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History

History at Highworth is lively, stimulating and thought-provoking, with students challenged to counter misconceptions and form well-reasoned views regarding the past. Our aim is to develop the intellectual and emotional character of our students by studying a diverse range of human experiences and to mould inquisitive and questioning young historians.

Supported by our excellent Prefect team, the History department aims to bring the past to life through engaging lessons, creative activities and exceptional subject knowledge. Whether it is the tension of the Cuban Missile Crisis, experiences of child labourers or the impact of Christopher Columbus on the spread of chocolate, students are transported back to the events that have shaped the world in which we live. 

Staffing

Head of Department

Mr R Haines

Teachers

 

 

 

Mr D House

Mr M Clayton

Mr M Phillips

Mr S White

Prefects

 

 

 

Tatjana

Kaia

Izzy

Hannah

Ambassadors

 

 

 

 

 

Mia Y10

Erin Y10

Abbie Y10

Holly Y11

Flo Y8

Annabel Y9

Key Stage 3

In Year 7, students will study:

  • Anglo-Saxon England
  • The Norman Invasion
  • Medieval Life
  • The Columbian Exchange 
  • The Reformation

Anglo-Saxon England

What was England like before it was ‘England’?

The Anglo-Saxon era is a diverse period that stretches across just over 650 years, from 410AD.  Those we call Anglo-Saxons were not the same, nor were their experiences. This unit looks at the changes over time experienced by the Anglo-Saxon era, understanding the role religion, law and war provided in creating a country that started with seven mini-kingdoms and ended with one (England). 

The Norman Invasion

What did the Normans bring to England?

This unit looks at the causes and consequences of the Norman invasion on England, focusing initially on the reasons William the Conqueror was victorious at the Battle of Hastings in 1066. The unit then progresses to look at the impact of William’s rule, analysing the effectiveness of his kingship through strategies such as the Harrying of the North, constructing castles, using the feudal system and establishing the Domesday Book.

Church, Plague and Revolt

How was medieval society organised?

Who had authority in the Middle Ages?

This unit focuses on developments within Medieval life, analysing the the role of the church, as well as the extraordinary and unprecedented events of the Peasants’ Revolt. Studying the wider context of medieval England through a number of case studies – Henry II and Thomas Becket, the Magna Carta and the creation of Parliament, and the impact of the Black Death – will allow students to explain why the Peasants’ Revolt occurred in 1381.

The Columbian Exchange

What were the unintended conseuqences of the Columbian exchange?

Students will consider the consequences of the questioning attitudes encouraged by the impact of the Renaissance. We will look at the impact of the Colombian Exchange, exploring how Europeans travelling to the American continent from 1492 initiated widespread and lasting change. From the impact of the potato, to the spread of disease, to cultural conflict, studying this period helps reveal a lot about the world we live in today.

The Reformation

Why did Henry VIII break from Rome?

Students will study the Reformation, gauging the impact of continental religious reformers such as Martin Luther on the English church. This leads to an in-depth study on the reasons former ‘Defender of the Faith’ Henry VIII decided to cut ties with the Catholic Church in Rome under the 1534 Act of Supremacy, as well as why the dissolution of the monasteries took place.

In Year 8, students will study:

  • The English Civil War
  • The Industrial Revolution and British Empure
  • The Slave Trade and its abolition
  • Rights over time - the pursuit of suffrage in 19th and 20th century Britain
  • World War One

The English Civil War

Was the war and the killing of Charles I a ‘cruel necessity’?

This unit involves a study of the causes of the outbreak of the English Civil Wars in 1642, understanding how the factors of money, religion and power created a situation where the country was divided between the Royalists and the Parliamentarians. A brief study of how the war was fought and why the parliamentarians won will then lead to students investigating the execution of Charles I using original sources.

The Industrial Revolution and the British Empire

Is it right to call the Industrial Revolution a ‘revolution’?

How and why did ‘Britannia rule the waves’?

Students analyse the impact of the Industrial revolution (which began around 1750), examining the effects of population growth and urbanisation, as well as focusing on the exploitation of child labour. This unit also looks at how the area led to huge advances in transport, medicine and conceptions of public health. The Industrial Revolution then provides a context for how and why Britain were able to build the largest Empire in the world, with a case study on its relationship with India, whose journey to independence began with the Indian Mutiny of 1857. 

