Curriculum Maps can be found here
The Head of Department is Mrs Gweme
Our department Bible verse is: “For whatever things were written before were written for our learning , that we through the patience and comfort of the Scriptures might have hope.” (Romans 15 v 4)
In Key Stage 3 the breadth of the topics covered is very wide as it stretches from the Norman conquest all through to the Tudors and the Stuarts and then onto current History such as the cold war and even aspects of the genocide in Rwanda to name a few. Our KS3 curriculum is delivered in this manner in order to explicitly inform our students about relevant issues in the world around them. It has such a broad spectrum because of the desire to equip our students with knowledge that will enable them to relate to issues in different time scales and situations. It is also intended to assist the students to identify mistakes that have been made in the past and to take strides to ensure that the same mistakes will not be made again by future generations.
It is the expectation of the department that students studying KS3 history will be empowered to make informed decisions in later life as they will be basing these on the orientation that they will have received in their studies. Furthermore, our students will be able to make a positive impact on the world around them as they strive to make it a better place to live in.
The assessment descriptors for this subject are available here.
Key Stage 4
At Key Stage 4 there are a number of topics to choose from. We have chosen Crime and Punishment, Whitechapel, Elizabethan England and Superpower Relations. The rationale behind these choices is to equip our students with a broad spectrum of knowledge that will in turn help them to clearly perceive the different nuances of the world around them. In addition, as it covers a very long period, it is anticipated that it will enable students to determine different facets of World history and to develop analytical and diagnostic skills that can be transferred to many other different areas in their adult life. The diversity of the choices is also a testament to the intention to adorn students with the capability to clearly categorise different Historical aspects depending on the political position at the time.
GCSE 9-1 History (1H10) GCSE
Based on the very nature of the Key Stage Four curriculum, one of the key consequences is to ensure that students will have a clear perception of Historical material and will in turn be able to revolutionaries certain issues in order to ensure that the same mistakes are not made twice.