Mr P Eatock - Head of History & PSHCE: eatockp@maghullhigh.com

Mr T Collins - Teacher of History: collinst@maghullhigh.com

Mr D McIver - Teacher of History: mciverd@maghullhigh.com


Our aims in History -

•To fire pupils’ curiosity in the past 

•To move and inspire students to explore the subject independently

•To help pupils develop their own identities through an understanding of the world at personal, local, national and international level

•To help pupils find out about their community, Britain, Europe and the world

•To develop a chronological overview that enables them to make connections within and across different periods and societies

•To investigate Britain’s relationships with the wider world and relate past events to the present day

•To encourage students to ask questions, evaluate evidence, identify and analyse different interpretations of the past

•To teach students to substantiate arguments and judgements they make

•To prepare students for the future, equipping them with transferrable knowledge and skills for later life

•To encourage students to take part in a democratic society

•To give students an understanding of the historic origins of our ethnic and cultural diversity 

What are the key concepts that have to be mastered for pupils to be successful in this subject?

1.A chronological awareness of when major events occurred and how they are linked

2.Narrative explanation of major

3.An understanding of why historical events occurred (cause)

4.An understanding of the consequences of major events and developments

5.An understanding of how we can learn about the past from a range of source material

6.An understanding of why events and people in the past have been interpreted differently

Key Stage 3

Year 7 

Students in Key Stage 3 begin with an examination of life in Britain before 1066. This begins with a study of the Neolithic Revolution and its importance in the long-term history of the British Isles. They then combine this with a local study to consider life on Merseyside prior to the Norman invasion. 

Following on from this, students learn about the causes and consequences of the Norman invasion before considering the important events, issues and people in medieval Britain. In addition, students learn about Liverpool’s medieval history and this focus study looks at the original medieval city of Liverpool. 

The medieval period is followed up with a study of the Tudor and Stuart period. For the Tudor period we consider how turbulent life was in the 16th century by examining how Tudor monarchs solved the problems that they faced and whether it was possible to have fun during the Tudor dynasty. We then consider the changing role of the monarch in the Stuart era and look at the reasons for the decline in the influence of the English monarchy. 

Our final study of year 7 involves looking at how the United Kingdom was formed. This brings together aspects we have taught in the year and links with some of the year 8 content on the Empire and Ireland. 

Year 8 

In the first term of year 8 we consider how and why Britain became the richest and most powerful country in the world in the 19th century. This involves looking at Britain’s role in the Slave Trade and the advantages of having an Empire. An essential aspect of these units is considering the legacy of the Slave Trade and the Empire and how they should be represented in modern Britain. We then link these topics with a unit looking at how and why Britain became the world’s first industrialised nation. 

The importance of the 20th Century’s two world wars is our next focus in year 8. We look at how Britain was changing before the First World War and whether the war deserves its terrible reputation. We then consider the legacy of the Great War for Britain and for international relations by examining the reasons for the outbreak of the Second World War and its subsequent impact and legacy for Britain. Our final unit of the year looks at why and how Nazi Germany was defeated. 

Year 9 

At the beginning of Year 9 we study the Holocaust. As well as looking at the terrible events orchestrated by the Nazis, we also consider the long-term history of anti-Semitism and the legacy of the Holocaust today. 

Students are then taught a unit entitled Does the USA deserve the title of ‘leader of the free world’? This unit looks at the global impact of the USA in the 20th century and the first part of the 21st century.

Our students are then led through a thematic study over the time period that they have been studying since the start of year 7.This unit is a Study of Crime and Punishment from c.1000AD to 2007. This involves a study of how approaches to crime prevention and punishment have changed over the last millennium and includes focus studies on-

•Changes to the law made the Normans

•The range of punishments in the medieval period

•The Gunpowder Plot and the treatment of the suspects involved

•The introduction of the Police force

•Crime in the Twentieth Century

Scheme of Work Overview:

Year 7                          Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Year 8                          Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Year 9                          Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Key Stage 4

Year 10 

In Year 10 students study content for their GCSE in History. We begin with the first component of the GCSE Paper 2, Anglo-Saxon and Norman England c.1060-1088. Students will learn to compare and contrast Saxon and Norman England and reach informed conclusions to historical issues from this period such as whether the Battle of Hastings was won by poor Saxon leadership or excellent Norman leadership.

The second unit in Year 10 covers the content for the Paper 3 Modern Depth study and looks at events in Germany between 1918 and 1939. Obviously the rise of the Nazis and creation of the Nazi state is a major element of this but we also look at the Weimar Republic of the 1920s and the reasons for its collapse. 

Building on the Key Stage 3 thematic unit, we then look at the history of Crime and Punishment through the ages and complete a thematic study on Whitechapel and Crime c.1880-1900. 

Year 11

In Year 11, students complete the final unit of the GCSE before an intensive revision programme. The final unit is the second component of the GCSE Paper 2 and looks at Superpower Relations 1941-1991. 

Scheme of Work Overview:

Year 10                         Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2                                                 

Year 11                         Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Key Stage 5

A Level History 

History is a popular subject at A Level and our students follow the AQA History specification. Our 2 exam units are-

•Challenge and Transformation: Britain c1851-1964 (40% of overall grade)

•Democracy and Nazism: Germany 1918-1945 (40% of overall grade)

Students also have to complete a piece of coursework on a theme of their choice (from a selection of topics that begin before 1764) and this makes up the final 20% of their overall mark. 

Scheme of Work Overview:

Year 12                         Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Year 13                         Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Government and Politics A Level

Students who opt for this course follow the Edexcel specification. The course is assessed completely by 3 exams at the end of Year 13. 

Scheme of Work Overview:

Year 12                         Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Year 13                         Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Cultural Capital

The studying of History gives students an opportunity to understand the society that they live in and helps to foster skills which gives them an advantage in their social and professional lives. Examples of this include-

•History teaches students valuable lessons about human nature

•History provides a sense of perspective for adults making their way in the world and helps them to overcome obstacles that most of them face. 

•Historians quickly become comfortable with the idea that something they thought was a fact could be completely incorrect. They can easily apply this to other fields, which makes them relatively good at admitting their errors and correcting them.

•How and why our system of law and order has evolved to work in the way that it has. 

•To be able to understand the background to international affairs

•To be able to select and interpret information and assess it for reliability in a social and professional context. For example, They can look at crime and death rates from the past and realise that despite the media’s insistence that the world is dangerous, it has actually been getting safer for decades.

•History visits can help students to feel a connection between themselves and their ancestors. For example, a field trip to Parliament and a discussion on how it has shaped the lives of our ancestors as well as our own. 

An Equitable Curriculum - Removing Barriers to Learning

•There are no prohibitive costs involved that prevents disadvantaged students from being able to access the content and all pupils are given ample resources at every key stage to be able to succeed 

•Students of all ability have achievable, bespoke assessment objectives and most lessons are well differentiated according to school policy (G,S,B)

•We have a range of resources which allows us to ensure that there is stretch and challenge even for the most able. Students in this category also have bespoke assessment objectives which are set in a way which challenges them beyond their age profile.

•Staff are aware of students with SEN(D) and have the necessary information to inform their planning

•In devising the curriculum in all 3 key stages we considered how schemes could be put together in a way that appealed to male and female students.

For further information regarding the History curriculum please contact Mr P Eatock (Head of History) eatockp@maghullhigh.com

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