Overview
History explores the past and a range of different people, places, ideas and events. The History Department encourages students to think critically about the past, investigating the reasons events occurred and the reasons that motivated people and their actions. Students investigate different interpretations and sources using their knowledge of past events. The History Department is committed to engaging with historical scholarship.
Key Stage 3. Years 7-9
Year 7 History Curriculum
Overarching Question: How was the Medieval World connected?
|
Enquiry Question |
When? |
Where? |
Why? |
Lessons? |
Assessment? |
Historical thinking? |
|
1.What was the World like in the Year 1000? |
1000 A.D |
The Village of Conques, Baghdad, and Constantinople. |
To dive into the Medieval world and find out what life was like in three different places. |
8 lessons |
Knowledge Test Letter to the British Museum. |
Evidential thinking Comparison |
|
2. Who were the English? |
410-1066 |
Anglo-Saxon England, Scandinavia. |
To explore the migration of different peoples who lived in England after the Romans left. Their faith, government, and way of life. |
4 lessons |
Low stakes knowledge questions. |
Continuity and Change Comparison |
|
3. How much of Anglo-Saxon England survived the Norman Conquest? |
1050s-1100 |
England, Normandy. |
To examine the dramatic conquest of England by William and the nature of change that followed. |
10 lessons |
Change and Continuity essay answering the enquiry question. |
Change and Continuity |
|
4. What can the life (and death) of Thomas Becket tell us about the Medieval World? |
1118-1350 |
England, Europe. |
To delve into the life and death of one ‘troublesome priest’ to reveal bigger themes and ideas about the Medieval world. |
4 lessons |
Low stakes knowledge questions. |
Evidential thinking Significance |
|
5. What was the biggest threat to Medieval monarchs? |
1215-1381 |
England |
To understand why Medieval monarchs faced revolt and rebellion from barons and peasants. How did Monarchs keep control? |
10 lessons |
Narrative account and Significance Essay. |
Causation Narrative account Significance |
|
6. What can we learn about the Empire of Mali from what has been left behind? |
1200-1468 |
Mali, West Africa, connecting to the Mediterranean world. |
To expand our horizons of the medieval world and interrogate a huge range of sources which reveal Mali’s wealth, power, and |
8 lessons |
Answering the enquiry question, source analysis. Summer Exam |
Evidential thinking |
|
7. What travelled along the Silk Roads? |
Ancient World- 1492 |
Central Asia, Middle East, Mediterranean. Global history. |
Thematic history which connects what we have learnt this year: trade, faith, empire, conquest, plague. Expanding our geographical horizons. |
6 lessons |
Low stakes knowledge questions. |
Comparison |
Year 8 History Curriculum
Overarching Question: How did new ideas turn the world upside down?
|
Enquiry Question |
When? |
Where? |
Why? |
Lessons? |
Assessment? |
Historical thinking? |
|
1. What changed about Christianity in Europe during the Reformation? |
1500-1550 A.D |
Germany, Zurich, Scotland, Rome |
To dive into the splintering of Christianity in Europe- why did the Reformation erupt and what did it actually change? |
5lessons |
Answering the enquiry question, practice paragraph |
Causation Continuity and Change |
|
2. What changed about Christianity in England during the Reformation? |
1517-1600 |
England |
To explore England’s ‘Break with Rome’ and how the English Reformation impacted the lives of ordinary people. |
6 lessons |
Answering the enquiry question, essay. |
Causation Continuity and Change |
|
3. In what ways was England turned upside down in the 17th century? |
1603-1707 |
England, London |
To examine the dramatic story of Civil War, Revolution, Restoration alongside revolutions in science and culture |
10 lessons |
Low stakes Knowledge questions. |
Causation Continuity and Change |
|
4. What did revolution mean in the Age of Revolution? |
1750-1815 |
North America, Caribbean, France, Europe |
To delve into the life and death of one ‘troublesome priest’ to reveal bigger themes and ideas about the Medieval world. |
6 lessons |
Low stakes knowledge questions. |
Comparison Causation Significance |
|
5. How ‘similar’ was the British Empire? |
1600-1900 |
India, Britain, West Africa, Southern Africa, North America, Australia |
To understand how the British Empire impacted different people in different ways at different times. What did it mean for the colonised? |
8 lessons |
Comparative essay. |
Comparison Evidential thinking Interpretations |
|
6. How have the scars of the Transatlantic Slave Trade shaped the world? |
1492-1900 |
Kingdom of Kongo, West Africa, Britain, London, Caribbean |
To expand our horizons of the Transatlantic Slave Trade, through the stories of individual experience and the trade’s legacy in West Africa, the Caribbean, and Britain. |
8 lessons |
Answering the enquiry question, source analysis. Summer exam |
Evidential thinking Significance |
|
7. What has it meant to be Black and British? |
Ancient World- 1948 |
Britain and the World |
Thematic history which connects what we have learnt this year (faith, empire, enslavement) by exploring the lives of Black Britons before Windrush. |
6 lessons |
Source analysis |
Evidential thinking Continuity and Change |
Year 9 History Curriculum
Overarching Question: How did political ideas transform the lives of ordinary people?
