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 places, how were these sites connected and how they differed. Core concepts: empire, faith, power. |
8 lessons |
Knowledge Test Letter to the British Museum. |
Evidential thinking Comparison |
|
2. How do Artefacts help us understand the Anglo-Saxon period? |
410-1066 |
Anglo-Saxon England, Scandinavia. |
To use artefacts to explore the migration of different peoples who lived in England after the Romans left and interrogate how the Vikings connected the Medieval world. Core concepts: archaeology, trade, migration. |
4 lessons |
Low stakes knowledge questions. |
Evidential thinking Significance |
|
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. Core concepts: conquest, feudal system, culture. |
10 lessons |
Extended Writing Change and Continuity essay answering the enquiry question. |
Change and Continuity |
|
4. What can the life of Eleanor of Aquitaine tell us about the Medieval World? |
1122-1204 |
England, France, the Middle East. |
To explore into the life of a powerful woman to reveal bigger themes and ideas about the Medieval world. Core concepts: marriage, kingship, crusade. |
3 lessons |
Planning enquiry question |
Significance |
|
5. What can the life of Thomas Becket tell us about the Medieval World? |
1118-1170 (and up to 1500) |
England, Europe, local history of London during Becket’s early life. |
To delve into the life, death and cult of one ‘troublesome priest’ to reveal bigger themes and ideas about the Medieval world. Core concepts: The Church, court, pilgrimage. |
4 lessons |
Planning enquiry question |
Significance |
|
6. What was the greatest challenge to the Medieval monarchy? |
1215-1381 |
England, local history of London during Peasants’ Revolt. |
To understand why Medieval monarchs faced revolt and rebellion from barons and peasants. How did Monarchs keep control? Core concepts: rebellion, Parliament, taxation. |
10 lessons |
Extended Writing Significance essay answering the enquiry question. |
Causation Significance |
|
7. What can we learn about the Empire of Mali from what has been left behind? |
1200-1468 |
Mali, West Africa, connecting to the Mediterranean and Islamic worlds. |
To expand our horizons of the Medieval world and interrogate a huge range of sources which reveal Mali’s wealth, power, and connections to the world. Core concepts: architecture, oral history, knowledge. |
8 lessons |
Summer Exam Knowledge questions on key words, people, events. Extended writing: essay on Y7 overarching question |
Evidential thinking |
|
8. What travelled along the Silk Roads? |
The 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. Reinforcing concepts: trade, empire, faith, crusade. |
6 lessons |
Low stakes knowledge questions. |
Change and Continuity |
Year 8 History Curriculum
Overarching Question: How was the world turned upside down in the Early Modern period?
|
Enquiry Question |
When? |
Where? |
Why? |
Lessons? |
Assessment? |
Historical thinking? |
|
1. How did Christianity in Europe splinter during the Reformation? |
1500-1600 |
Rome, Germany, Zurich, England. |
To dive into the splintering of Christianity in Europe and discover how the Reformation erupted. We will then explore these changes in England and how they impacted the power of monarchs and the lives of ordinary people. Core concepts: Reformation, Protestantism, Puritan. |
10 lessons |
Extended Writing Narrative account essay answering the enquiry question. |
Narrative Accounts Continuity and Change |
|
2. Why was the world opening up under the Tudors and Stuarts? |
1550-1630 |
England, Spain, Ireland, Caribbean, North America, Atlantic World. |
To explore the factors driving the development of early empire in the Atlantic world and how indigenous people responded. Core concepts: colony, indigenous, stock companies. |
6 lessons |
Planning enquiry question |
Causation |
|
3. In what ways was England turned upside down in the 17th century? |
1600-1707 |
England, Ireland, Scotland. |
To examine the dramatic story of Civil Wars, Revolution, Restoration alongside revolutions in science and culture Core concepts: civil war, republic, Divine Right. |
8 lessons |
Low stakes knowledge questions |
Causation Continuity and Change |
|
4. How did the scars of Transatlantic slavery reshape the world? |
1400-1838 |
Oguaa on the Gold Coast, Barbados, Bristol. Atlantic World. |
To interrogate the Transatlantic Slave Trade, through the stories of individual experience and enslavement’s legacy in Oguaa, Barbados, and Bristol. Core concepts: enslavement, Transatlantic, race. |
8 lessons |
Planning enquiry question |
Comparison Continuity and Change |
|
5. What did ‘revolution’ mean in the Age of Revolution? |
1750-1815 |
North America, Haiti, Caribbean, France, Europe. Atlantic World |
To examine the American, French and Haitian Revolutions. What were their causes, outcomes and the connections between them? What did revolution mean to them? Core concepts: revolution, radical, independence. |
10 lessons |
Extended writing Essay answering the enquiry question. |
Significance Comparison |
|
6. How far did India change from 1600 to 1900? |
1600-1858 |
India, Britain. |
To delve into the story of the Mughal Empire, East India Company, and ‘The Anarchy’. Depth study of empire, which reveals changes, continuities and resistance. Core concepts: colonisation, loot, resistance. |
6 lessons |
Summer Exam Knowledge questions on key words, people, events. Extended writing: essay on Y8 overarching question |
Continuity and Change Causation |
|
7. How does David Olusoga tell the Black and British story? |
43-1900 |
Britain in the world, West Africa, Caribbean, North America, South Africa. |
