In Year 7 students investigate how invasions, such as the Anglo-Saxons and Normans have changed England, as well as how the Normans conquered and secured their power after 1066. The work of historians and deliberate writing practice are an increasing feature of our curriculum. Students investigate where power and control lay in Medieval England by focusing on the Church, the Crown, and nobles, as well as how the Black Death impacted this balance. A study of the Tudors investigates the religious turmoil of the 1500s through successive monarchs and how Elizabeth I attempted to stabilise England. Our final Year 7 topic looks at the causes of the English Civil Wars, investigating turning points in the civil wars, as well as the question of a republican England with the emergence of Oliver Cromwell.
In Year 8 students begin by reviewing the 18th and 19th centuries, and whether they represent a revolution in industry or a period of social reform. Again, the work of historians and deliberate writing practice are an increasing feature of Year 8. We then focus on the British Empire’s impact and how it should be remembered. This includes focusing on the complex issues of slavery, abolition, the East India Company in India, Indian Rebellion and impacts such as the Boer War and concentration camps. We then investigate how global the First World War was by looking the role of empire and diversity in the First World War, life on the Western Front, as well as impacts of war in Britain. We then investigate the inter-war period with a breadth study of post-WWI America, Russia and Britain, which includes the Wall Street Crash, the 1917 Communist Revolution and the Suffrage Movement. Finally students consider the main reasons for Allied victory over the Nazis in the Second World War.
In Year 9, students evaluate the development of Post-Second World War rights by analysing changes and continuities in political, economic and social freedoms as a result of the Civil Rights Movement, Feminist Movements and LGBT+ community. This is a comparative study looking at how these movements developed in both Britain and America. Students then develop their chronological understanding by analysing how the causes, motivations and consequences of migration have changed through time. This includes analysing a range of contexts such as the American colonies of the British Empire, Jewish and Irish migration in the 18th and 19th centuries, as well as decolonisation and post-WWII migration which includes the Windrush generation. Students then apply their understanding to their Health and the People unit, which investigates the progression of medicine from the Middle Ages to the present day. This includes the causes and treatments of disease, approaches to public health and improvements to surgery.
In Year 10, students focus on the long and short-term causes of the First World War by investigating underlying themes and events which contributed to its outbreak in 1914. This includes building argument in a more nuanced manner, investigating triggers and underlying causes. Students build on this by investigating key battles on the Western Front such as Verdun and the Somme, as well as the war on other fronts including: the war at sea, the Gallipoli Campaign and the war in the air. Students investigate the developments of warfare, including tactics and weaponry, querying the extent to which the generals were ‘donkeys’ leading ‘lions’. Ultimately, the unit culminates in evaluating why Germany lost the First World War and how the Allies broke stalemate. Students also study their Germany: Democracy to Dictatorship unit which looks at the impact of WWI on the German government and society. We trace the rise of Hitler and the Nazi Party and how contributing factors such as the Treaty of Versailles, the Nazi Party machine and the Depression made this rise more likely. We then investigate how life under the Nazis changed for women, children and the Jewish population, including a study on how the Holocaust was allowed to happen.
In their final year, students focus on re-evaluating Elizabethan England in comparison to the common perception of this ‘glorious’ monarch. We investigate the roles and functions of government, and how Elizabeth kept control over her Parliament and council. We investigate religious tensions and the compromise Elizabeth sought. This also includes how her policies altered in response to the actions of the Pope and King Phillip II of Spain, including rebellions and the Spanish Armada. Students finally investigate whether Elizabethan England was truly a ‘Golden Age’, by analysing developments in theatre, fashion, and exploration, but also how this image was controlled through propaganda and even questioned by the increasing issue of Elizabethan poverty. As part of their study, a new Historic Environment depth study is undertaken each year. In previous years this has looked at the Globe Theatre and currently the Spanish Armada.
AQA GCSE HISTORY (8145)
Paper 1 Understanding the Modern World: (2 hours, 50%)
Conflict and Tension: The First World War, 1890-1918
Germany 1890 – 1945, Democracy and Dictatorship
Paper 2: Shaping the Nation (2 hours, 50%)
Britain: Health and the People c1000 to present day
Elizabethan England, c1568-1603
Studying History provides an excellent opportunity to develop transferable skills that can be applied to a vast range of different career paths. Click here for examples of some of the employability skills History can provide.