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History

"History prepares pupils for the future, equipping them with knowledge and skills that are prized in adult life."
"History prepares pupils for the future, equipping them with knowledge and skills that are prized in adult life."

History fires pupils' curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps pupils develop their own identities through an understanding of history at personal, local, national and international levels. It helps them to ask and answer questions of the present by engaging with the past.

Pupils find out about the history of their community, Britain, Europe and the world. They develop a chronological overview that enables them to make connections within and across different periods and societies. They investigate Britain's relationships with the wider world, and relate past events to the present day.

As they develop their understanding of the nature of historical study, pupils ask and answer important questions, evaluate evidence, identify and analyse different interpretations of the past, and learn to substantiate any arguments and judgments they make. They appreciate why they are learning what they are learning and can debate its significance.

History prepares pupils for the future, equipping them with knowledge and skills that are prized in adult life, enhancing employability and developing an ability to take part in a democratic society. It encourages mutual understanding of the historic origins of our ethnic and cultural diversity, and helps pupils become confident and questioning individuals.

  • YEAR 7 TO 9
    • Hours per week: 2
    • Subject Code: 7Hi / 8Hi / 9Hi
    • Course Description

    Year 7 Units

    • Importance of History
    • Battle of Hastings
    • Norman Conquest
    • Significance of Medieval monarchs
    • Rise of Genghis Khan
    • 16th century religious rollercoaster 

     Year 8 Units

    • The Stuarts
    • Slavery, Segregation and Civil Rights in the USA
    • The Indian Mutiny
    • The Industrial Revolution
    • Australia: Convict Colony
    • Opium Wars
    • Hong Kong under British colonial rule (time permitting)

    Year 9 Units

    • Causes of the First World War
    • First World War
    • Women’s Suffrage in Britain
    • Causes of the Second World War (brief overview)
    • Second World War (including Holocaust, Japanese occupation of Hong Kong and Atomic Bomb)
    • Individual Extended Project

     Assessment  

    Students are assessed using two types of assessment: sources and essay assessments. Students receive a level and targets from these assessments. Assessment success criteria is available to students to aid them in raising their level. All students are expected to do their best to follow up on their targets because this underpins students’ progress.

  • YEAR 10 AND 11

    Course Content:

    The CIE IGCSE History syllabus covers The 20th Century: International Relations since 1919 Core Content and one 20th Century Depth Study - Germany 1918-45. Students are prepared for two examinations: Paper One, which assesses the Core Content and Depth Studies, and Paper Two, a Prescribed Topic source analysis paper. The prescribed Core Content topic changes every year.


    Year 10

    • Were the peace treaties of 1919-23 fair? 
    • Was the Weimar Republic doomed from the start?
    • To what extent was the League of Nations a success?
    • Why was Hitler able to dominate Germany by 1934?-The Nazi regime
    • Why had international peace collapsed by 1939?
    • Who was to blame for the Cold War?
    • How effectively did the USA contain the spread of Communism? 

    Year 11

    • Coursework - Nazi Germany
    • How secure was the USSR's control over Eastern Europe, 1948-1989? 
    • Why did events in the Gulf matter - 1970-2000?

    Final Assessment

    Examination (73%)

    Paper One:

    Assesses Depth Study content on Germany, 1918-45 and The USA, 1919-41 and Core Content Option B: The 20th century: International Relations since 1919 This is a two hour paper. Four questions are set from Core Content: Option B The 20th century: International Relations since 1919 and candidates answer two. Two questions are set on each of the depth studies and candidates answer one. Worth 40% of IGCSE

    Paper Two:

    Assesses an examination board set Prescribed Topic that changes every year. It is a source paper. For the 2017 examination, Paper Two will assess the unit 'Were the peace treaties of 1919-1923 fair?'

    This is a two hour paper.

    Candidates answer a series of source analysis questions. They must answer all the questions.

    Worth 33% of IGCSE

    Coursework (27%):

    One piece of extended writing of no more than 2,000 words. 

  • YEAR 12 AND 13
    • Qualification: A Level (GCE)
    • Examination Board: CIE
    • Syllabus/ Specification: History 9389
    • Subject Code: 12Hi/13Hi
    • Hours per week: 6 hours
    • Examinations in June
    • Details: http://www.cie.org.uk/programmes-and-qualifications/cambridge-international-as-and-a-level-history-9389/

    Course Content:

    AS Level

    Component 1 (Document Question)

    The Search for International Peace and Security 1919-1945

    Component 2 (Outline Study)

    Modern Europe 1789-1917

    A Level

    Component 3 (Interpretations Question)

    The origins and development of the Cold War 1841-1950

    Component 4 (Depth Study)

    International History 1945-1991


    Year 12 - Component 1

    What were the origins and aims of the League of Nations?