The Slave Trade and its Abolition

What caused the slave trade and why did it end?

Students chart the process behind the triangular trade, focus on the living conditions and treatment of slaves and learn about the reasons why the slave trade lasted as long as it did. There is also a focus on why slavery was eventually abolished, with a study on the roles of key figures like William Wilberforce and Olaudah Equiano.  

Rights over time - The pursuit of suffrage in 19th and 20th century Britain

What caused the increased enfranchisement of men and women?

Students chart the 109-year journey of suffrage within the UK, beginning with the Peterloo Massacre of 1819 and ending with the Representation of the People Acts in 1918 and 1928, which granted suffrage to women. This unit looks at why the vote was desired and granted, with the merits of various suffrage campaigns assessed.   

World War One

Were Lions led by Donkeys?

In this unit students analyse the key causes that led to World War One (or The Great War), focusing on emerging tension engendered through militarism, nationalism, imperialism. Students then study the fighting conditions of the conflict with a particular focus on the Battle of the Somme in 1916 and the tactics of General Haig. Students are assessed on the extent to which the famous line of ‘Lions led by donkeys’ is an apt description for the conflict. 

In Year 9, students will study:

  • The Treaty of Versailles
  • The Russian Revolution
  • The causes and consequences of World War Two 
  • The Holocaust. 
  • GCSE Transition: Superpower Relations and the Cold War

The Treaty of Versailles

Was John Maynard Keynes right?

“One of the most serious acts of political unwisdom for which our statesmen have ever been responsible.” 

The examination of the 1919 Treaty of Versailles is integral to understand the fall-out of the First World War, helping students re-visit some key issues from the World War One unit in Year 8. Here, students will understand the terms of the treaty, why it was seen as so controversial, as well as how the treaty was viewed by Germany and the wider world. A range of newspaper cartoon source analysis characterises this topic, with students inferring meaning of these cartoons through their knowledge of the treaty.

Russian Revolution

Why was there a revolution in Russia, 1917?

Students ascertain the reason why Russia was a country ripe for revolution in 1917. A geographical and demographic understanding of the country helps contextualise why the place was so hard to govern. Students then look at the challenges faced by Tsar Nicholas in establishing order, especially as growing hunger at home was accentuated by defeat in World War One. Lastly, students study the role of Lenin and the Communist ideology in motivating change. A brief study of Lenin’s regime also reveals the horrors of authoritarianism. 

World War Two

Where was World War Two? 

Why was World War Two unprecedented?

This unit begins with an examination of Neville Chamberlain’s appeasement policy towards Hitler, and notes how Hitler’s Germany became increasingly expansionist from 1933 onwards, breaking all the key terms of the Treaty of Versailles. Within the war itself, the Dunkirk evacuation, the Battle of Britain, the Blitz, Pearl Harbour, Stalingrad, the D-Day landings and the dropping of atomic bombs in Japan are all covered so students are able to ascertain the truly global and unprecedented nature of the bloodiest conflict in human history. This is also complemented by an understanding of the British Home Front experience, which looks at the role of women as well as the experience of evacuation.

The Holocaust

Why, why them and why then?

Students begin the topic by studying the role of anti-Semitism throughout history, helping to reveal how anti-Semitism was not uniquely German. Anti-Semitism in Nazi Germany is then studied, with a focus on Nazi ideology and then an analysis on how the ostracism of Jews increasingly progressed over time once the Nazis took power. Student realise that a variety of legal and economic measures were taken first before the ‘Final Solution’ of 1941 emerged. Students then learn about the horrors of the Holocaust, with a case study on the infamous Auschwitz death camp.

GCSE Transition

Superpower Relations and the Cold War, 1941-1991

In order for students to get a full understanding of the demands of GCSE History and help them make informed choices about their options, all Year 9 students will begin the GCSE course. We begin with the Cold War as it directly follows the consequences of World War Two. Students will understand how and why once the Nazis and Japanese were defeated, the lack of a common enemy highlighted the ideological and economic differences between the two world superpowers of the USA and the USSR once more. These tensions became heightened following the dropping of the atomic bomb, spearheading an arms race. Students will also investigate why Berlin was such a hotbed of tension throughout the period, what was meant by the ‘Iron Curtain’ and why the nature of the Cold War was fundamentally different to the conventional ‘hot’ wars that have defined history.

