In This Section

  • Key Stage 3

    The KS3 curriculum offers a wide range of engaging historical topics, concepts and interpretations through schemes of work based around enquiry questions and skills such as using evidence, chronology, change and continuity, cause and consequence and similarity and difference that are revisited in each year.  Students study History in both breadth and depth.

    Year 7

    The development of state, church and society in Medieval and Tudor Britain, 1066-1603, including, why William won the Battle of Hastings, the impact of the Norman invasion and its significance, the role of the Church in people’s lives, including challenges to the Church.  The impact on society of challenges to the monarch, including King John and Magna Carta and the Peasants Revolt.  Also the changes to the Church and State during the reigns of Henry VIII and the other Tudors, in particular Elizabeth I, understanding the impact of these changes on England’s place in Europe and development of exploration, trade and early Empire. 

    In addition, we learn about local History during the same time period.

    Year 8

    The making of the United Kingdom including the Stuarts, the Civil War, Cromwell and the consequences of the Civil War.  The growth of Empire and Industry and the positive and negative effects of these on different groups of people, including campaigns for rights, freedoms and equality, the Slave Trade and its abolition, changes in working conditions, practices and law and moves towards greater political rights and democracy.

    Year 9

    The Twentieth Century including the campaigns of the Suffragettes for women’s right to vote, the First World War its causes and consequences, the Russian Revolution, the Versailles peace Treaty and rise of Nazi Germany, the Holocaust, World War Two at home and abroad, the United Nations and their role, and the Cold War. 

    Our World History unit focuses on America in the twentieth century with a particular examination of the Civil Rights movement.

  • Key Stage 4
    History
    Why study History?
    With history, you form a deeper understanding of the world we live in and how it evolved. History helps you develop the skills to look beyond the headlines, ask questions properly and express your own opinions. If you want to understand the origins of political and social problems, or be able to evaluate issues in society, such as war, history provides the basis for this. History trains your mind, teaches you how to think and process information and provides you with a range of skills employers are looking for. These include research skills, the ability to find and evaluate sources of information, and the means to identify and evaluate diverse interpretations.
     
    What areas would you study?
    You will study crime and punishment through time, which can help you understand the arguments for and against harsher punishment of criminals in Britain today. Life in Germany 1918-1945: an examination of how Hitler came to power may help you appreciate the democracy we have now and how best freedoms should be preserved. You will also study a depth study focused on an aspect of British history, the reign of Henry VIII, 1509-1540 and a period study that examines superpower relations and the Cold War 1941-1991: studying the impact of Henry’s reign on England and the Cold War will enable you to look at how society and politics both shape, and are shaped by, significant events and key individuals.
     
    How do you learn?
    You will have the opportunity to study a wide range of source material including photographs, films, documentaries, newspapers, original written sources, paintings, historical sites, the internet and various other media. Learning at KS4 involves discussion and debate as well as research tasks, and activities can range from role play to writing and delivering speeches. You will learn how to interpret and evaluate pieces of information; how to communicate and apply your knowledge; how to describe and analyse the key features of the period studied; critical thinking and problem solving. You will also be researching a historic environment.
     
    How are you assessed?
    100% examination. There will be three exams.
     
    Where will this take me Post-16?
    History at GCSE not only allows, but also prepares, students to follow ‘A’-level history at Post-16. It can also prepare students for studying other subjects, such as sociology, politics or law. It can also be studied at university to degree level. History doesn’t just lead to the job of a history teacher or working in a museum! It is a much respected academic subject that can lead to any job requiring research skills, good verbal and written communication and an understanding of people. People who have studied history can build careers in a range of occupations including journalism, law, the media, commerce, the civil service, archive work and tourism.
  • History (AS Level)

    Examination Board: AQA History 7041 (AS level)

    Introduction and Structure:  AS History gives students the opportunity to study the subject for a year, alongside those who will be taking the A Level course.  Students will gain an AS qualification.  This study examines key events from the past, not only of our own country but events that have occurred throughout the world and across different time periods. Students will also develop their ability to analyse and to communicate their ideas clearly, to understand change over time, to use evidence and source material critically and to reach substantiated judgement.

    The course is structured according to two components:

    Component 1 Breadth Study: Students study two topics, gaining a broad overview of a particular theme. They assess the historical significance of events, ideas, attitudes and beliefs and how these influenced behaviours and action. They will also examine interpretations put forward by historians.

    The chosen theme is Option 1H: Tsarist and Communist Russia 1855-1917. (Autocracy, Reform and Revolution: Russia 1855-1917).