    How was the League of Nations organised?

    What were the successes and failures of the League of Nations?

    What were the origins and aims of the United Nations?


    Year 12 - Component 2

    France, 1789–1814 Candidates will not be expected to study foreign policy in detail but should be able to show an understanding of the effects within France of foreign policy.

    What were the aims and domestic problems of French politicians from 1789 to 1795?

    Why were French governments unstable from 1789 to 1795?

    Why did Napoleon Bonaparte rise to power by 1799?

    What were Napoleon Bonaparte’s domestic aims from 1799 to 1814?

    The Industrial Revolution, c.1800–c.1890 Candidates will be expected to be aware of the impact of developments in Britain, France and Germany.

    What were the causes of the Industrial Revolution by 1800?

    What factors encouraged and discouraged industrialisation from 1800 to c.1890?

    How did the Industrial Revolution affect different classes up to c.1890?

    What were the political and economic effects of the Industrial Revolution up to c.1890?

    The Origins of World War I, 1900–1914

    Why did the Alliance System develop?

    What was the importance of militarism and the Naval Race?

    Why were the Balkans unstable?

    Why did war break out in 1914?

    The Russian Revolution, c.1894–1917

    What were the causes and immediate outcomes of the 1905 Revolution

    What were the strengths and weaknesses of Romanov rule from 1906 to 1914?

    What were the causes of the February Revolution in 1917?

    Why did the Bolsheviks gain power in October 1917?


    Year 13 - Component 3

    The Origins and Development of the Cold War

    Candidates will study the following content and the differing interpretations that historians have produced, with a particular focus on the over-arching Key Question, Who was to blame for the Cold War?

    Key Content

    This topic covers the following events and developments in the evolution of the Cold War in Europe:

    • Tensions in the wartime alliance against the Axis powers

    • Peacemaking at the end of World War II

    • Increasing tensions in a divided Europe

    • The Truman Doctrine and the Marshall Plan

    • The Berlin Blockade and Airlift

    Key approaches

    Candidates should explore the following issues through the interpretations and approaches of different historians:

    • How far were inherent tensions between East and West bound to resurface in 1945?

    • How important were the personalities of the leaders of the Great Powers in shaping the Cold War?

    • How far were ideology, security and economics the factors which created Cold War tensions?

    • The Traditional approach

    • The Revisionist approach • Post-Revisionist approaches

    • How have the perspectives on the Cold War of Russian historians differed from those in the West?

    • Reinterpretations of the Cold War in the light of new archival sources

    • The emergence of the ‘New’ Cold War history


    Year 13 - Component Four

    International History 1945-1991

    Theme 1: The Cold War 1950 -1975

    How did relations between the USA and the USSR change and develop in the 1950s and1960s?

    How and why did the Cold War spread outside Europe after 1950?

    What impact did the nuclear arms race have on the conduct of the Cold War 1950–75?

    Why was there a move towards détente in the 1970s?

    Theme 2: The Cold War, 1975–1991

    How effective was détente in the 1970s?

    What were the causes of the ‘Second Cold War’?

    Why, and with what effects, did the USSR suffer a ‘crisis of communism’ during the 1980s?

    Why did the Cold War come to an end?

    Theme 3: China 1945-1991

    Why did the CCP gain victory in 1949?

    How successful was Mao Zedong in dealing with China’s problems?

    How successful was Deng Xiaoping in dealing with China’s problems?

    Why was China able to survive the ‘crisis of communism’?

    Theme 4: Conflict in the Middle East 1948-1991

    Why did the creation of the state of Israel lead to war?

    How did the Arab-Israeli conflict develop between 1948 and 1973?

    What impact did the Cold War have on the conflict in the Middle East?

    What factors led to the de-stabilisation of the Middle East between 1975 and 1991?

    How will I be assessed?

    Students will take 50% of their qualification in Y12 and the other 50% in Year 13. This is broken down as follows:

    AS LEVEL

    Component 1 - Document question  - 1 hour – 20%

    Component 2 - Outline study - 1 hour 30 minutes – 30%

    A’LEVEL

    Component 3 - Interpretations question - 1 hour - 20%

    Component 4 - Depth Study 1 hours 30 minutes – 30%

     

"History prepares pupils for the future, equipping them with knowledge and skills that are prized in adult life."