History
At La Retraite we want our students to learn about their history so that we can help them to gain a thorough knowledge and understanding of Britain’s past and that of the wider world. We believe that learning about the past should equip pupils to ask perceptive questions, think critically, weigh evidence, and develop perspective and judgement. All of the History schemes of work incorporate aspects of Fundamental British Values.
At the start of year 7 we begin by introducing history by looking at basic skills such as how we count in History. We then move into the medieval study; introducing the key skills such as, identifying change and continuity in themes such as power, religion and society.
Years 8 and 9 follow a broadly chronological scheme, studying the 17th- 21st centuries, including the two World Wars and incorporating aspects of local history, we look at the industrial Revolution and aspects of Empire, providing links to migration and investigations of our varied cultural heritage.
The topics that we cover in GCSE history have links to the KS3 course, for example the Water and Health through time study in year 7 leads into the idea of Public Health in the Medicine in Britain course, as well as both World Wars featuring in GCSE topics. We also build on key stage 3 topics of Elizabethan England in year 8 and The Cold War in year 9, which are covered in more depth in the GCSE course.
We have increased the numbers choosing to study A level History, and several students have also chosen to continue their study of history at university level, going on to successful careers in a range of fields.
We can offer a wide range of resources, including relevant reading and media choices, films, documentaries, theatre productions, history periodicals and links to the Historical Association and other bodies in order to be aware of and have access to the very latest historical thinking.
Fundamental British Values in Humanities
Key Stage 3
To create a broad and diverse history curriculum which gives all students a rich grounding in history both in terms of substantive and disciplinary knowledge. In line with the National Curriculum students will learn about:
- the development of Church, state and society in Medieval Britain 1066-1509
- the development of Church, state and society in Medieval Britain 1066-1509
- ideas, political power, industry and empire: Britain, 1745-1901
- challenges for Britain, Europe and the wider world 1901 to the present day (including the Holocaust)
- A local history study (e.g., Clapham Common’s links to Abolition movement)
- the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 (see Water and Health through Time in Year 7)
- At least one study of a significant society or issue in world history and its interconnections with other world developments (Who was the greatest Mughal Emperor? Year 7)
Many of the sequences of lessons having an enquiry approach. Each term has a key focus and theme which will help students formulate a strong historical narrative. An enquiry approach should also allow students to discuss key issues in history and grapple with the past.
As well as enquiries which focus on different second order concepts (change and continuity, significance, causation) there are lessons which look to build students understanding of evidence and using sources in history. We want students to build up a strong contextual knowledge in History, so they are remembering more to help them make links between topics and time periods.
We will assess students through extended answers linked to enquiry questions and small knowledge tests. (See individual SOWs for each year group for in depth plan and assessment structure).
Key Stage 4
The Pearson Edexcel GCSE (9–1) in History consists of three externally examined papers. We begin the teaching of some content of the GCSE in term 2 of year 9, to allow tie to cover depth on content and to give students the opportunity to understand what GCSE history consists of. We cover this at a slower rate to facilitate a gentle introduction to the syllabus. This year we are trialling this with Paper 1: : Medicine in Britain, c1250–present.
Our programme of study is:
Paper 1: Thematic study and historic environment; written examination: 1 hour and 15 minutes, 30%* of the qualification 52 marks (16 for the historic environment, 36 for the thematic study)
11: Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches.
Paper 2: Period study and British depth study written examination: 1 hour and 45 minutes, 40%* of the qualification 64 marks (32 for the period study and 32 for the British depth study)
British depth study option: B4: Early Elizabethan England, 1558–88. Period study option: P4: Superpower relations and the Cold War, 1941–91
Paper 3: Modern depth study; Written examination: 1 hour and 20 minutes, 30%* of the qualification 52 marks
31: Weimar and Nazi Germany, 1918–39
GCSE 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 second order historical concepts.
Second order concepts are defined by the DfE’s History GCSE subject content (April 2014) as: causation, consequence, similarity, difference, change, continuity and significance.
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.