    Component 2 Depth Study: We study a period of British history in order to develop an in-depth understanding of a significant period of historical change.  Students will use primary sources in the depth study.

    The chosen period is Option 2D: The Tudors: Religious conflict and the church in England c.1529-c.1547.

    Assessment

    Students will undertake extended writing and essays in both components, presenting historical explanations, assessing the significance of events, individuals, beliefs and movements, explaining change over time and aiming to reach substantiated judgements.

    Component 1 Breadth Study:

    50% of AS Level

    1 hour 30 minutes written examination

    50 marks (answering one compulsory question contrasting historical interpretations worth 25 marks and then choosing one question from a choice of two essay questions, worth 25 marks)

    Component 2 Depth Study:

    50% of AS Level

    1 hour 30 minutes written examination

    50 marks (answering one compulsory question analysing and evaluating contemporary and/or primary sources worth 25 marks and then choosing one question from a choice of two essay questions focused on Historical understanding in depth, worth 25 marks)

    Entrance Requirements: Standard entry requirement for entry onto AS level programmes of study is 6 GCSE’s at grade C or above.  You will need to have a GCSE in History at grade B or above and/or a grade B or above in English as there is a need for a good writing style and comprehension.  History is an exciting and interesting course but students must be aware of the need for extensive reading and research.  Commitment is vital for success in this subject.

    Sixth Form
    History (A Level)

    Examination Board: AQA History 7042 (A level)

    Introduction and Structure:  GCE History is a respected academic subject.  It looks at key events from the past, not only of our own country but events that have occurred throughout the world and across different time periods. An important aspect of studying History at GCE level is the focus on areas of debate and controversy amongst Historians. It is this controversy which makes History exciting and interesting and which encourages students to reach their own judgments and form their own opinions. Students will also develop their ability to analyse and to communicate their ideas clearly, to understand change over time, to use evidence and source material critically and to reach substantiated judgement.

    The course is structured according to three components:

    Component 1 Breadth Study: Students study two topics, gaining a broad overview of a particular theme. They assess the historical significance of events, ideas, attitudes and beliefs and how these influenced behaviours and action. This paper also focuses on historians interpretations of the topic.

    The chosen theme is Option 1H: Tsarist and Communist Russia 1855-1964. (Autocracy, Reform and Revolution: Russia 1855-1917 and the Soviet Union 1917-1964).

    Component 2 Depth Study: We study a period of British history in order to develop an in-depth understanding of attitudes, beliefs and structures of society. This paper focuses on a period of major change in England, in particular change in church and government. Students will use contemporary and primary sources in the depth study.

    The chosen period is Option 2D: The Tudors: Religious conflict and the church in England c.1529-c.1570.

    Component 3 Historical Investigation: Students carry out an enquiry which will address the aspects of a chosen theme over a period of at least 100 years.

    They will examine both the short-term significance of an individual, movement or event, as well as the factors affecting change throughout the whole period.

    The chosen theme is to be confirmed (it may include the Crusades 1095-1204 or Germany 1871-1990).

    Assessment

    Students will undertake extended writing and essays in all components, presenting historical explanations, assessing the significance of events, individuals, beliefs and movements, explaining change over time and aiming to reach substantiated judgements. Students will use analysis and evaluation to address historical claims and debates.

    Component 1 Breadth Study:

    40% of A Level

    2 hours 30 minutes written examination

    80 marks (answering one compulsory question linked to historical interpretations worth 30 marks and then choosing two questions from a choice of three essay questions, worth 25 marks each)

    Component 2 Depth Study:

    40% of A Level

    2 hours 30 minutes written examination

    80 marks (answering one compulsory question linked to primary or contemporary sources worth 30 marks and then choosing two questions from a choice of three essay questions, worth 25 marks each)

    Component 3 Historical Investigation:

    20% of A Level

    3000-3500 words

    Internally assessed coursework

    Moderated by AQA

    40 marks

    Careers:  History provides a good qualification for entry into both employment and Higher Education. History graduates build careers in a range of occupations, including law, the media, commerce, industry, the civil service, politics, teaching, museum work, archive work and tourism.

     

    Entrance Requirements: Standard entry requirement for entry onto A level programmes of study is 6 GCSE’s at grade C or above.  You will need to have a GCSE in History at grade B or above and/or a grade B or above in English as there is a need for a good writing style and comprehension.  History is an exciting and interesting course but students must be aware of the need for extensive reading and research.  Commitment is vital for success in this subject.

