History
History
“Those who cannot remember the past are condemned to repeat it.”
George Santayana.
Our mission is to provide a curriculum of mirrors and widening lenses. We aim to ensure diversity and representation within our history curriculum, helping all students see the world beyond their immediate horizons while keeping learning relevant and connected to their lives and current affairs. We actively seek opportunities to promote strong Christian values and the Catholic ethos within our studies, embedding the principles of Catholic Social Teaching: Solidarity, Life and Dignity, Care for Creation, the Common Good, Option for the Poor, the Dignity of Work, and Rights and Responsibilities. These principles underpin our curriculum design and are explicitly mapped throughout.
Curriculum Overview by Year Group and Term
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|
| What does it mean to be a historian? Historical and Archaeological skills | How did people live during pre-historic times? What was the significance of the Neolithic revolution? | What can the Ancient worlds teach us about today? (cross comparison study of Ancient Rome, Greece and Egypt) | What can the Ancient worlds teach us about today? (cross comparison study of Ancient Rome, Greece and Egypt) | What would a story of migration to Britain ADc1000-1750 look like? | Was Britain welcoming to modern Migration c. 1750-present day? |
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|
| Did the Normans bring a "truckload of trouble" to England? | What was life, like in Medieval Europe? | Why did Henry VIII break with Rome? Was there a Mid-Tudor crisis? |
Comparing the likes of Michelangelo to Da Vinci: who was the greatest Renaissance individual? | African Kingdoms: How did Europe under-develop Africa? | How should Britain remember its colonial past? |
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|
| What were the social consequence of Victorian Britain | What were the causes of the 'Great War'? What was life, like during the WW1? |
The Age of Extremes: how did another World War come about? | What were the key turning points of the Second World War? What was the Cold War and has it ever ended? |
What have been the cause of global revolutions over time? | How have global revolution shaped the modern world? |
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|
| AQA History 1BB Conflict and Tension- the inter-war years, 1918-1939 |
AQA History 1BB Conflict and Tension- the inter-war years, 1918-1939 |
1AB: Germany 1890-1945: Democracy and Dictatorship | 1AB: Germany 1890-1945: Democracy and Dictatorship | AQA 2AA: Health and the People: c1000 to the Present day | AQA 2AA: Health and the People: c1000 to the Present day |
| Year 10 curriculum deliberately mirrors year 11 Curriculum as we change order modules are delivered | |||||
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|
| AQA History 1BB Conflict and Tension- the inter-war years, 1918-1939 |
AQA History 1BB Conflict and Tension- the inter-war years, 1918-1939 |
1AB: Germany 1890-1945: Democracy and Dictatorship | 1AB: Germany 1890-1945: Democracy and Dictatorship | Revision | |
| Year 11 curriculum deliberately mirrors year 10 Curriculum as we change order modules are delivered | |||||
