Trinity High School

History

Staff and responsibility

Mrs E Young
Acting Head of History

Mr J Phillips
History teacher

Mr M Pirrie
History Teacher

History

Subject overview

The History department aims to develop a lifelong interest in the study of History in all students. Through this study the students will acquire the skills and perspectives that will enable them to lead successful and enriching lives. The content of all of our courses allows the students to make sense of current affairs by relating to the past and to develop a moral perspective, a sense of empathy and a tolerance of a range of opinions. Our teaching introduces all of our students to the distinctive methodology of the historian, in particular varied and exciting enquiries based on evidence with a focus on enriching other areas of the curriculum at the same time.

 

 

Key Stage 4

 

Exam Board (to include details of exam)

Exam board : AQA

GCSE History 8145

This qualification is linear. Linear means that students will sit all their exams at the end of the course. GCSE History students must take assessments in both of the following papers in the same series:

Paper 1: Understanding the modern world

Paper 2: Shaping the nation

Course Content

The GCSE History content comprises the following elements:

• one period study

• one thematic study

• one wider world depth study

• one British depth study including the historic environment.

Paper 1: Understanding the modern world

 

Section A: Period study:

 

America, 1840–1895: Expansion and consolidation

 

This period study focuses on the development of America during a turbulent half century of change. It was a period of expansion and consolidation – the expansion to the west and consolidation of the United States as a nation.

Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in bringing about change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them.

 

Section B: Wider world depth study

 

Conflict and tension, 1894–1918

 

This wider world depth study enables students to understand the complex and diverse interests of the Great Powers and other states. It focuses on the causes, nature and conclusion of the First World War and seeks to show how and why conflict occurred, and why it proved difficult to bring

the war to a conclusion. This study also considers the role of key individuals and groups in shaping change and how they were affected by and influenced international relations.

 

Paper 2: Shaping the nation

 

Section A: Period study:

 Britain: Health and the people: c1000 to the present day

 

This thematic study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes, scale, nature and consequences of short and long term developments, their impact on British society and how they

were related to the key features and characteristics of the periods during which they took place. Although the focus of this study is the development of medicine and public health in Britain, it will draw on wider world developments that impacted on the core themes. Students will have the

opportunity to see how some ideas and events in the wider world affected Britain and will promote the idea that key themes did not develop in isolation, but these ideas and events should be referenced in terms of their effects on the core theme for Britain and British people.

 

This study focuses on the following questions:

• Why has there been progress in the health of the British people?

• How and why has the pace and scale of medical development varied at different times?

• What impact has medical progress had on people and society?

• How and why have different factors been more important than others for individual medical developments?

• What is the significance of key individuals or events in the history of medical development?

 

Section B: British depth studies including the historic environment:

 

Elizabethan England, c1568–1603

 

This section allows students to study in depth a specified period, the last 35 years of Elizabeth I's reign. The study will focus on major events of Elizabeth I’s reign considered from economic, religious, political, social and cultural standpoints, and arising contemporary and historical

controversies.

 

There are 4 key sections in the Elizabethan study:

  1. Elizabeth's court and Parliament
  2. Life in Elizabethan times
  3. Troubles at home and abroad
  4. The historic environment of Elizabethan England

 

 

 

 

 

 

 

Useful Subject & Revision websites

TBA

Exam success

June 2015 A*-C pass rate was 63%

A*-A pass rate was 20%

 

Key Stage 5

 

Exam Board (to include details of exam) and entry requirements

AQA: A Level History 7042

 

Paper 1  Breadth Study: Stuart Britain and the Crisis of Monarchy, 1603–1702

 

Paper 2 Depth Study: Democracy and Nazism: Germany, 1918–1945

 

Historical Investigation on interpretations of the British Empire (Non-examined Unit)

 

Entry Requirements: 5 A*-C grades at GCES (inc. English B grade)

Course Content

 

Breadth Study: Stuart Britain and the Crisis of Monarchy, 1603–1702

 

This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions:

 

• How far did the monarchy change?

• To what extent and why was power more widely shared during this period?

• Why and with what results were there disputes over religion?

• How effective was opposition?

• How important were ideas and ideology?

• How important was the role of key individuals and groups and how were they affected by developments?

 

Depth Study: Democracy and Nazism: Germany, 1918–1945

 

This option provides for the study in depth of a period of German history during which a newly developed democratic form of government gave way to a dictatorial Nazi regime. It explores political concepts such as 'right' and 'left', nationalism and liberalism as well as ideological concepts such as racialism, anti-Semitism and Social Darwinism. It also encourages reflection on how governments work and the problems of democratic states as well as consideration of what creates and sustains a dictatorship.

 

Historical Investigation on interpretations of the British Empire (Non-examined Unit)

 

The purpose of the Historical investigation is to enable students to develop the skills, knowledge and historical understanding acquired through the study of the examined components of the specification. Through undertaking the Historical investigation students will develop an enhanced understanding of the nature and purpose of history as a discipline and how historians work. The Historical investigation contributes towards meeting the aims and objectives of the A-level

specification. In particular it encourages students to:

 

• ask relevant and significant questions about the past and undertake research

• develop as independent learners and critical and reflective thinkers

• acquire an understanding of the nature of historical study

• organise and communicate their knowledge and understanding in a piece of sustained writing.

 

 

 

 

 

 

 

 

 

Useful Subject & Revision websites

http://spartacus-educational.com/

Exam success

Many of our students have gone on to continue their studies of History at University level at a wide range of prestigious institutions across the country.

 

Subject

History

Contribution to SMSC

The study of History prepares all students for the complex and culturally varied society which they live in. It helps them to understand the values of our society and develops a sense of empathy and a tolerance of a wide range of opinions.

 

This is inspired in the students in particular with a study of:

 

  • A Battlefields trip to Belgium and France giving the students at all levels a chance to be involved in the remembrance ceremonies surrounding the centenary celebrations of World War One.

 

  • Local Oral History . Involvement in the ‘Engineering the Past’ community history project. Students interview members of the local community to to record their memories of Redditch at war and Redditch in the 1950s and 1960s.

 

 

 

Subject

History

Contribution to Wider Curriculum (if appropriate)

History plays a key role in developing excellent literacy and numeracy skills through the study of the disciplines required to be successful in History. A key emphasis on developing literacy and numeracy is placed in all schemes of work and enquiries throughout all the key stages of education.

Subject club(s)

Regular revision clubs for GCSE students held each week from January of each year including:

 

  • Changing your grade from A to A* at History
  • Improving source investigation skills at GCSE History
  • Key knowledge and understanding revision for GCSE history

Extra-curricular

 

 

 

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    • Worcestershire
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