Assessment, Marking and Feedback 

Formative feedback with written comments will be provided for all Key Stage 3 students at least once a term. Students will know and understand the criteria for each piece of work and will be provided with feedback that reflects what they have done well/made progress in along with comment on what can be improved. Students are expected to use this work to generate targets and to inform their next piece of work. It is vital to build a strong sense of the formative nature of feedback – whereby advice is offered to move student forwards – as a positive way to improve and develop the understanding and skills they command. Progress will also be tracked through Expected Standards in student Interim and Summative Reports. Students will also sit an examination at the end of Year 7 and Year 8, covering the units explored in those years. Student books will be checked regularly and there will be clear evidence of a dialogue between student and teacher based on formative comments and responses.

Marking

Assessed work will be returned to students within two weeks indicating strengths and weaknesses. Students are encouraged to use this to set their own targets for the next piece of work.

Example assessments

Please click here for an example Year 7 History assessment guide on the Battle of Hastings.  

Please click here for an example Year 8 History assessment guide on the regicide of Charles I. 

Please click here for an example Year 9 History assessment guide on the use of atomic bombs during World War Two.

Recommended Reading List

Please click here for a Key Stage Three recommended reading list.

Key Stage 4

2023 Results: 9-7 = 64.96% / 9-8 = 51%

Content 

Students follow the Edexcel GCSE (9-1) History specification. They complete the following units, examined with three papers at the end of Year 11:

  • Paper 1 - Thematic study and historic environment: Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches (30%)
  • Paper 2 - Period study and British depth study: Early Elizabethan England, 1558–88 and Superpower relations and the Cold War, 1941–91 (40%).
  • Paper 3 - Modern depth study: Weimar and Nazi Germany, 1918–39 (30%).

Assessment, Marking and Feedback 

There are four assessment objectives for the Edexcel (9-1) GCSE:

  • AO1: Demonstrate knowledge and understanding of the key features and characteristics of the periods studied (35%).
  • AO2: Explain and analyse historical events and periods studied using second order historical concepts (35%).
  • AO3: Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied (15%).
  • AO4: Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied (15%).

Tracking student progress and assessments

Regular homework assignments and timed assessment questions are set and students are given formative feedback based on the assessment criteria of the examination board. Students are encouraged to use this to set their own targets for development and then to monitor their achievements in addressing these. Progress will also be tracked through likely grades in student Interim and Summative Reports. Students will also sit an examination at the end of Year 10 and in Year 11, students sit PPEs, giving them a clear idea of what they will face in the summer. 

Marking

Assessed work will be returned to students within two weeks indicating strengths and weaknesses. Students are encouraged to use this to set their own targets for the next piece of work. Where necessary, students may be asked to repeat work to ensure progress is being made.

Specification 

Please click here for the Edexcel GCSE History specification.

For ease of use, once you download the document, head to the following pages:

Pages 15, 16 and 17 - Medicine

Pages 32, 33 - Elizabeth I

Pages 40, 41 - Superpower Relations and the Cold War

Pages 48, 49 - Germany

A Level

2023 results: A*-B = 80.6% / A*-A = 47%

Content 

At A Level, we follow the Edexcel (2015) specification. The unit breakdown is as follows, with students sitting the Papers at the end of Year 13:

  • Paper 1. Breadth study with interpretations: Germany and West Germany, 1918–89 (30%).
  • Paper 2. Depth study: The rise and fall of fascism in Italy, c1911–46 (20%).
  • Paper 3: Themes in breadth with aspects in depth: Rebellion and disorder under the Tudors, 1485–1603 (30%).
  • Coursework (20%).

Assessment, Marking and Feedback 

There are three assessment objectives for the Edexcel (2015) A Level:

  • AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance. (55%)
  • AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context. (20%)
  • AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted. (25%)

Tracking progress and assessments

Regular homework assignments and timed questions are set and students are given feedback based on the assessment criteria of the examination board. Students are encouraged to use this to set their own targets for development and then to monitor their achievements in addressing these. The assessments set throughout the course are designed to allow students to hone the skills needed for the final examinations. The A Level grade is based entirely on the coursework and three examinations sat at the end of Year 13. Students have the opportunity to gain extensive feedback on a first draft of their coursework.

