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History

 'Those who can not remember the past are condemned to repeat it' - George Santayana

At Tewkesbury School we aim to give students a broad and varied study of History.  We explore the important events and themes in British and world history from the past 1000 years.

Through the study of historical events, students will become curious and independent learners.  A range of communication skills are encouraged so that students can convey their understanding in a variety of ways.  Examining historical evidence, analysing sources and reaching balanced and well supported arguments are at the heart of what we learn about in the subject.

Students will explore the subject through a variety of learning activities both inside and outside of the classroom at Tewkesbury School.  Our pupils learn about history using a range of skills and media.  Their studies are enhanced by the opportunity to visit the Imperial War Museum and site-seeing in Italy in a joint KS4 trip with the Geography Department.  All of these enrichment activities help to bring the past to life for our students.

A good student in history should be able to:

  • Develop a chronological understanding of key events and developments in British history. A good student in history should be able to do the following:
  • We want students to have a broad understanding of the histories and cultures of other countries
  • We want students to be successful learners who develop an inquisitive interest in the past 
  • We want students to understand the importance of understanding how developments in history have shaped our lives today
  • We want to develop an analytical approach to using evidence and information
  • We want students to be able to evaluate and analyse sources of evidence and make supported judgements about the causes and consequences of historical events
  • We want students to be able to write well-organised, balanced and structured arguments using valid evidence.

The big themes in history involve understanding the key content in terms of British and world history 1000AD-2000AD at KS3.  Students explore this through the 4 key strands that we assess: knowledge; key conceptual understanding; source analysis and evaluation skills; essay and extended writing skills.  At KS4 these skills are further developed to explore the thematic Health and public health developments in Britain 1000-2000; Russia and the USSR 1894-1945; Conflict and Tension 1918-39; Norman England 1066-1101.  At KS5, the same skills as are outlined above are embedded through the study of British political, social and economic history 1900-2000; USA 1918-55; The Witch Craze in the 15th and 16th centuries.

At the end of Y7, the end point is to have learned about the key events in British history 1000AD-1600AD and they should be starting to write well-structured extended written answers as well as comprehending the content of historical sources.  

By the end of Y8, the end point is to have learnt about the key British political developments leading to the parliamentary democracy that Britain is today.  They should be writing balanced, supported and structured extended answers and also be increasingly confident with evaluating historical sources, including making judgements about the evidence based on provenance.  

By the end of Y9, the end point is to be able to independently write balanced and substantiated extended written answers and essays as well as analysing the source content using knowledge and evaluating the provenance and purpose of the source to assess reliability.  

By the end of KS4, students should be writing well-developed written responses which have a coherent argument running through them and well-argued complex conclusions.  They should also be able to compare source interpretations and explain various reasons for source utility and reliability.  Source answers should focus on the purpose of the author in particular to achieve the higher grades. 

By the end of KS5, students should be able to compose complex, coherent and detailed arguments to produce university standard essays, including a dissertation-style coursework assignment.  They should be able to compare source material and give reasons for why different interpretations have developed  They will have a clear understanding of historiography as well as being able to evaluate primary evidence for utility. We aim to embed all of the skills outlined above and produce independent learners who are inquisitive about the past. The content we deliver covers a range of countries and we explore the political, economic, religious and social features of these societies.

Please see the History curriculum overviews for each Key Stage below.

Staff:

Miss L Davis: Head of History and Humanities

Mrs K Newcombe: History and Head of Priestley Head of House

Mrs F Stewart: History

Mr C Thomson: History and Assistant Head of Sixth Form 

Mrs T Donnelly:  Humanities Lead TA