"A generation which ignores history has no past and no future."
Robert Heinlein
Subject Staff
| Name | Role | Contact |
|---|---|---|
| Mrs J White | Head of Department | Contact |
| Mr M Auger | Classroom Teacher, Deputy Headteacher | Contact |
| Miss D Brown | Classroom Teacher, Head of Year 11 | Contact |
Our Intent:
The aim of the History curriculum is to ensure that all pupils, regardless of prior ability or circumstance, leave as historians rather than simply 'knowing' History. We also want pupils to enjoy their history lessons while being challenged in their thinking and development. The curriculum will enable pupils to understand and engage with the world around them by exploring the history and debates surrounding issues such as the development of political power and the impact of beliefs throughout history.
As a result, the curriculum content will be broad, covering local, British and world history, to ensure that pupils leave Lancaster High School with a coherent knowledge and understanding of the past. There will also be a deliberate effort to ensure that the history studied is representative of different groups and perspectives. This will help to stimulate each pupil's curiosity about the past while also allowing them to view history through different lenses.
Pupils will be challenged to complement a depth of knowledge with a developing understanding of disciplinary concepts and skills. We want all our pupils to ask perceptive questions, think critically, weigh evidence, develop perspective and judgement, and write accurate narratives of the past. We aim for pupils to understand the complexity of people's lives, the process of change, the diversity of societies, and the relationships between different groups, as well as their own identity and the challenges of their time.
This will help pupils to develop their moral, cultural, social and political understanding. All pupils will recognise that history is open to interpretation and engage critically with those interpretations. We will ensure that all pupils develop an appreciation and understanding of the language of history and write with increasing sophistication. Ultimately, our intention is that the study of History will enable pupils to experience success, engage confidently with key debates in society, and think and act as historians.
Our curriculum roadmaps give a more detailed overview of our programme of study both overall and within each year group from 7-11.
View History Curriculum - Roadmap Overview
KS3 Overview of Units
| Term 1 Topics | Term 2 Topics | Term 3 Topics | Curriculum Roadmap | |
|---|---|---|---|---|
| Year 7 | • How has migration helped shape the British Isles? • What was the legacy of 1066? |
• Were the Crusades a truly religious war? • Could Medieval monarchs do as they wanted? |
• What was the impact of Henry VII’s win at Bosworth? • How have indigenous people been affect by discrimination? |
View Document |
| Year 8 | • What was the importance of the Reformation? • What was the impact of 1649 on the power of the monarchy? |
• What was the cost of British expansion? | • How did the industrial revolution change the landscape and lives of British people? • Was World War One the war to end all wars? |
View Document |
| Year 9 | • Why did British women get the vote? • How did the rise of nationalism shape Germany between 1932-1939? |
• What was the impact on WW2 on the world and its people? | • How far was equality achieved in the 20th century? • How far have individuals caused conflict in the Middle East? |
View Document |
Parents / carers can best support pupils by: Looking through pupils’ books and asking questions about what they have studied and then discussing how and why it may been important. Discussions about current political debates will also support an understanding of many of our topics.
Key Stage 4:
Qualification type, exam board and syllabus if applicable: GCSE History, Edexcel
Link to specification: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
Assessment:
| Paper 1 | Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city. | 1 hour 15 minutes | 30% |
| Paper 2 | Early Elizabethan England, 1558-88 and Superpower relations and the Cold War, 1941–91. | 1 hour 45 minutes | 40% |
| Paper 3 | The USA, 1954–75: conflict at home and abroad. | 1 hour 20 minutes | 30% |
Parents / carers can best support pupils by: Looking through pupils’ books and asking questions about what they have studied. Ask them why events were significant and what consequences and changes the event may have brought.
Additional materials to support study and revision:
| Resource | Link |
|---|---|
| GCSE Pod (login available from teacher) | https://www.gcsepod.com |
| BBC Bitesize |
https://www.bbc.co.uk/bitesize/topics/zwbysg8 (Cold War Paper2 and Vietnam Paper 3) https://www.bbc.co.uk/bitesize/topics/zgdk4j6 (Anglo Saxons and Normans – Paper 2) |
| Revision guide for Crime and Punishment | https://www.amazon.co.uk/Edexcel-History-Punishment-Revision-Workbook/dp/1292169702 |
| Revision guide for Anglo-Saxon and Norman England (Paper 2) | https://www.amazon.co.uk/Edexcel-History-Anglo-Saxon-Revision-Workbook/dp/1292169745 |
| Revision guide for Superpower relations and the Cold War | https://www.amazon.co.uk/Edexcel-Superpower-relations-Revision-Workbook/dp/1292169753 |
| Revision guide for USA, 1954-75: conflict at home and abroad | https://www.amazon.co.uk/Revise-Edexcel-History-Revision-Workbook-ebook/dp/B073JP7T3F |
