The National Curriculum Council defined History as meaning:
The past, and the study of the past. The past influences all aspects of our lives. It shapes the customs and beliefs of the communities to which we belong. Learning about the past and the methods used to study it helps students to make sense of the world in which they live.”
There are two main aims of school history:
- To help students develop a sense of identity through learning about the development of Britain, Europe and the world.
- To introduce students to what is involved in understanding and interpreting the past.
Other purposes are:
- to arouse interest in the past.
- to contribute to student’s knowledge and understanding of other countries and cultures.
- to understand the present in the light of the past.
- to enrich other areas of the curriculum.
- to train the mind by disciplined study.
- to prepare students for adult life.
The department agrees with these aims and purposes. We see school history as being concerned with the placing in time of events and people in the past, change and continuity, causation and consequence, knowing, understanding and assessing key features of past situations, understanding interpretations of events and the ability to acquire evidence from historical sources and form judgements about their reliability and value.
We hope to foster the following attitudes in our students through the teaching of History:
- Co-operation with others regardless of gender, raced, class, religion or ability.
- A caring Christian community.
- The ability to make reasoned arguments leading to informed judgements.
In our schemes of work we address a number of concepts/issues which contribute to the spiritual and moral development of our students. These include:
- Justice and Injustice
- Racism and Discrimination
- Values and beliefs and the human cost of standing up for these.
- Human Rights
- A sense of right and wrong
- An understanding of the world today through the achievements and mistakes of the past.
We aim to develop “the quality of open mindedness which questions assumptions and demands evidence for point of view.” (National Curriculum History Working Party)
This will enable our students to participate confidently throughout life and contribute to the wider community.
The History department supports each student to reach their full potential. We encourage students to be lifelong students and aim to stimulate an enjoyment of the subject beyond the classroom and school.
Accommodation & Resources
The two History rooms are sited on the ground floor alongside the two Geography rooms.
The Geography/History study is between both sets of rooms and has seven networked computers and a printing facility. There are also work stations which are used by sixth formers during study lessons throughout the day. Both classrooms have whiteboards and interactive whiteboards to enhance learning by offering opportunities for using power point presentations, subject specific software, showing videos/film clips and the use of the internet. There are display boards in both classrooms and the corridors that connect them. These are use to display student’s work but also to provide additional learning information such as anniversaries of significant events such as ‘Holocaust Memorial Day’, the Christmas Truce of 1914, the and the finding of the ‘Staffordshire Hoard’ Current issues/news are displayed on the ‘History Matters’ board at the entrance to the area.
The History department enjoys excellent links with the school Learning Resource Centre which we use to support independent study for students in all Key Stages as they can access a wide range of resources.
The History department has a wide range of recently published textbooks (including whole year sets) and other resources such as interactive CD Roms for use across all the key stages.
Key Stage Three
Students at Key Stage 3 have 2 x 60 minute lessons a week. They are taught in broad banded groups and follow the National Curriculum with plenty of our own innovations and ideas.
|Year Group||Unit 1||Unit 2||Unit 3||Depth Study|
|Year 7||Introduction – What is History and how do Historians work?||The Rise and fall of the Roman Empire||Medieval Realms: Britain 1066-1500|
|Year 8||The Italian Renaissance||The Making of the United Kingdom: Britain 1500-1750||Black People of the Americas||Was Leonardo Da Vinci the Man of the Renaissance?|
A SIGNIFICANT 300 YEAR ANNIVERSARY IN 2007
Preparation for GCSE
|Year 9||Britain 1750-c1900 with a Local History focus||The Twentieth Century World – focus on World War I I- Home Front & Holocaust||The development of Women’s Rights
Key Stage Four
History is a popular subject at Key Stage 4 and students have 3 x 60 minute lessons a week. They are taught in mixed ability groups and follow the OCR History B: Modern World History (J417) course.
|A971||Aspects of International Relations, 1919-2005
Part 1 – The Inter-War Years, 1919-1939
Part 2 – Study in Depth:The USA, 1919-1941
Assessment – by public examination [45%]
|A972||British Depth Study
How was Britain changed, 1890-1918?
Assessment – Source based investigation leading a public examination [30%]
Controlled assessment is based on ‘A study in depth’ – ‘The Causes and Events of the First World War’ [25%]
HOW THE SOLDIERS IN WORLD WAR I CELEBRATED CHRISTMAS ON THE WESTERN FRONT
Key Stage 5
Students have 9 x50 minutes lessons across a fortnight. They are taught in mixed ability groups and follow the Edexcel Advanced Subsidiary (8HI01) and Advanced GCE (9HI01)courses.
|Unit 1||Historical Themes in Breadth||A study of broad developments and changes in the two periods studied through a range of perspectives such as social, political or cultural.
Assessment – public examination [50%]
|Unit 2||British History
|Henry VIII: Authority, Nation and Religion 1509-1540. Source material is explored to develop an in-depth understanding of the attitudes, beliefs and structures of the societies studied.
Assessment – public examination [50%]
|Unit 3||Depth Studies & Associated Historical Controversies||Revolution and conflict in England – Protest, Crisis and Rebellion in England, 1536-1588 (Mid Tudor Crisis)
A depth study of a period to gain a firm understanding of key issues, problems and debates associated with it.Assessment – public examination [50%]
|Unit 4||Historical Enquiry||The Changing Role of Women c1850-1950
A historical enquiry based on a period of at least 100 years.Assessment [50%] – A two part assignment is completed which consists of:
6th form visit to an archaeological dig by Birmingham University at Dudley Priory in 2010:
Extra Curricular activities
Students at Key Stages 4 and 5 have the opportunity to enhance their learning and achievement through a range of lunchtime and after school revision lessons.
Students from Years 11, 12 and 13 have the opportunity to enhance their learning by listening a Holocaust survivor share their personal testimony when they attend the annual Holocaust Memorial Day lecture at Wolverhampton University.
As part of the whole school enrichment week during the summer term, the department contributes the local history focus for the Year 7 humanities based days on ‘The Changing Face of Dudley during the Second Millennium’. This leads to the whole Year 7 group visiting the Black Country Living Museum on the final day of the week.