the past. Students study the following: Viking expansion, c. 750 — c. 1050
The world depth study enables learners to develop an understanding of a traumatic short period in world history when different cultures or ideologies were in conflict. They study the following: Living under Nazi rule, 1933—1945.
Students will begin their GCSE by studying the Crime and Punishment unit, as this lead on nicely from their work in in KS3. Each of the units will be taught through a mixture of chronological narrative and thematically depending on the nature of the content and exam focus.
Another big difference to the study of History at KS4 is the option for students to regularly attend revision sessions after school, as a means of support. These should be attended alongside the completion of independent revision as exams approach.