Thematic history which connects what we have learnt this year by exploring the lives of ordinary Black Britons, from Roman Britain to the 19th century. Reinforcing concepts: empire, racism, colonisation. |
6 lessons |
Planning enquiry question |
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 modern world through the industrial revolution and its impact on working class people. How did Chartism and the women’s suffrage campaign achieve change? Core concepts: Industrial Revolution, reform, democracy. |
8 lessons |
Extended Writing Essay 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 the process by which Europe collapsed into conflict in 1914, examining the big ideas of the early 20th century, and using the work of historians to construct narrative accounts. Core concepts: imperialism, nationalism, assassination. |
6 lessons |
Extended Writing Essay answering the enquiry question, narrative account of war erupting. |
Causation Narrative Accounts Interpretation |
|
3. Who fought in the First World War? |
1914-1918 |
Europe, Africa, Asia, North America |
To examine the dramatic story of ordinary people from around the world who fought in the global war. Core concepts: total war, conscription, propaganda. |
4 lessons |
Low stakes knowledge questions |
Comparison Significance |
|
4. How did dictators gain and consolidate their power? |
1915-1939 |
Russia, Italy, Germany |
To delve into interwar Europe and explore why dictators rose to power in Russia, Italy and Germany. What ideas and methods characterised these systems of terror? Core concepts: dictatorship, fascism, communism. |
10 lessons |
Extended Writing Essay answering the enquiry question, causation of dictators’ rise. |
Causation Comparison |
|
5. How can we tell the Jewish History of the Holocaust? |
1900-1948 |
Europe. |
To place Jewish history at the centre of the Holocaust, from pre-war Jewish life, to resistance in the face of extermination and post-war survival. Wider exploration of genocide around the world. Core concepts: genocide, antisemitism, |
10 lessons |
Planning enquiry question |
Evidential thinking Significance |
|
6. Who decolonised the British Empire? |
1900-1970 |
Ireland, Ghana, Jamaica, Britain |
To expand our horizons of British Empire by examining how it fell in three different case studies. Which ideas and people played the key role in bringing about independence? Core concepts: decolonisation, nationalism, Pan Africanism |
4 lessons |
Summer Exam Knowledge questions on key words, people, events. Extended writing: essay on Y9 overarching question |
Comparison Causation |
|
7. What do the ‘voices of the Windrush Generation’ reveal? |
1945- today |
Caribbean, Britain |
An oral history of the Windrush Generation, which reveals the larger story of migration and culture. Core concepts: migration, oral history, culture. |
5 lessons |
Planning enquiry question |
Significance Evidential thinking |
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, H505.
Units Taken:
Unit 1: Either Y107 or Y113.
Unit 2: Either Y207 or Y221.
Unit 3: Either Y312 or Y319.
Coursework: Y100
Link to Specification: Click here
Course Content
YEAR 12
Block A History: If you study History in Block A, we will ask you at the start of Year 12 to express a preference for one of the following two options. We will try our best to accommodate your preference but please be aware that it is not always possible to guarantee all preferences. All the courses are interesting and worthwhile to study!
Option 1: Britain 1930-1997 and the German Reformation and the Rule of Charles V, 1500-1559.
Option 2: The Later Tudors 1547-1603 and Democracy and Dictatorships in Germany, 1919-1963.
Block B History: If you study History in Block B, you will study the following courses. Britain 1930-1997 and Democracy and Dictatorships in Germany, 1919-1963.
YEAR 13
Block A History: Students study Civil Rights in the USA 1865-1992.
Block B History: Students study Popular Culture and the Witchcraze of the 16th and 17th Centuries.
All History students complete a coursework research essay of 3000-4000 words. We recommend that students research and produce their coursework essay assessing the reasons for Nationalist victory in the Spanish Civil War, although students can choose their own topic.
Skills Gained from A level History
- Interrogating and evaluating source material.
- 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 fifive 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.
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.
The Later Tudors 1547-1603
1. Read this article:
http://www.bbc.co.uk/history/british/tudors/english_reformation_01.shtml
Recommended enrichment reading text: The Time Traveller’s Guide to Elizabethan England by Ian Mortimer.
Also recommended: Watch Tom Richey’s The English Reformation in two parts to build up your understanding of the religious changes during the reigns of the Tudor monarchs.
Part 1 – https://www.youtube.com/watch?v=JxYzLCvPyfs
Part 2 – https://www.youtube.com/watch?v=VAY2_wHVSHw
Modern Britain 1930-1997
1. 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?
The German Reformation and the rule of Charles V, 1500-1559
1. Read/watch the following:
https://www.youtube.com/watch?v=MRYzW3BSj0I – The Holy Roman Empire by Crash Course World History
http://europeanhistory.about.com/od/reformation/p/ovreformation.htm
Recommended enrichment reading text: Four Princes by J J Norwich.
Democracy and Dictatorships in Germany 1919-63:
1. 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
https://www.youtube.com/watch?v=_Ycppm2cEsw&safe=active
Recommended enrichment reading text:
Alone in Berlin by Hans Falluda and/or The Dark Room by Rachel Seiffert.