  • Assessment

    HIS

     AO1 – Communication

     A02 – Knowledge and Understanding

    A03 – Historical Thinking Change and Continuity (A)

    AO3 – Historical Thinking

    Cause & Consequence (B)

    AO3 - Historical Thinking Significance (C)

    AO3 – Historical Thinking

     Evaluating Evidence (D)

    AO3 – Historical Thinking

    Interpretations & Representations (E)

    Y.7

    (8-9)

    I can explain showing limited analysis and make implicit links to the question or focus. I include some accurate knowledge and some relevant information.

     

    I can explain examples of changes and/or continuity across given time periods with justification

     

     

    I can explain examples of causes and/ or consequences and can begin to explore the links between them

     

    I can explain examples of causes and/or consequences and can begin to consider the long and short term impact

    I can analyse why there are different views about how significant a person/event or event is

     

    I can analyse how a person/event was significant considering their/its short and long term effects

    I can explain the reasons for the similarities and/or differences between sources

    I can analyse why different opinions about an event or person have been formed, offering some developed explanation

     

    I can analyse range of reasons why historical interpretations may differ

    Y. 7

    (7)

    I can describe events / persons / eras in the past.  I include some relevant knowledge and information.

    I can explain examples of changes and continuity within a given time period

    I can describe examples of causes or consequences with simple links between them

    I can explain one or more developed reasons why a person/event is significant

    I can describe an opinion about an event or person from a source with supporting evidence  

    I can describe different opinions from more than one source, offering supporting evidence

    I can explain why different opinions about an event or person have been formed, offering a simple explanation

    Y.7

    (6)

    I can make simple or generalised comments about events / peoples / eras in the past.  I include limited knowledge and understanding.

     

    I can describe examples of change and/or continuity across given time periods.

     

     

     

     

     

     

    I can describe examples of causes or consequences without exploring links between them

    I can explain a simple reason why a person/event is significant

     

    I can explain more than one simple reason why a person/event is significant

    I can make unsupported inferences from one or more sources

     

    I can describe the similarities and/or differences between sources with evidence

    I can explain why an opinion about an event or person may have been formed, offering a simple explanation

     

     

    Y.7

    (4-5)

    I can describe simple or generalised events / persons / eras in the past. I include a little knowledge and understanding.

    I can describe examples of change and/or continuity without specifying time periods or comparison across time

     

    I can describe examples of change and/or continuity within a given time period

    I can identify several examples of causes or consequences of an event with a simple description

    I can describe the reasons why a person or event is significant

    I can describe an event or person using evidence from sources

    I can describe the strengths and weaknesses of different types of interpretations

    Y. 7

    (2-3)

    I can write simple statements about events/persons/eras in the past.  I include a little knowledge but don’t fully understand.

     

     

    I can identify some examples of change with a simple description

    I can identify some examples of change and continuity with a simple description

    I can identify several examples of causes or consequences without a simple description

    I can identify and describe a significant person/event, without offering an explanation

    I can identify an opinion about an event or person from a source

     

    I can identify different opinions about an event or person from more than one source

    I can describe different opinions about an event or person from more than one source, offering supporting evidence (Level 4)

    Y. 7

    (1)

    I can write basic sentences about events/persons/eras in the past.  I include a little knowledge but don’t fully understand.

    I can identify a change and continuity without reason or justification

     

    I can identify an example of a cause or consequence without reason or justification

    I can identify a person/event that I think is significant

    I can identify an opinion about an event or person from a source

    I can identify different opinions about an event or person from more than one source (Level3)

    Y.7

    F2

     

    I can identify a change or continuity without reason or justification

     

     

    I can define the meaning of significance

    I understand that sources can be different

    I can identify an opinion about an event or person from a source

    F1

     

     

     

     

    I can identify what a source says

     

    HIS

     AO1 – Communication

     A02 – Knowledge and Understanding

    A03 – Historical Thinking Change and Continuity (A)

    AO3 – Historical Thinking

    Cause & Consequence (B)

    AO3 - Historical Thinking Significance (C)

    AO3 – Historical Thinking

     Evaluating Evidence (D)

    AO3 – Historical Thinking

    Interpretations & Representations (E)

    Y.8

    (8-9)

    I can give an analytical explanation which is directed consistently at the question or focus, showing a reasoned, coherent and sustained argument.

    I include accurate, detailed and relevant knowledge and understanding.