|
Enquiry Question |
When? |
Where? |
Why? |
Lessons? |
Assessment? |
Historical thinking? |
|
1. How successful were reformers in achieving their aims? |
1832-1928 |
Britain |
To dive into the industrial revolution and its impact on working class campaigners and the women campaigning for the vote. |
8 lessons |
Answering the enquiry question, comparison between Chartists and Women’s suffrage campaign |
Comparison Continuity and Change |
|
2. How did war erupt in Europe in 1914? |
1900-1914 |
Europe |
To explore how Europe collapsed into conflict in 1914, using the work of historians |
6 lessons |
Answering the enquiry question, essay, narrative account. |
Interpretations Causation Narrative Accounts |
|
3. Who fought in the First World War? |
1914-1918 |
Britain, Europe, the World |
To examine the dramatic story of ordinary people from around the world who fought. |
6 lessons |
Low stakes Knowledge questions. |
Comparison Significance |
|
4. How did dictators gain and consolidate their power? |
1917-1939 |
Italy, Russia, Germany |
To delve into interwar Europe and explore why dictators rose to power in three nations and how they consolidated their control. |
10 lessons |
Essay significance of different factors in establishing control |
Comparison Causation |
|
5.How can we tell the Jewish History of the Holocaust? |
1933-1948 |
Europe |
To understand the Jewish history of the Holocaust from prewar Jewish life, to resistance in the face of extermination. Wider exploration of genocide. |
10 lessons |
Low stakes Knowledge questions. |
Evidential thinking Significance |
|
6. Who decolonised the British Empire? |
1945-1970 |
India, West Africa, Caribbean |
To expand our horizons of British Empire by examining how it fell and who played the key role in bringing about its collapse |
4 lessons |
Answering the enquiry question. Summer knowledge. |
Comparison Causation |
|
7. How has London become ‘the world in one city’? |
Ancient World- 1948 |
Britain and the World |
Thematic history which connects what we have learnt this year (migration, decolonisation, war, racism, industry) and explores the history of migration to London and its impact. |
6 lessons |
Low stakes Knowledge questions. |
Continuity and Change Significance |
Key Stage 4 GCSE. Years 10-11
Why Choose History?
“If you want to understand today, you have to search yesterday.” – Pearl Buck
- Not only is History an interesting, exciting subject that helps you understand the world today, it will also provide an excellent foundation for future academic and employment success. You will develop skills which you can transfer to other subjects, as well as skills that are highly sought after in the workplace.
- We aim to encourage a healthy suspicion of different versions of the past and to develop your ability to make judgements and form arguments based on evidence.
- History will help you to understand people’s motives and actions and to appreciate a range of opinions, as well as learning to evaluate varied source material with confidence.
- You’ll learn about a range of fascinating events and people from around the world. All History students cover Medieval, Early Modern and Modern History.
- History students are attractive recruits for universities and employers. In particular, it is valued in careers such as law, journalism, television production and research, advertising, marketing, business management, and accountancy.
