History

“Study the past if you would define the future”
Confucius

Here at Verulam, we seek to offer a lively and engaging History curriculum that provides our students with a map with which to navigate and understand the past and the foundations of the society in which they live. This is achieved by studying a range of periods from the ancient past to events which continue to shape the twenty first century. Throughout each study, rigour is established through development of core study skills such as interpretation, causation and significance. Our aim is to ensure that pupils think critically about any information they are given and foster a rich understanding of their cultural heritage.

Students at Verulam explore the defining concepts of the past such as empire, democracy, revolution and revolt. Through this they develop an appreciation for not only the evolution of the nation they live in but of other cultures and how they have enriched or challenged Britain and the wider world. Studies in lesson are supported by an extra-curricular club and an increasing range of enriching trips.

Key Stage 3

This course introduces the skills needed by a historian to investigate and analyse the past. These are fostered through the study of a range of time periods and different societies to provide a greater awareness of national and global society and culture. This provides them with the foundational skills required for study at GCSE, both in History and other subjects. Pupils learn to structure a developed and detailed argument based on analysis of evidence in order to present a reasoned conclusion. We also develop students’ ability to analyse different sources of evidence and evaluate the interpretations of established historians.

The programme of study includes

Year 7:

What is History? Key skills and concepts.
Roman Empire – why was it so important?
Anglo Saxon and Norman England
Medieval Life
Monarchy – just how powerful was the king in medieval times?

Year 8:

Henry VIII – Hero or Monster?
Elizabeth I – How successful was she?
English Civil War
Industrial Revolution
British Empire
World War One
Gaining Rights
World War Two

Assessment

Assessments are mostly half-termly, with an end of year exam in Years 7 and 8. All assessments are designed to develop the skills required at GCSE level.

Home Learning

Home Learning is set weekly and seeks to support the development of knowledge and skills in class. Home Learning varies from reading to key term and topic tests as well as project work and revision for assessments.

Key Stage 4

We follow the Edexcel exam board GCSE 1-9. The qualification aims to engage students with a broad and diverse study of the history of Britain – and the wider world – and give students skills that will support progression to further study of history and a wide range of other subjects. This course builds on the content and skills of Key Stage 3 and provides a sensible progression of content to ‘A’ level, with similar approaches to assessment.

The programme of study includes:

Paper 1: 30% Thematic study with historic environment: Warfare through time, c1250-present

Students will follow the course thematically covering four distinct periods in British History.

Each period will look at the following:

The nature of warfare
The experience of war
A case study of the period

In addition there will be a study on ‘London and the Second World War, 1939-1945’.

Paper 2: 40% Period Study and British Depth Study: Anglo-Saxon and Norman England, c1060-88

Topics include:

Anglo Saxon Society
Key Individuals of the Period
The Norman Invasion
Control & Resistance

Superpower Relations and the Cold War, 1943-1991

Topics include:

Causes of the Cold War – the end of WW2, the Berlin Airlift and Hungarian Uprising.
Key Crises – Construction of the Berlin Wall, Cuban Missile Crisis, Prague Spring.
End of the Cold War – Reagan, Gorbachev and the collapse of the Soviet Union.

Paper 3 – 30% Modern Depth Study
Russia and the Soviet Union, 1917-41

Topics include:

Tsarist Russia and the revolutions of 1917
the Bolsheviks in power 1917-24
Stalin’s rise to power and dictatorship 1924-41
Economic and social change 1924-41

Students will:

Demonstrate knowledge and understanding of the key features and characteristics of the periods studied.
Explain and analyse historical events and periods studied using second-order historical concepts (similarity, difference, change, continuity, consequence, significance, and causation).
Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied.
Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.

Assessment

All three papers will be sat at the end of the two year course. In addition to class assessment there will be regular assessment of subject knowledge and skills through the completion of exam style questions. An exam will be completed at the end of Year 9 and 10 assessing the units studied in these years. There will be two mock exams in Year 11, one in the autumn term and one in the spring term.

Home Learning

The aim of each home learning task is to develop the knowledge and skill required for the course. These will include regular glossary tests of key terms, exam style questions and the production of revision guides and materials for future use by the students.

Key Stage 5

Students will follow the Edexcel ‘A’ level course. The subjects chosen have been designed to give a breadth of knowledge across a range of periods, to develop the necessary skills and understanding which will be needed by students planning to progress to undergraduate study at a UK higher education establishment, particularly (although not only) in the same subject area.

The programme of study consists of:

Paper 1: 30% In search of the American Dream 1917-96

This is a breadth study focusing on thematic studies of America such as political economic and social change. It also includes an interpretations section investigating the presidency of Ronald Reagan.

Paper 2: 20% India; the road to independence 1914-48

This is a depth study looking at the changes under Mao’s rule terms of Communist rule, agriculture and industry, the Cultural Revolution and social and cultural change.

Paper 3: 30% Lancastrian, Yorkists and Henry VII, 1399-1509

This paper looks at themes in breadth and aspects of depth across more than 100 years. Students will consider various aspects medieval kingship through the kings of this period, how they coped with challenges to their rule and their relationship with nobility.

Unit 4: 20% India (Coursework)

Students will conduct their own research into why India gained independence, the different interpretations established by historians and the schools of thought they form.

Assessment

All three papers will be sat at the end of the two year course. In addition to class assessment there will be one threshold exam at the end of Year 12, and mock exams in the November and March of Year 13. In class assessment will occur throughout the year. Coursework will be completed in Year 13 prior to exams.

Home Learning

Home learning will take the form of preparation or review of work in class. This consists largely of reading or tasks given by the teacher. Reading around the subject is essential for greater understanding, the textbook is a starting point but students are expected to use the reading list to further their understanding.

Where can History take you?

The skills acquired through the study of History, at any level, are invaluable for an array of career paths. Those listed below show just a few which have a direct and indirect relation to the subject.

Careers directly related include:

Heritage manager
Historic buildings inspector or conservation officer
Museum education officer
Museum or gallery curator
Museum or gallery exhibitions officer
Teaching

Careers where the qualification would be useful:

Editorial assistant
Information officer
Politician’s assistant
Law
Management consultancies
Publishing companies
Television and radio broadcasters.

How parents can support their child’s learning?

Parents can discuss with the students how they plan to manage their time for the home learning tasks. We strongly encourage students to gain background research from books rather than the internet as it is often age-inappropriate for students. The school library is well stocked and the librarians are more than willing to help students find their way to useful books, although encouraging students to use local libraries and books at home would also support us in this. Visiting historical sites and encouraging discussion about the topics studied in class is also useful.

Useful Links

timelines.tv
BBC Education
schoolhistory.co.uk
History On The Net
JohnDClare History Revision
Spartacus Educational

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History

“Study the past if you would define the future” Confucius

Key Stage 3

The programme of study includes

Assessment

Home Learning

Where can History take you?

How parents can support their child’s learning?

Useful Links

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“Study the past if you would define the future”
Confucius