History

Intent:

First and foremost, we want our students to be as passionate and dedicated to history as we are. This happens through our broad and balanced curriculum and the learning activities conducted in each lesson. They are engaging with clear objectives and allow for students of all abilities to access the lesson and work to the best of their ability. This is also achieved through our offering of school trips, where we give the students a chance to understand historical concepts and content in a very real, tangible manner.

Secondly, we want our students to develop their historical skills in a way that will allow them to apply them to different contexts within school and in their life. Being able to discern truth, analyse interpretations of events, understand why people act in a certain manner or hold particular views on specific topics, use a range of ways to communicate ideas and create meaningful arguments based on clear evidence are all skills which are crucial to the study of History and equally important in the time period we live in.

Further information

Our Curriculum

Our curriculum is broad and challenging and goes beyond the National Curriculum requirements. We build upon the knowledge and skills acquired in KS2, which varies depending on which feeder school our students are joining from. We endeavour to foster a smooth transition through engaging activities and revisiting key concepts. Students will acquire a strong foundation in key historical knowledge, spanning from Ancient Egypt to the Twentieth Century. This includes key events, figures, and themes which are explored across our units. We aim to equip students with the ability to analyse and evaluate sources, compare different interpretations, and construct well-supported arguments. Students will learn to engage in historical debates with an open, rational and objective mind, considering topical and controversial units such as the British Empire. We are committed to ensuring that all students, regardless of their background or abilities, have equal access to a rich and engaging history curriculum. We aspire to develop not only knowledgeable historians but also well-rounded individuals with transferable skills.

Implementation: Teaching and Planning

History lessons will promote a range of reading skills by exposing students to diverse historical texts and encouraging critical analysis. Students will be encouraged to articulate their ideas confidently through rich discussions and the comprehension of texts. In addition, students will be encouraged to convey their ideas in different ways such as written analysis and interpretation of sources. Students will be exposed to different perspectives from different periods of history on a regular basis during their lessons. We actively seek opportunities to connect historical topics with other subjects including English, Drama, LIFE and Geography which offers a holistic learning experience for students.

Assessment

We utilise a variety of assessment methods, including extended responses, low-stakes in-class testing, retrieval, source analysis activities, and classroom discussions. Regular and constructive verbal feedback will be provided to support individual progress and identify areas for improvement. Each termly assessment will have personalised feedback as a method for improvement. We are committed to ensuring that history is accessible, through modelling and engaging for all students. We provide adapted learning opportunities and support to cater to the individual needs of diverse learners, including those with special educational needs and disabilities, students from disadvantaged backgrounds, EAL, Forces Children and Lower Prior Attainers.

Impact

We believe that studying history equips students with the vital tools to become well-informed, critical, and responsible citizens of the future who can think critically and make educated evaluations about the world around them.

Curriculum time allocation

KS3 (Years 7, 8 and 9) - 4 hours per fortnight

KS4 (Years 10 and 11) - 5 hours per fortnight

KS4 Exam Information

Exam	History
Board	Pearson Edexcel
Spec	1HI0
Paper 1	Warfare and British society, c1250-present and London and the Second World War, 1939-45. (Option 12) I hour and 20 minutes 30% of qualification 52 marks Two sections: A and B Section A: London and the Second World War, 1939-45. 16 marks Questions 1a and 1b - describing features (4) Question 2a - source analysis (8) Question 2b - follow up enquiry (4) Section B: Warfare and British society, c1250-present 36 marks Question 3 - similarity or difference (4) Question 4 - explain why (12) Question 5 or 6 - how far do you agree? (16) (+4SPAG)
Paper 2	Anglo-Saxon and Norman England, c1060-88 (Option B1) and Superpower relations and the Cold War, 1941-91 (Option P4) 1 hour and 50 minutes 40% of qualification 64 marks Broken down into two booklets: P and B. Booklet B: Anglo-Saxon and Norman England, c1060-88 (Option B1) 32 marks Questions 1a and 1b - describing features (4) Question 2 - explain why (12) Question 3 or 4 - how far do you agree? (16) Booklet P: Superpower relations and the Cold War, 1941-91 (Option P4) 32 marks Questions 1a and 1b - explain one consequence (8) Question 2 - narrative analysis (8) Question 3a and 3b - explain the significance of x for y. (8 marks each)
Paper 3	The USA, 1954-75: conflict at home and abroad (Option 33) 1 hour and 30 minutes 30% of the qualification 52 marks Two sections: A and B Section A 16 marks Question 1 - inference (4) Question 2a or 2b - explain why (12) Section B 36 marks Uses sources and interpretations Question 3a - source analysis (8) Question 3b - how the interpretation differ (4) Question 3c - why the interpretation differ (4) Question 3d - how far do you agree? (16) (+4SPAG)

Department Contact

Miss D Niven
dniven@sandhurstschool.org.uk