Marking

Assessed work will be returned to students within two weeks indicating strengths and weaknesses in relation to examination marking criteria. Students are encouraged to use this to set their own targets for the next piece of work.

Specification 

Please click here for the Edexcel A Level History specification.

For ease of use, once you download the document head ot the following pages:

Pages 64, 65 - Germany and West Germany, 1918–89

Page 66 - The rise and fall of fascism in Italy, c1911–46

Page 82 - Rebellion and disorder under the Tudors 

Reach Stars

History reach stars

Exam Support

Advice

Students who are successful in GCSE and A level History are willing to extend their knowledge and deepen their understanding through wider reading. It is particularly important that students revisit material covered in class so as to ensure they have a consummate command of all units by the end of the course. Students need to develop efficient note-making systems and to be well organised. They also need to be ready to offer ideas and insights in class as the quality of discussions and debates make a significant contribution to the achievement of members of the group. Resilience will also be critical. Both GCSE and A Level History are challenging and students must recognise that progress will come from responding to setbacks and feedback with a positive mind-set and determination to improve. Seeking help and clarification are also critical.

Revision Opportunities

In Year 11, students are offered weekly revision sessions to help them re-visit key content and the expectations of the exam.

Past papers

Here are the Edexcel GCSE History past paper and mark schemes for 2018:

Medicine Question Paper Medicine Mark Scheme
Germany Question Paper Germany Mark Scheme
Cold War and Elizabeth Question Paper Cold War and Elizabeth Mark Scheme

 

Here are the Edexcel A Level History past papers and mark schemes for 2018:

Germany Question Paper Germany Mark Scheme
Italy Question Paper Italy Mark Scheme
Tudor Question Paper Tudor Mark Scheme

 

Useful external links

A Level students are expected to read broadly around the subject and should seek advice from staff regarding appropriate materials. This website offers a host of resources: https://www.jstor.org/action/showLogin?redirectUri=%2F%3F

Careers

Potential careers

Politics, journalism, archivist, curation, media, central and local government, civil service, international organisations, business, teaching.

For an excellent overview of graduate opportunities, see the following:

https://www.history.org.uk/student/resource/2914/careers-in-history

Alumni

Amongst the 41 students who completed their History and Politics A level in 2022, 39% of the cohort (16 students) went onto study degrees directly linked to these subjects.

Students obtained places on the following degree courses:

Ø  Human, Social and Political Sciences at Cambridge

Ø  Economics and Economic History at the London School of Economics

Ø  History at Sheffield

Ø  History and Archaeology at Newcastle

Ø  History of Art at UCL

Ø  German and History at Nottingham

Ø  Law at Royal Holloway and Kent

Ø  Architecture at Kent

Ø  History and Anthropology at Reading

Ø  Law and International Relations at Liverpool

Ø  History / History and Criminology at Essex

Extracurricular

Extra-curricular reading

If you love history and wish to immerse yourself in the subject through literature, please click here to find our recommended reading list, which will complement your KS3 curriculum. 

Clubs (KS3-5)

There is a weekly discussion group called ‘History and Current Affairs’ in the lunch-hour for years 11-13.

There is a weekly History Club for years 7-10. This is a space where students can research historical figures and events, play history themed games or simply eat lunch with like-minded students and watch Horrible Histories!

Weekly revision sessions are also available to Year 11 students ahead of their exams.

Trips and visits (KS3-5)

Year 8 students visited the Ypres Salient in Term 6, a trip which linked to their study of World War One.

Year 9 students visited the Imperial War Museum, which helped give further context to the developments of the twentieth century, as well as complement their in-depth study of the Holocaust. Students also had a second-generation Holocaust survivor come to the school to speak about the experiences of her father.

In Year 10, students visited the Centre for Experimental Military Archaeology, which helps support their knowledge of the Medicine Through Time Western Front unit. This gave students an understanding of trench conditions and medical treatment.

In Year 13, students visited Hampton Court, which formed a useful introduction into their Tudor Rebellions unit.

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