     

     

     

     

    I can evaluate rates of changes and/or continuity across several chosen time periods to justify impact in depth.

     

    I can evaluate if/or at which point an event/change became inevitable

    I can evaluate cause or consequence and/or can explain the significance of some examples over others

    I can evaluate why views on significance change through time by considering how much impact they have had over time

     

    I can evaluate the historical significance of a person/event by linking it to other historical events or arguments

    I can evaluate how significance of a person/event varies in different social/cultural groups, and over time

    I can evaluate and explain the reliability of a source(s

     

    I can explain and evaluate the utility of source(s) without using contextual knowledge

     

    I can evaluate and explain the utility of source(s) taking into account their reliability

    I can evaluate the purpose, audience, access to information, content, tone and type of a range of interpretations

     

    I can evaluate the usefulness of an interpretation by cross-referencing it with other interpretations within the wider historical context

    Y.8

    (7)

    I can explain showing some analysis of the question or focus and is generally sustained. I include accurate and relevant knowledge.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    I can analyse examples of changes and/or continuity and their impact across given time periods

     

    I can evaluate the impact and significance of changes and/or continuity across chosen time periods in depth

    I can analyse examples of causes and/or consequences and can explain the long and short term impact within a time period

     

    I can analyse examples of causes and/or consequences and can explain the long and short term impact across time periods

    I can analyse how a person/event was significant considering their/its short and long term effects

    I can analyse how the author's opinion affects the source

     

    I can analyse why the author's opinion affects the source

     

    I can analyse a source by identifying the nature, origin and purpose

     

    I can analyse the impact of audience and purpose on a source, with an explanation

    I can analyse the strengths and weaknesses of different historians'/person's interpretations of an event/change

     

    I can evaluate in depth the strengths and weaknesses of different historians' interpretations for an event/change

     

    I can evaluate the purpose, audience, access to information, content, tone and type of a single interpretation

    Y.8

    (6)

    I can explain showing limited analysis and make implicit links to the question or focus. I include some accurate knowledge and some relevant information.

     

    I can explain examples of changes and/or continuity across given time periods with justification

     

     

    I can explain examples of causes and/ or consequences and can begin to explore the links between them

     

    I can explain examples of causes and/or consequences and can begin to consider the long and short term impact

    I can analyse why there are different  views about how significant a person/event or event is

     

    I can analyse how a person/event was significant considering their/its short and long term effects

    I can explain the reasons for the similarities and/or differences between sources

    I can analyse why different opinions about an event or person have been formed, offering some developed explanation

     

    I can analyse range of reasons why historical interpretations may differ

    Y.8

    (4-5)

    I can describe events / persons / eras in the past.  I include some relevant knowledge and information.

    I can explain examples of changes and continuity within a given time period

    I can describe examples of causes or consequences with simple links between them

    I can explain one or more developed reasons why a person/event is significant

     

    I can describe an opinion about an event or person from a source with supporting evidence  

     

    I can describe different opinions from more than one source, offering supporting evidence

    I can explain why different opinions about an event or person have been formed, offering a simple explanation

    Y.8

    (3)

    I can make simple or generalised comments about events / peoples / eras in the past.  I include limited knowledge and understanding.

     

     

    I can describe examples of change and/or continuity across given time periods

    I can describe examples of causes or consequences without exploring links between them

    I can explain a simple reason why a person/event is significant

     

    I can explain more than one simple reason why a person/event is significant

    I can make unsupported inferences from one or more sources

     

    I can describe the similarities and/or differences between sources with evidence

     

    I can explain why an opinion about an event or person may have been formed, offering a simple explanation

     

     

    Y.8

    (2)

    I can describe simple or generalised events / persons / eras in the past. I include a little knowledge and understanding.

    I can describe examples of change and/or continuity without specifying time periods or comparison across time

     

    I can describe examples of change and/or continuity within a given time period

    I can identify several examples of causes or consequences of an event with a simple description

    I can describe the reasons why a person or event is significant

    I can describe an event or person using evidence from sources

    I can describe the strengths and weaknesses of different types of interpretations

    Y.8

    (1)

    I can write simple statements about events/persons/eras in the past.  I include a little knowledge but don’t fully understand.

     

     

     

     

     

    I can identify several examples of change with a simple description

    I can identify several examples of change and continuity with a simple description

    I can identify several examples of causes or consequences without a simple description

    I can identify and describe a significant person/event, without offering an explanation

    I can identify an opinion about an event or person from a source

     

    I can identify different opinions about an event or person from more than one source

    I can describe different opinions about an event or person from more than one source, offering supporting evidence (Level 4)

    Y.8

    F2

    I can write basic sentences about events/persons/eras in the past.  I include a little knowledge but don’t fully understand.

