The History Department aims to develop a lifelong interest in the study of History in all students. Through this study the students will acquire the skills and perspectives that will enable them to lead successful and enriching lives. The content of all of our courses allows the students to make sense of current affairs by relating to the past and to develop a moral perspective, a sense of empathy and a tolerance of a range of opinions. Our teaching introduces all of our students to the distinctive methodology of the historian, in particular varied and exciting enquiries based on evidence with a focus on enriching other areas of the curriculum at the same time.
Key Stage Three:
In Year Nine, pupils study the History of the 20th Century, through a number of themes:
- Was the First World War truly the “War to end all Wars?”
- What made the Roaring Twenties “roaring?”
- How does power corrupt?
- What is the significance of the Second World War as a modern World War?
- What have human beings learnt from the Holocaust?
- How fair was the World in the 1960’s?
Highlights include a Battlefields trip running to the Ypres Salient and the Somme in November 2020, a Holocaust Survivor coming in to speak to our Year Nine pupils in Holocaust Memorial Day, and topics that give our pupils a wider understanding of the World today.
|Key Stage 4|
|Exam Board (to include details of exam)||Exam Board : AQA
History students in year 10 and year 11 will have the opportunity to study a wide variety of History over the two year linear course, including one period study, one thematic study, one wider world depth study, and one British historical environment depth study. The exam is linear and students sit two papers at the end of their course – Paper 1, Understanding the modern world and Paper 2, Shaping the Nation. Details of each section of the course are outlined below:
|Course Content||Paper 1 – Understanding the modern world
Paper 2 – Shaping the Nation
Students will sit a 2 hour written paper at the end of year 11 for Paper 1 and Paper 2. Both papers are worth 50% of the total GCSE.
|Useful Subject & Revision websites||https://www.s-cool.co.uk/gcse S-Cool History GSCE Revision
PiXL History App https://historyapp.pixl.org.uk/
|Key Stage 5|
|Exam Board (to include details of exam) and entry requirements||Exam Board: OCR
In Year 12 and Year 13 pupils will have the opportunity to deepen their knowledge of History, studying topics they briefly studied at GCSE, and new topics as well. Historical knowledge, source skills and interpretations are at the forefront of everything that is taught, with three exams at the end of Year 13.
|Course Content||Two Year Course
Unit One, British Period Study and Enquiry: Mid Tudor Crisis and the Later Tudors 1547 – 1603.
Section One: Enquiry – Mid Tudor Crisis
Section Two: British Period Study – Elizabethan England.
How it’s assessed: 1 ½ hour exam: 4 sources, how far do they support the view that… (30 marks) Essay based. (20 marks.) = 25% of overall grade.
Unit Two – Non British Period Study: Democracy and Dictatorship in Germany, 1919 – 1963.
How it’s assessed: 1 hour, Pick either question 1 or 2. A.Which of the following… (10 marks.) B. Statement – how far do you agree? (20 marks.) = 15% of overall grade.
Unit Three – Thematic study and historical interpretations: Popular culture and the Witchcraze of the 16th and 17th Centuries.
This theme focuses on the rise and decline in witchcraft during the 16th and 17th centuries and how far it emerged out of the popular culture of the time. It will examine the reasons for the increase and subsequent decline in persecutions, the nature of the Witchcraze, the reactions of the authorities and its impact on society. Learners should consider the Witchcraze in a variety of countries and regions in order to be able to establish patterns and make comparisons; (however, essays will not be set on particular countries). There are a wide range of European countries, as well as America, that can be used as examples and learners should draw on a range of examples from these. The strands identified below are not to be studied in isolation to each other. Learners are not expected to demonstrate a detailed knowledge of the specification content, except for the named in-depth studies, but are expected to know the main developments and turning points relevant to the theme.
How it’s assessed: 2 ½ hour exam – Evaluate 2 interpretations, how convincing? Essay based, breadth question (covers whole time period.) (25 marks.) = 40% of overall grade.
Unit Four: Non Examined Assessment = 20% of overall grade.
This is the students opportunity to conduct their own research and produce a 3,000 – 4,000 word essay from a list of questions, some examples include:
This is internally marked, and moderated by OCR.
|Useful Subject & Revision websites|
|Exam Success||Many of our students have gone on to continue their studies of History at university level at a wide range of prestigious institutions across the country.|
Contribution to SMSC
The study of History prepares all students for the complex and culturally varied society which they live in. It helps them to understand the values of our society and develops a sense of empathy and a tolerance of a wide range of opinions.
This is inspired in the students in particular with a study of:
- A Battlefields trip to Belgium and France giving the students at all levels a chance to be involved in the remembrance ceremonies surrounding the centenary celebrations of World War One.
- Local Oral History . Involvement in the ‘Engineering the Past’ community history project. Students interview members of the local community to to record their memories of Redditch at war and Redditch in the 1950s and 1960s.
|Contribution to Wider Curriculum (if appropriate)||History plays a key role in developing excellent literacy and numeracy skills through the study of the disciplines required to be successful in History. A key emphasis on developing literacy and numeracy is placed in all schemes of work and enquiries throughout all the key stages of education.|
|Subject Club||Regular revision clubs for GCSE students held each week from January of each year including: