“History is a continuous dialogue between the present and the past” by E.H. Carr
Click here for History curriculum outline
Why do we study History?
The History curriculum at Studley High School is designed to expose students to a broad narrative, covering the history of a number of time periods, places and peoples. We are aiming to develop critical historical thinkers, able to handle evidence and interpretation in a skilful way, creating students who can discern for themselves the utility and reliability of information with which they are presented. Students will be able to assess causes of events, and gauge the extent of consequences. Our intent is to create knowledgeable citizens of the world who are familiar with different cultures, players and stories, able to be comfortable with the context of the world as they grow.
The content of our history curriculum has been chosen to offer students a broad base of contact with historical time periods. We aim to introduce students to local, national and global cultures and events, incorporating the lived experience of a vast range of people from different religions, cultures and economic situations. We would like our students to see themselves reflected in the history they are learning, but also to connect themselves to people in the past through shared experiences and a better understanding of unfolding events.
The curriculum has been designed to incorporate a range of skills and knowledge that will support students in their development as young historians, but will also run alongside other subjects in their development of understanding the world around them and to prepare them for life beyond school as citizens in the local community. Our fundamental historical skills are understanding and measuring change and continuity, understanding the causes and consequences of events, handling source evidence relevant to the time periods studied, and evaluating historical interpretations. Underpinning these four rotating skills are the constants of a historian; vocabulary to describe, quantify or talk about the past, and an ability to organise historical ideas. We aim to challenge our students, for example by using up to date historical research and academic writing in lessons. In History, students are taught using a range of resources and take part in a wide range of activities. Students explore the subject through group work, independent investigation, use of sources, and considering a range of historian interpretations to support their learning. Students use and develop a range of skills such as how to pull apart historical evidence and interpretations, how to gain understanding from the use of primary sources, and how to write in a historical way with evidence to support their ideas.
To support their studies, students are offered the opportunity to visit many places linked to their current topics. All GCSE students get an opportunity to take part in a residential trip to support their studies; past locations include Berlin, Belgium and London. Our Key Stage 3 students have a trip offered every year to link in with their curriculum studies, and we aim to include workshops led by visitors, and listening to real life accounts from people who have experienced events such as the Holocaust, Windrush and the Kindertransport programme. The department supports the wider school extracurricular programme through projects during the year, such as our My Family, the Holocaust and Me project with Judge Rinder and the BBC in 2022.
Student progress is facilitated through them studying a well-planned and exciting curriculum, and is measured through both formative and summative assessments with a formal assessment taking place for each topic that we teach. This allows for regular
and meaningful teacher feedback to support the pupils’ ongoing development of historical understanding and skills. Individual student progress is continually assessed through teacher questioning and observation in the classroom.
History programme of study at Key Stage 3 (Years 7-9)
Our Key Stage 3 programme of study is designed to encourage learners to be inspired, moved and changed by following a broad, coherent and worthwhile course of study. Each year group will cover the following key questions:
Year 7 – Forging Foundations
- Who are “The British”? Waves of migration from the Romans to the Windrush
- “Castles and the Conquered” – What impact did the Norman Conquest have on the people of England?
- How would people in Studley have experienced the Middle Ages?
- How different was the Islamic Medieval World?
- Why has the power of the monarch changed over time? A breadth study from William I to Charles III
Year 8 – Rights and Riots
- How differently did nations experience the British Empire?
- Industrial Britain – How did working people fight for their rights?
- How have Black people fought for their freedoms?
- Why did women win the vote in 1918?
- History in action: What actions are effective in bringing about change?
Year 9 – The World at War
- How do historians challenge conspiracy theories?
- Why did war break out in 1914 and how was WWI fought?
- Was appeasement the right choice in the 1930s?
- How and why did the Holocaust happen?
- What has caused conflict in the Middle East?
- How did the ancient world deal with medical problems? Preparation Unit
History programme of study at Key Stage 4 (Years 10-11)
We follow the Edexcel specification, in which students complete modules on the following topics:
- Medicine Through Time 1250-present
- Anglo-Saxon and Norman England 1060-1088
- Weimar & Nazi Germany 1918-1939
- Superpower relations and the Cold War 1941-1991
How can parents and guardians support at home?
There are a range of ways in which parents and guardians can help to support their child with developing their History knowledge and historical skills. This can simply be taking an interest in topics studied and explored or supporting with homework tasks. The local area is full of historical links so any trips out would also extend their learning!
Parents also have an important role in helping support with revision. Teachers will incorporate effective revision strategies into their teaching, particularly at KS4, but we are always grateful for the support offered at home to reinforce techniques. Each fortnight, Year 11 parents will receive a newsletter called History Headline detailing what is being taught in lessons, what revision and intervention opportunities are
available that fortnight, a suggested revision strategy with information on how parents can support this and links to content for any parent who has an interest in the subject!
Link for parents to access practice papers: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.coursematerials.html#filterQuery=Pearson-UK:Category%2FExam-materials
Extra-curricular opportunities
To support their studies, students are offered the opportunity to visit many places linked to their current topics. All GCSE students get an opportunity to take part in a residential trip to support their studies; past locations include Berlin, Belgium and London. Our Key Stage 3 students have a trip offered every year to link in with their curriculum studies, and we aim to include workshops led by visitors, and listening to real life accounts from people who have experienced events such as the Holocaust, Windrush and the Kindertransport programme. The department supports the wider school extracurricular programme through projects during the year, such as our My Family, the Holocaust and Me project with Judge Rinder and the BBC in 202
History Headlines