    I can identify a change and continuity without reason or justification

     

    I can identify an example of a cause or consequence without reason or justification

    I can identify a person/event that I think is significant

    I can identify an opinion about an event or person from a source

    I can identify different opinions about an event or person from more than one source (Level3)

    Y.8

    F1

     

    I can identify a change or continuity without reason or justification

     

     

    I can define the meaning of significance

    I understand that sources can be different

    I can identify an opinion about an event or person from a source

     

    HIS

     AO1 – Communication

     A02 – Knowledge and Understanding

    A03 – Historical Thinking Change and Continuity (A)

    AO3 – Historical Thinking

    Cause & Consequence (B)

    AO3 - Historical Thinking Significance (C)

    AO3 – Historical Thinking

     Evaluating Evidence (D)

    AO3 – Historical Thinking

    Interpretations & Representations (E)

    Y.9

    (8-9)

    I can give an analytical explanation with a clear line of reasoning that is coherent, sustained and structured.  I include precisely selected information showing wide-ranging knowledge and understanding.

    I can evaluate whether change is always good and the variable rate of change

     

    I can evaluate the impact of factors as accelerants for change e.g. war, individuals, science and technology

    I can evaluate cause and/or consequence and can rank and explain the significance of some examples over others

     

    I can evaluate cause and/or consequence and can rank and explain the significance of some examples over other/ across periods of time

    I can evaluate and explain historical significance using my own identified criteria

     

    I can evaluate the historical significance of a person/event by challenging previously established ideas on the significance of a person/event

    I can evaluate and explain the utility of sources through cross-referencing and contextual knowledge

     

    I can evaluate the impact of nature, origin, purpose,  access to information, content, tone on utility and reliability

    I can evaluate historical interpretations of a person/event by challenging previously established ideas

     

    I can evaluate historical interpretations of a person/event by challenging previously established ideas, and by offering my own interpretation of the person/event

    Y.9

    (7)

    I can give an analytical explanation which is directed consistently at the question or focus, showing a reasoned, coherent and sustained argument.

    I include accurate, detailed and relevant knowledge and understanding.

     

     

     

     

    I can evaluate rates of changes and/or continuity across several chosen time periods to justify impact in depth.

     

    I can evaluate if/or at which point an event/change became inevitable

    I can evaluate cause or consequence and/or can explain the significance of some examples over others

    I can evaluate why views on significance change through time by considering how much impact they have had over time

     

    I can evaluate the historical significance of a person/event by linking it to other historical events or arguments

    I can evaluate how significance of a person/event varies in different social/cultural groups, and over time

    I can evaluate and explain the reliability of a source(s

     

    I can explain and evaluate the utility of source(s) without using contextual knowledge

     

    I can evaluate and explain the utility of source(s) taking into account their reliability

    I can evaluate the purpose, audience, access to information, content, tone and type of a range of interpretations

     

    I can evaluate the usefulness of an interpretation by cross-referencing it with other interpretations within the wider historical context

    Y.9

    (6)

    I can explain showing some analysis of the question or focus and is generally sustained. I include accurate and relevant knowledge.

    I can analyse examples of changes and/or continuity and their impact across given time periods

     

    I can evaluate the impact and significance of changes and/or continuity across chosen time periods in depth

    I can analyse examples of causes and/or consequences and can explain the long and short term impact within a time period

     

    I can analyse examples of causes and/or consequences and can explain the long and short term impact across time periods

    I can analyse how a person/event was significant considering their/its short and long term effects

    I can analyse how the author's opinion affects the source

     

    I can analyse why the author's opinion affects the source

     

    I can analyse a source by identifying the nature, origin and purpose

     

    I can analyse the impact of audience and purpose on a source, with an explanation

    I can analyse the strengths and weaknesses of different historians'/person's interpretations of an event/change

     

    I can evaluate in depth the strengths and weaknesses of different historians' interpretations for an event/change

     

    I can evaluate the purpose, audience, access to information, content, tone and type of a single interpretation

    Y.9

    (4-5)

    I can explain showing limited analysis and make implicit links to the question or focus. I include some accurate knowledge and some relevant information.

