In History, students learn about major events and the contributions of key individuals in Britain’s past. The programme of study is delivered in chronological order from the ancient civilization of the Romans to the modern era – exploring political, social and religious changes, such as the Reformation and Industrial Revolution, up to the events of the Second World War.
Key Stage 3
The teaching of History is delivered by the Humanities department, and each child will expect to receive two lessons each week at Key Stage 3 as part of their normal timetable of 30 lessons. A modular approach is taken in History – with important numeracy, literacy and graph skills developed alongside contextual knowledge and understanding. Each module carries an assessment in the form of a test, timed essay, presentation or project. Homestudy is set regularly to consolidate and develop knowledge, understanding and skills including research-based tasks and independent enquiry.
A range of day trips are offered to enable students to experience and deepen their understanding of what they have studied, as well as, encouraging an interest in the subject.
Year 7 Medieval castle visit
Year 8 Black Country Museum visit
Year 9 Imperial War Museum visit
Key Stage 4
How the course is assessed: 100% final examination
Exam Board: Edexcel History (1HI0)
The qualification is based on the study of five main components that have been carefully selected for broad appeal and a balanced programme of study. The specification content is framed by historical enquiry that encourages an investigative approach to each topic of study, often using sources to form judgements and opinions. Students are encouraged to make historical decisions by applying their knowledge, understanding and skills to different periods through time. The following modules are studied within History at Gartree High School at GCSE:
- Thematic study: Medicine through time
- Historic environment: The British sector of the Western Front 1914-1918 injuries, treatment and the trenches.
- Period Study: The American West 1835-1895
- British depth study: Early Elizabethan England 1558-1588
- Modern depth study: Weimar and Nazi Germany 1918-1939
You can expect to:
- Develop and extend your 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.
- Engage in historical enquiry to develop as an independent learner and as a critical and reflective thinker.
- Develop your 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.
- 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.
- Organise and communicate your historical knowledge and understanding in different ways and reach substantiated conclusions.
Where does it lead?
History is a ‘facilitating’ subject that is highly respected educationally and professionally as academically rigorous. It is an excellent platform for anyone interested in law, journalism, social studies and politics as well as further studies in History. It provides valuable skills of expression and enquiry that are valued at Higher Education and in the workplace. History can open doors into many careers – such as law, genealogy, architecture, teaching, business, journalism, politics, and market research.
Students are required to develop a range of valuable skills throughout their course of study. These skills may be assessed across any of the examined components in each of the three Humanities subjects.
Investigative skills ● identify questions or issues for investigation, develop a hypothesis and/or key questions ● consider appropriate sampling procedures (systematic vs random vs stratified) and sample size ● consider health and safety and undertake risk assessment ● select data collection methods and equipment to ensure accuracy and reliability, develop recording sheets for measurements and observation ● use of ICT to manage, collate, process and present information, use of hand-drawn graphical skills to present information in a suitable way ● write descriptively, analytically and critically about findings ● develop extended written arguments, drawing well evidenced and informed conclusions about geographical questions and issues
Chronology skills ● knowledge of what AD/BCE and BC/CE means when ordering events in time
- construct a timeline showing the order of events in chronological order ● calculate what century an event occurred in on the basis of the year it happened
Enquiry skills ● knowledge of the difference between primary and secondary sources
- aware of examples of primary and secondary sources of evidence
- aware of the benefits and problems of both primary and secondary sources
- identify bias in a source based on its origins and context
- assess reliability and accuracy in a source based on its origins and context
- use sources to support an argument or point of view
- use sources to explain past events in history
- evaluate the effectiveness of evidence based on its purpose, limitation, context, author and type of source
- compare and contrast two sources for how far they agree or disagree with each other
Literacy skills ● writing a narrative based on sources of evidence
- formulating an argument by examining and considering both points of view from written and visual forms of evidence
- developing a conclusion and offering a balanced, reasoned opinion supported by evidence
Transferable skills enable young people to face the demands of further and higher education, as well as the demands of the workplace, and are important in the teaching and learning of History, Geography or Religious Education through Key Stage 3 and 4.
Cognitive skills ● Non-routine problem solving – expert thinking, metacognition, creativity ● Systems thinking – decision making and reasoning ● Critical thinking – definitions of critical thinking are broad and usually involve general cognitive skills such as analysing, synthesising and reasoning skills ● ICT literacy – access, manage, integrate, evaluate, construct and communicate
Interpersonal skills ● Communication – active listening, oral communication, written communication, assertive communication and non-verbal communication ● Relationship-building skills – teamwork, trust, intercultural sensitivity, service orientation, self-presentation, social influence, conflict resolution and negotiation ● Collaborative problem solving – establishing and maintaining shared understanding, taking appropriate action, establishing and maintaining team organisation
Intrapersonal skills ● Adaptability – ability and willingness to cope with the uncertain, handling work stress, adapting to different personalities, communication styles and cultures, and physical adaptability to various indoor and outdoor work environments ● Self-management and self-development – ability to work remotely in virtual teams, work autonomously, be self-motivating and self-monitoring, willing and able to acquire new information and skills related to work
“Those who don’t learn from history are doomed to repeat it” George Santayana