“Study the past if you wish to define the future!”
The world is complex and our place in it unique. We cannot fully understand the world around us if we don’t study the past and understand the choices and decisions of our predecessors. Why do societies change and develop? Why does conflict play such a central role? What is the role of power? How does the past turn on chance events and moments? Answers to these questions are what lie at the heart of our modern world as it was shaped and formed by the past.
History is fundamentally the study of people and what drives them, inspires them and causes them to make decisions which we may now find astonishing. We are, in effect, studying ourselves. We are looking to analyse the past to help us understand the development of human society so far. Is it cyclical or linear? What do we have in common with past eras? Anything? What drives progress? Are we progressing? Why is the world so unequal?
History gets you to think in depth. It gets you to analyse and form opinions, consider complex ideas and form your own opinion based on solid evidence. It develops the skills of reasoning and evaluation. It poses counter-factual hypotheses and forces you to defend an opinion. It is not just about knowing the story of the past but analysing its component parts looking for causes, effects and consequences and looking at the relative importance of different factors. No other subject expects you to think in such an analytical way.
Subject Key Aims
- To develop curiosity and fire students’ imaginations about how the past directly influences and shapes the present
- To encourage an enjoyment of thinking about complex events and the importance of forming and supporting opinions
- To improve written and verbal communication skills of explanation and analysis
- To be open to having your ideas challenged and being prepared to reformulate them based on evidence
- To enable the study of a traditionally academic subject that opens doors to a variety of careers
Years 7 and 8 cover Key Stage 3 History before opting to continue studying at GCSE. We use enquiry questions to focus our learning using an investigative approach in order to prepare students for the demands of a GCSE course.
- Why did William win the Battle of Hastings in 1066?
- How did power struggles affect the monarchy 1066-1400? (Becket, Peasants’ Revolt & Magna Carta)
- Why was there a ‘Religious Rollercoaster’ under the Tudor Monarchs?
- Threats to the crown: Why did England survive the Spanish Armada and Gunpowder Plot? Whose fault was the English Civil War?
- Industrial Britain: For better or worse?
- Local study Liverpool: How has Liverpool been shaped by its history?
- Why did the Transatlantic Slave Trade last so long?
- Should Britain apologise for its role in the Slave Trade?
- How successful was the Civil Rights Movement? Has MLK’s ‘Dream’ been achieved?
- Why did the Great War break out?
- Why did the Great War become the First World War so quickly? (Causes of WW2)
- Experiences of war: The Second World War and Cold War – What can past conflicts teach us about current tensions?
- The Holocaust: How can memorials and commemoration help educate future generations about genocide?
- Decades study: What are the most significant moments in the last sixty years?
Years 9, 10 & 11 Study Edexcel History 9-1
Unit 1: Medicine in Britain c.1250 – present and 1914-1918: The British sector of the Western Front: injuries, treatment and the trenches
- Students study the development of medicine in Britain
- Medieval Medicine 1200 – 1500
- Renaissance Medicine 1500-1700
- Medicine 1700-1900
- Modern Medicine 1900-2017
- Students will investigate how ideas about cause of illness, prevention of illness and treatment of illness changed and developed including the role of key individuals such as Galen, Harvey, Jenner, Pasteur, Watson and Crick.
- Students also complete a study on the British Sector of the Western Front
- Key battles
- Structure of the trench network and evacuation route
- Treatment of war injuries
- Overcoming problems
- Development of plastic surgery
- The questions focus on sources.
Unit 2: Early Elizabethan England 1558-1588
Superpower relations and the Cold War 1941-1991
- Problems on ascending the throne
- The Religious Settlement
- How was Elizabeth threatened as monarch? Rebellions and attempted invasion – Spanish Armada
- What was Elizabethan society like? Education, pastimes, structure, poverty
- Attempts to establish colonies
- Cold War 1941-1991 Superpower relations USA v. USSR
- How and why did the Cold War start?
- Key flash points: Berlin Airlift, Hungarian Uprising, Berlin Wall, Cuban Missile Crisis and Prague Spring.
- Why was there a period of détente?
- What was the Second Cold War?
- How did the Cold War end?
Unit 3: Weimar and Nazi Germany 1918-1939
- The Weimar Republic – How and why was it created?
- How was the Weimar Republic threatened? Political putsches, economic crises, hyperinflation and international isolation.
- How did Stresemann create stability?
- How did the Wall Street Crash affect Germany?
- The development of the Nazi Party
- How did the Nazis come to power?
- How did the Nazis create a totalitarian dictatorship that ended democracy?
- You will look at this 20 year period in detail considering what it would have been like as an ordinary German to live through it and how lives changed during the inter-war period.
There are three exam papers. All require extended written answers (essays). Papers 1 and 3 include sources.
- Paper 1 Thematic study and historic environment Medicine in Britain c.1250 – present / The British sector of the Western Front Worth: 30% Written exam: 1 hour 15 minutes
- Paper 2 Period study and British depth study Superpower relations and the Cold War 1941-1991 / Early Elizabethan England Worth: 40% Written exam: 1 hour 45 minutes
- Paper 3 Modern depth study Weimar and Nazi Germany 1918-1939 Worth: 30% Written exam: 1 hour and 20 minutes
Please contact Mrs Shaw on 01942 767040 to discuss anything further regarding our school curriculum.