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History

The History department has four permanent members of staff, Mr Clendennen (Head of Department), Mr Morgan, Mr Lewry and Miss Burnett. We all share the same passion for history, along with the drive and commitment to ensure that pupils enjoy, and succeed in the subject. We have all pursued our own studies past degree level and on to a Masters in a variety of specialisms within History.

As a department, we are firm believers in the importance of questioning, and developing pupils as historians with their own enquiry skills and ability to think critically about the past. We promote independence and facilitate pupils’ learning, rather than just telling them about what happened in the past. Our aim is to foster an enjoyment for the subject, provide pupils with an understanding of the topics studied as well as the development of critical thinking skills needed for the future.

Subject Leader: Mr E Clendennen (Eclendennen@thomasaveling.co.uk)

Key Stage 3

In years 7 and 8 the History Department aims to provide pupils a breadth of study though a wide variety of British and international history, as well as the opportunity to explore some areas in depth, through a detailed depth study.

The department takes an enquiry driven approach to learning, with each lesson enquiry question feeding into an overarching enquiry for the unit. This ‘big question’ is designed to challenge pupils' perceptions of the past, as well as to intrigue. 

We have developed bespoke pathways for pupils in year 8, so that all pupils can access and enjoy history, whilst still developing the required knowledge and skills should they choose to pursue their studies at GCSE.

Lessons involve students in methods of historical enquiry and encourage an appreciation of the importance of History as a means of understanding societies, individuals and their actions. Students develop a variety of historical knowledge and skills that will equip them well should they choose to continue their studies at GCSE as well as support their learning in other subjects.

Year 7 – The Making of England

  • Unit 1: The Making of England
    • Unit 1.1: Did William win, r Harold lose the Battle of Hastings?
    • Unit 1.2: Hw successfully was England Controlled?
    • Unit 1.3: What was life like in Medieval England
  • Unit 2: Was Henry II a Good King?
  • Unit 3: Was Henry VIIII a better king than Henry II?
  • Unit 4: Crime and Punishment breadth study: Was there more continuity than change in punishments from the Roman era to the 19th Century?
  • Unit 5: Was King John Really a Bad King?

Year 8 – Conflict and Tension around the World

  • Unit 1: World War One  
      • Unit 1.1: What was the most significant cause of the First World War?
      • Unit 1.2: How did Britain change because of the First World War?
  • Unit 2 : What was the key turning point for the Allies in the Second World War?
  • Unit 3 : Conflict and Tension in Europe: Was the Cold War really cold?
    • Unit 3.1: What was life like in Soviet Russia?
  • Unit 4: The Holocaust: What caused the Holocaust to happen?
  • Unit 5: How important has war been in changing society? A breadth study.

Year 8 - Access Pathway

  • Unit 1: What was the most significant cause of the First World War?
  • Unit 2: World War Two – Did the ‘Blitz Spirit’ really exist?
  • Unit 3: Slavery - Why did slavery last so long?
  • Unit 4: The Holocaust – What caused the Holocaust to happen?
  • Unit 5: Suffragettes – ‘Did the Suffragettes really win the vote for women?’

 

Key Stage 4 – GCSE History

Exam board: AQA

Pupils follow the new AQA GCSE specification. The following options are our chosen topics of study

  • Health and the People c.1000AD to the present day
  • Elizabethan England
  • Germany 1918-1945
  • Conflict and Tension in Asia, 1950–1975

GCSE students develop a wide range of highly valuable skills – history is far more than just knowing ‘stuff’ about the past. It’s about critically utilising a range of different sources, being able to put forward and defend an argument or an interpretation and to analyse and evaluate the causes and consequences of events. These are all skills which can be used as a foundation for further study of any subject in KS5 or for future employment.

Pupils are extremely well supported, with tailored intervention available after school as well as peer intervention and one-to-one support when needed.

To support pupils outside the classroom we have developed a website that has revision resources, as well as homework and exam tasks. There is always something pupils can be doing to improve their progress within the subject. This site will expand and develop as pupils go through the course.

https://clenhistory.wordpress.com/

Year 9

  • Health and the people
  • Elizabethan England

Year 10

  • Germany 1918-1945
  • Conflict and tension in Asia, 1950–1975

Year 11

  • Historic Environment (Elizabeth)
  • Elizabeth - Exploration in depth, extended learning opportunities
  • Germany  - Exploration in depth, extended learning opportunities
  • Health and the people - Exploration in depth, extended learning opportunities
  • Conflict and Tension in Asia - Exploration in depth, extended learning opportunities

Key Stage 5

Exam board: AQA

Pupils at key stage 5 study 3 separate units, The Tudors (1485-1603), Democracy and Nazism: Germany 1918-1945, and Civil Rights 1865-1970. Units 1 and 2 (Tudors and Germany) are examined at the end of year 13.

The Civil Rights unit is the Non-Examined Assessment, and is an individual study on any element of interest within the Civil Rights unit. Topics can be as diverse as the importance of women to the movement or the role of film and television in influencing change, to more established enquiries as the importance of Martin Luther King Jr., or the Supreme Court.

The course is much more in depth than GCSE and will involve the use of original sources and explore a range of historians’ interpretations of key events. The course is ultimately debate driven, and pupils are encouraged to challenge traditional thinking and support their ideas with evidence.

The course develops a huge range of practical skills including selecting relevant information, critical evaluation of not just events, but also how these events have been interpreted as well as research and communication. The ability and desire to have a rigorous, well-informed debate is strongly developed in lessons.

Year 12

  • Germany 1890-1945
  • The Tudors
  • Civil Rights NEA

Year 13

  • Germany 1890-1945
  • The Tudors