History Subject Overview
Statement of Intent
Why we teach History - The big picture
Roots taught throughout the Key Stages
- Historical Events
- Use of evidence to reach substantiated judgements
- Cause and effect
Our aims for the whole child
- To promote British values
- To be an active citizen
- To use their right to vote
- To become a critical thinker
- To stand up for what is right and understand the rule of law
- To problem solve
- To be tolerant of other cultures and have mutual respect for others
History enables students to learn from lessons of the past for a brighter future. We want students to stand up for injustices, be active citizens, believe in the value of democracy and contribute to wider society. Jesus taught us to care and nurture the most vulnerable regardless of race, gender and religion through parables such as the Good Samaritan and our History curriculum reflects these teachings.
KS3 Curriculum Map
Year 7 Topics
NC link: the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066
- Introduction to Chronology and Roman timelines BC/AD
- Roman Army
- Roman Religion
NC link: the development of Church, state and society in Medieval Britain 1066-1509
- Medieval context to contenders to the throne
- Battle of Hastings
Year 8 Topics
NC link: the development of Church, state and society in Britain 1509-1745
- War of the Roses
- Henry VII
- Henry VIII
- Edwardian reformation
- Bloody Mary
- English Civil War
Year 9 Topics
NC link: challenges for Britain, Europe and the wider world 1901 to the present day, a local history study
- Local study
- The Victorians
- Titanic – class
- Link to Grenfell
KS4 Curriculum Map
Exam board: EDEXCEL – September 2021 onwards
St Mary’s course of study:
- Depth study – Anglo-Saxon and Norman England (Topic 1)
- Thematic and site study – Crime and Punishment, Whitechapel (Topic 2)
- Modern – Weirmar and Nazi Germany (Topic 3)
- Period study – Superpower relations (Topic 4)
The aims and objectives of this qualification are to enable students to:
- develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience
- engage in historical enquiry to develop as independent learners and as critical and reflective thinkers
- develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context
- develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them
- organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions.
Students will be assessed on the following assessment objectives
AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied.
AO2 Explain and analyse historical events and periods studied using secondorder1 historical concepts
AO3 Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied.
AO4 Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.
Year 10 Topics
Depth study – Anglo-Saxon and Norman England (Topic 1)
Year 11 Topics
Modern – Weirmar and Nazi Germany (Topic 3)
A Level Curriculum Map
A Level Overview
The Tudor period provides students with an opportunity to explore the origins of modern Britain’s political, religious and administrative systems. It was during this period that English government began to transform from a Medieval personal monarchy to a state that had characteristics recognisable in modern day. This, therefore, allows students to understand the development of their modern-day democracy. This unit also explores the role of religion in forming British identity.
Democracy and Nazism provides an opportunity for students to understand and explore the fragility of democracy and free speech. It gives students a modern perception on a westernised government maintaining dictatorship as well as showing them the tell-tale signs of authoritarian views: hate speech, scapegoating, propaganda and the use of terror. These are many problems faced in governments and democracies today, especially with the advancement of globalisation. Within our own institutions students realise how important it is to uphold the democratic systems already in place such as law, the judicial system, the police and the educational system in order to have a humane society.
Year 12 Topics
Consolidation of the Tudor dynasty under Henry VII:
- Battle of Bosworth and aftermath
- Systems of government
- Foreign policy
- Economic development
- Developments, changes and challenges within society
- The role of the Church and religion.
The Establishment and early years of Weimar, 1918–1924
- The impact of war and the establishment of the Weimar Constitution
- The Peace Settlement and attitudes towards Germany government
- Economic and social issues such as hyperinflation
- Political instability and extremism: uprisings on the left and right.
The ‘Golden Age’ of the Weimar Republic, 1924–1928
- Economic developments: the Dawes Plan and Young Plan
- Social developments: living standards and lifestyles
- Political developments and the workings of democracy
- Germany’s international position
Year 13 Topics
Mid-Tudor Crisis continued:
- Continuation of English Reformation under Edward VI.
- Economic problems.
- Impact of religious and economic change.
- Attempts to change the succession and the accession of Mary I.
- Mary’s character, aims and style of government.
- Religious policy under Mary I.
- Reforms under Mary I.
- Accession of Elizabeth and her consolidation.
The Nazi Dictatorship, 1933–1939 (A-level only)
- Hitler’s consolidation of power, March 1933–1934
- The ‘Terror State’: the police, including the SS and Gestapo
- Economic policies and the degree of economic recovery
- Social policies: young people; women and workers
The Racial State, 1933–1941 (A-level only)
- The radicalisation of the state: Nazi racial ideology
- Anti-Semitism: policies and actions towards the Jews
- The development of anti-Semitic policies and actions
- The treatment of Jews in the early years of war