     

    I can explain examples of changes and/or continuity across given time periods with justification

     

     

    I can explain examples of causes and/ or consequences and can begin to explore the links between them

     

    I can explain examples of causes and/or consequences and can begin to consider the long and short term impact

    I can analyse why there are different  views about how significant a person/event or event is

     

    I can analyse how a person/event was significant considering their/its short and long term effects

    I can explain the reasons for the similarities and/or differences between sources

    I can analyse why different opinions about an event or person have been formed, offering some developed explanation

     

    I can analyse range of reasons why historical interpretations may differ

    Y.9

    (3)

    I can describe events / persons / eras in the past.  I include some relevant knowledge and information.

    I can explain examples of changes and continuity within a given time period

    I can describe examples of causes or consequences with simple links between them

    I can explain one or more developed reasons why a person/event is significant

     

    I can describe an opinion about an event or person from a source with supporting evidence  

     

    I can describe different opinions from more than one source, offering supporting evidence

    I can explain why different opinions about an event or person have been formed, offering a simple explanation

    Y.9

    (2)

    I can make simple or generalised comments about events / peoples / eras in the past.  I include limited knowledge and understanding.

     

     

     

     

     

     

     

     

     

     

    I can describe examples of change and/or continuity across given time periods.

     

     

     

     

     

     

     

     

     

     

     

     

    I can describe examples of causes or consequences without exploring links between them

    I can explain a simple reason why a person/event is significant

     

    I can explain more than one simple reason why a person/event is significant

    I can make unsupported inferences from one or more sources

     

    I can describe the similarities and/or differences between sources with evidence

     

    I can explain why an opinion about an event or person may have been formed, offering a simple explanation

     

    Y.9

    (1)

    I can describe simple or generalised events / persons / eras in the past. I include a little knowledge and understanding.

    I can describe examples of change and/or continuity without specifying time periods or comparison across time

     

    I can describe examples of change and/or continuity within a given time period

    I can identify several examples of causes or consequences of an event with a simple description

    I can describe the reasons why a person or event is significant

    I can describe an event or person using evidence from sources

    I can describe the strengths and weaknesses of different types of interpretations

    Y.9

    F2

    I can write simple statements about events/persons/eras in the past.  I include a little knowledge but don’t fully understand.

     

     

     

     

     

    I can identify several examples of change with a simple description

    I can identify several examples of change and continuity with a simple description

    I can identify several examples of causes or consequences without a simple description

    I can identify and describe a significant person/event, without offering an explanation

    I can identify an opinion about an event or person from a source

     

    I can identify different opinions about an event or person from more than one source

    I can describe different opinions about an event or person from more than one source, offering supporting evidence (Level 4)

    Y.9

    F1

    I can write basic sentences about events/persons/eras in the past.  I include a little knowledge but don’t fully understand.

    I can identify a change and continuity without reason or justification

     

    I can identify an example of a cause or consequence without reason or justification

    I can identify a person/event that I think is significant

    I can identify an opinion about an event or person from a source

    I can identify different opinions about an event or person from more than one source (Level3)

     

  • Enrichment

    The History department offers a wide range of educational visits and experiences to enhance our students understanding of and engagement with the subject.  We believe that these experiences provide not only the opportunity to bring the past to life but also to foster and encourage a greater understanding of the world around them.

    We have two long standing and highly successful educational visits abroad; for year 9 students there is the chance to visit the sites of World War One battlefields in France, tying in with their study of the twentieth century.  Our year 11 students have a visit to Berlin to consolidate their knowledge and understanding of Germany 1918-39 and the Cold War era, both key areas for study for their GCSE.

    World War One battlefields in France
    Berlin and Krakow

    Other educational visits we arrange are to Norwich castle to focus on the GCSE crime and punishment unit for year 10. Also an experience organised by the University of Cambridge’s Archaeology department where students participate in an archaeological dig as well as attending lectures and visiting Cambridge colleges to gain an insight into university life.

    Our sixth form students have the chance to attend academic conferences, both locally and nationally and to use the university library at the UEA to aid their research for the coursework element of the A level.  We have arranged cultural visits for the sixth form to London and Berlin and we are currently promoting a visit to St Petersburg and Moscow to enhance the student’s understanding of the Russian history they study at A level, as well as providing them with the chance to see a different culture.

    In school we have a year 11 film club that focuses on showing films connected to the Germany and Cold war units of the GCSE and we run castle building competitions for year 7.  A leadership scheme for our sixth form students encourages them to gain voluntary experience working with our lower school students as well as supporting the department in promoting the subject at open evenings and school events.