HISTORY DEPARTMENT

Aims

The basic aim of the History Department is to provide the best possible learning opportunities in the subject so that all pupils achieve their potential in History.

In particular the department aims to:

• Provide varied but vigorous learning experiences to promote understanding of History;

• Provide a range of resources to promote access to and enjoyment of the subject;

• Recognise and promote pupils’ potential in History;

• Encourage children to take an active interest in History so that learning about the subject becomes a worthwhile experience that can be carried on and developed throughout their school career and into later life;

• Encourage independence of learning;

• Encourage independence of thought based on sound analytical skills;

• Execute the courses of study in line with the National Curriculum, GCSE and A Level requirements and offer a broad, balanced and relevant curriculum.

Objectives

The above aims will be pursued using the following objectives:

• Allow pupils access to historical concepts such as chronology, change and continuity over time, use of evidence too make sense of the past, interpretation and argument;

• Develop pupils written and oral communication so that literate, analytical and persuasive skills can develop;

• Encourage pupils to have a greater understanding and appreciation of their own and other communities’ history, culture and environment;

• Recognise and be aware of differing abilities amongst pupils so that all can be supported appropriately;

• Promote and engage in positive historical discussion;

• Recognise and evaluate different opinions and interpretations in history;

• Encourage respect of others and their point of view by listening and engaging in constructive debate in whole class, group or paired work;

• Encourage pupils to accept responsibility for the quality of their work and to develop personal organisation;

• Provide a safe and secure environment conductive to learning;

• Offer field trips, visits and conferences to expand learning experiences and opportunities;

• Reward and celebrate pupils’ achievements;

• Monitor and review pupils’ learning at regular intervals;

• Communicate appropriately with parents and other outside agencies in relation to pupils’ learning and progress;

• Monitor developments in the subject academically and professionally in order to promote teacher expertise and aid career progression.

KEY STAGE 3

For each National Curriculum subject at each Key Stage, programmes of study are set out. Attainments targets are stipulated within which are levels of achievement based on key elements that the student should gain increasing expertise in over the course of study.

For History, the subject has six study units, of which three are British, one is European and two are World studies;

1. Britain 1066 – 1500
2. Britain 1500 – 1750
3. Britain 1750 – 1900
4. European study before 1914: The Crusades and Islam
5. A World study before 1900: Black Peoples of the Americas
6. A World study after 1900: The experience and impact of the two World Wars.

There is only one attainment target for History. This attainment target assesses the five key elements of chronology, range and depth of historical knowledge and understanding, interpretations of history, historical enquiry and organisation and communication. These elements can be assessed in a variety of ways across the key stage. There is no requirement to do constant assessment of all the elements all the time to arrive at a level of achievement.

There are nine main level descriptions. For a selective state grammar school such as Lawrence Sheriff, students at KS3 should be operating in the levels of 4 to 7 with some above at level 8 or even more by the end of year 9. Generally, the levels achieved at the end of each year should be:

Year 7: Levels 4 – 5
Year 8: Levels 5 – 6
Year 9: Levels 6 – 7

The above information is based on the revised programme of study for History as issued by the department of State for Education and Employment and the Qualifications and Curriculum Authority for 2000. The following pages in this section contain:

a. Extracts from the study units for History from the above programme of study;

b. A copy of the key elements for the development of knowledge and skills in History;

c. The attainment targets and level descriptions from the same document;

d. A department designed ‘user friendly’ comparative chart for NC History attainment showing key elements and levels;

e. A department designed pupil sheet outlining what the levels mean for the pupils’ own reference;

f. An outline of the department KS3 schemes of work.

KEY STAGE 4 / GCSE

General Introduction

The aim of the Key Stage 4 syllabus is to:

a. Provide a 2 year course of study that will result in a GCSE award;

b. Develop and consolidate skills and knowledge in History gained at KS3;

c. Provide an interesting and stimulating course of study that will engage and enthuse students;

d. Provide continuity of style and approaches to learning by building on the School History Project enquiry based approach at KS3 through a SHP syllabus.

With these aims in mind, the department follows the OCR (previously MEG) GCSE History Syllabus A (Schools History Project), syllabus code 1605. This syllabus not only provides an outline course – the study in development – and an in-depth one – the study in depth but also a local history study and a study of a modern world problem. This gives a wide variety of approaches and topics that are relevant and stimulating.

The essential content details are as follows:

Study in Depth: Germany 1919 – 1945 (one from a choice of five)

Study in Development: Medicine Through Time

Both of the above are examined.

History Around Us:

A fieldwork study of a local historical site Kenilworth Castle

Modern World Study:
An examination of a current modern world problem set in its historical context: Northern Ireland.

Both the above are assessed as coursework.