History

“The more you know about the past, the better prepared you are for the future.” - Theodore Roosevelt

 

Overview of the Subject

History entices curiosity about the past and develops a multitude of skills which will help pupils in later life. It gives young people the ability to develop an analytical and questioning nature through the validation and interpretation of sources. History improves written and verbal communication skills through the use of essays and debate, which puts them in good stead for higher education and / or future job prospects.

 

Key Stage 3

In Key Stage 3 History, we aim to deliver a varied and challenging curriculum to suit multiple learning styles. Our purpose is to encourage a passion for our subject alongside developing excellence of character. We instil and cultivate the skills required at GCSE from the start, with an equal balance of opportunities for fun. Pupils study events chronologically, with an introduction of World History in Year 8. This is to enable them to access GCSE content, as well as contextualising who they are and where they have come from.

History will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It inspires pupils’ curiosity to know more about the past. Teaching equips pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. The History curriculum at Meopham School aims to develop character by ensuring that all pupils:

  • Know the history of Britain as a coherent, chronological narrative, from the earliest times to the present day and know significant aspects of the history of the wider world;

  • Understand historical concepts such as continuity and change, cause and consequence, and are able to use these to analyse trends and create their own structured accounts, including written narratives and analyses;

  • Can engage with historical enquiries, including how evidence is used, and discern how and why contrasting arguments and interpretations of the past have been constructed;

  • Gain historical perspective by placing their growing knowledge into different contexts.

The scheme of work for Key Stage 3 is organised chronologically from Medieval times up until the end of World War Two so that pupils can create a Historical narrative of Britain and the wider world. This gives pupils the opportunity to develop their understanding of chronology, thematic issues and interpretation.

In Key Stage 3 pupils are offered guided choices in tasks of varying difficulty to promote progress for all. This lends itself to opportunities for all abilities to work independently, as well as in mixed groups, to promote progress through the teaching and coaching of each other. This improves their resilience, reflectiveness, resourcefulness and reciprocity skills. The scheme of work has a careful balance of extended writing opportunities, coupled with oracy tasks (eg role play, source work and television show adaptations) to promote pupils’ ability to become well-rounded individuals. There are also a wide range of stretch tasks available every lesson to challenge pupils.

 

Key Stage 4 

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Our curriculum equips pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

In Key Stage 4 History, we aim to deliver a varied and challenging curriculum to suit multiple learning styles. Our purpose is to encourage a passion for our subject alongside developing excellence of character, with a particular focus on empathy skills. Pupils study a range of breadth and depth topics from three eras: Medieval (500-1500), Early Modern (1450-1750) and Modern (1700-present day). This is to support students in learning more about the history of Britain and that of the wider world. We have picked topics to deepen their understanding of the people, periods and events studied and prepare them for a role as informed, thoughtful and active citizens.

 

How will I be assessed?

Paper 1-British Thematic Study with Historic Environment

52 marks, 30% weighting, 1h 15min examination

Thematic study: Crime and Punishment in Britain, c1000 to present (20%)

Historic Environment: Whitechapel c1870-1900: crime, policing and the inner city

Paper 2- Period Study and British Depth Study

64 marks, 40% weighting, 1h 45min examination

Period Study: British America 1713-83: empire and revolution (20%)

British Depth Study: Early Elizabethan England, 1558-88 (20%)

Paper 3-Modern Depth Study

52 marks, 30% weighting, 1h 20min examination

The USA, 1954-75: conflict at home and abroad

 

What is the name of the examination board?

Edexcel