- Our past History students have said: ‘I really love History because of how fun it is and how engaging all the teachers are – the topics are amazing!’; ‘I have really enjoyed being able to discuss issues that are going on around the world, and actually know what I am talking about!’; It has made me more knowledgeable and widened my perception of the world. And you go on amazing trips.’
Course Content
The syllabus we follow explores a range of periods, places and encourages you to think critically about the past.
PAPER 1 – UNDERSTANDING THE MODERN WORLD
- Russia, 1894-1945: Tsardom and Communism
- Conflict and tension between East and West, 1945-1972
PAPER 2 – SHAPING THE NATION
- Power and the people: c.1170 to the present day
- Restoration England, 1660-1685 (this includes a study of a historic site)
Exam Board – AQA (8145)
Final Grade – Grades 9-1
Structure of Assessment
Paper 1 exam: Understanding the modern world (2 hours, 50% of final GCSE grade)
Paper 2 exam: Shaping the nation (2 hours, 50% of final GCSE grade)
Key Stage 5 A Level. Years 12-13
Examination Board: OCR (A Level History A)
Units Taken: Either Y107 or Y113; either Y207 or Y221; either Y306, Y318, or Y319; Y100
Link to Specification: Click here
Course Content
YEAR 12
In Year 12 all History students study one unit of British History which makes up 25% of their A level, as well as one unit of German History which accounts for 15% of the A level.
Block B History students study the following units in Year 12. Britain 1930-1997 and Democracy and Dictatorships in Germany, 1919-1963.
YEAR 13
In Year 13 students study one thematic History unit which makes up 40% of their A level. Block B History students study Popular Culture and the Witchcraze of the 16th and
17th centuries. All students also research and produce a coursework essay of 3000-4000 words which is worth 20% of the A level. The coursework research begins in Term 6 of Year 12 and the deadline for coursework to be handed in is at the start of January in Year 13.
Skills Gained from Taking this Course
- Interrogating and evaluating source material.
- Assessing continuity and change over a period of time.
- The ability to discriminate between the significance of a range of factors.
- Reaching strong and supported judgements.
- Assessing causation and consequences.
- Structuring sustained multi-causal arguments.
St Marylebone Entry Requirements
To gain entry into the sixth form at St Marylebone School, students must gain a minimum of five 9-6 grades at GCSE and a 5 grade in English and Maths GCSE.
Subject Specific Entry Requirements
Grade 6 in History GCSE and a 6 in English Language.
Entry Suggestions
Students taking History will have an interest in studying the motivations of individuals, groups and governments in the past. An enquiring mind is essential, as is the ability to discuss and engage actively with a range of historical themes and perspectives.
Students will be keen to dissect a range of different types of sources, will be interested in reading beyond the topics studied and will be confident in expressing themselves in both written and verbal form.
Resources Needed for this Course
For Year 12:
- Wells and N. Fellows, OCR History A: Britain 1930-1997, (London, 2015).
- Fellows, OCR A Level History: Democracy and Dictatorships in Germany, 1919-1963, (London, 2018).
Before you begin…
If you are made an offer, you will be expected to complete the following before your first lesson in September:
Read the following articles which should give you an introduction to each unit. For each, you should identify the argument being made and write down any interesting key facts:
Modern Britain 1930-1997:
Read this article: http://www.bbc.co.uk/history/british/modern/overview_1945_present_01.shtml
Recommended enrichment reading text:
Churchill, by Roy Jenkins or A History of Britain since 1918, by David Marquand.
Also recommended: talk to your parents or older relatives about their experiences of political and social change during this time. What would they say were the key developments and turning points?
Democracy and Dictatorships in Germany 1919-63:
Read the articles on Germany’s situation after both World Wars:
http://www.bbc.co.uk/history/worldwars/wwone/war_end_01.shtml
http://www.bbc.co.uk/history/worldwars/wwtwo/nuremberg_article_01.shtml
Recommended enrichment reading text:
‘Alone in Berlin’ by Hans Falluda and/or ‘The Dark Room’ by Rachel Seiffert.
