History

Introduction

The more you know of your History, the more liberated you are.

At Broughton Hall, the History department strive to make the curriculum inclusive, decolonised, and representative. We illuminate the whole picture, giving students a sense of history that is wider than a narrow national narrative. We have carefully crafted a sequential, and a broad curriculum that aims to produce 'citizen historians' so that our students can understand the world we live in and can interact with it acutely.

Our curriculum enables our students to explore the world in an academic and intriguing way. We aim to inspire students' curiosity and passion to find out about the past whilst simultaneously students develop their disciplinary thinking. The word history comes from the ancient Greek word historia which means 'to enquire' and so our historical enquiries explore British, global and local histories, emphasising the complexity of the past and the constructed, contested nature of History. Our knowledge rich curriculum equips students to ask perceptive questions, think critically, deploy effective arguments, and counter arguments and confidently sustain a clear judgement.

The implementation of a curriculum which provides powerful knowledge can take students outside of their own experience and allow them to envisage alternatives, forming their own identity. As Christine Counsell states, 'Curriculum exists to change the pupil, to give the pupil new power. The Curriculum enables students to clamber into the discourse and practices of educated people, so that they gain the powers of the powerful.'

Beyond the classroom, the history department offer a range of extra-curricular opportunities ranging from trips to the theatre to see Hamilton, sixth form trips to New York, Washington and Krakow to sessions with the Holocaust Education Trust.

The history curriculum at Broughton is designed to empower our students with a knowledge rich programme of study. As a department, all curricula decisions are evidence informed underpinned by research published by the Historical Association and 'What is History, Now?'. Our curriculum provision focuses on the development of the schemata of our students, where the department staff are determined to ensure that there are no barriers to learning and therefore all students can achieve their fullest potential regardless of their starting point. Our students make outstanding progress academically whilst, simultaneously we encourage them to succeed in their future aspirations. We aim to develop our student's cultural literacy and have the power to shatter the glass ceiling.

Staff

Mr C McGarry - Head of Humanities
Miss K Fairbrother - Head of History (Year 9, KS4)
Miss O MacCormack - Head of History (Year 7,8, and KS5)
Mrs M Grant - Teacher of History and Deputy Headteacher
Mrs H Marteau - Teacher of History and Assistant Head
Mr L Narey - Teacher of History, Head of Year 7 and Associate Assistant Head
Mr K McKinney - Teacher of History

Programme of Study KS3

Our ambitious, knowledge rich and bespoke KS3 curriculum no doubt aligns with our department intent of empowering our students to become leaders of the wider world and not spectators. We aim to develop each student as a whole and foster a love of learning and curiosity so that our students are not only ready for KS4 but more importantly, the wider world. Our KS3 curriculum aims to challenge a Eurocentric and monolithic education, whilst also removing tokenistic topics. We aim to illuminate the whole picture, and not a narrow national narrative. Students are encouraged to think deeply and freely throughout and confidently become global citizens.

Our KS3 curriculum ensures students by the end of year 9 have a secure chronological substantive knowledge framework underpinned by a rich sense of period. A powerful knowledge rich KS3 curriculum enables our students to have a sense of place, where they are able to view the world in different ways. In addition, our curriculum develops student's disciplinary thinking where they evaluate how history is constructed, where does historical knowledge come from, what can we really know about the past. The KS3 curricula journey begins with the Ancient Islamic Civilisation, to then culminating with the conflicts and changes of the 21st century that continue to shape the world we live in today. While students develop their historical thinking through second-order concepts such as change and continuity, they also embed an understanding on the changing nature of substantive concepts such as 'civilisation', 'government', 'empire', 'revolution' and 'ideologies'.

Programme of Study KS4

Head of Department: Ms C Bennett
Contact email address: bennetc@broughtonhall.com
Specification: AQA
Qualification: GCSE History

History allows you to gain knowledge of the powerful and a deep understanding of the world in which we live today. By studying GCSE History, you will prove your ability to develop and extend your knowledge and understanding of specific key events, eras, and societies in national and world History. You will become a successful independent learner and a critical and reflective thinker. In History you can assemble, organise, and present facts and opinions. Studying History informs the present and gives you the skills you need to prepare for the future.

Our experienced and dedicated staff will ensure you are supported throughout the case as we believe there should be no barriers to learning. We believe every student can achieve the grade they aspire to achieve. In addition, you will have numerous opportunities to take part in extra-curricular activities. The department frequently organises out-of-school learning opportunities such as visits to historic Tudor buildings and overseas trips to Krakow, Berlin, and the USA.

How is the course structured & assessed?

Exam Board: AQA
No. of Exams: 2

The GCSE History course is divided into four units that will all be assessed through examinations at the end of Year 11.

Paper 1: Understanding the Modern World (50%)

Section A: Germany, 1890-1945: Democracy and dictatorship
This period study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship - the development and collapse of democracy and the rise and fall of Nazism.

Section B: The inter-war years, 1918-1939
This wider world depth study enables students to understand the complex and diverse interests of different individuals and states including the Great Powers. It looks at concepts such as national self-determination, ideas of internationalism and the challenges of revising the peace settlement. It focuses on the causes of the Second World War and seeks to show how and why conflict occurred and why it proved difficult to resolve the issues which caused it. This study also considers the role of key individuals such as Neville Chamberlain, and groups in shaping change, as well as how they were affected by and influenced international relations.

Paper 2: Shaping the nation (50%)

Section A: 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 health of the nation.

• 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: Elizabethan England, c1568-1603
The Elizabethan unit is a depth study, of 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. Elizabeth was a powerful monarch, who strategically used her gender to dominate politics and reign for 44 years.

The four externally examined units will be taken at the end of Year 11. Paper 1 is worth 50% of the qualification through a written examination of 2 hours. Paper 2 is also worth 50% and is a written examination of 2 hours.

Programme of Study KS5

Textbooks and revision materials

KS4

KS5

Careers

Apart from studying a wide range of exciting historic periods, you'll learn a range of powerful knowledge and develop vital skills that will help you with your future studies and future work and tackling the wider world.

These include:

• excellent communication and writing skills
• how to construct an argument
• research and problem skills
• investigation and problem-solving skills
• analytical and interpretation skills

History is an enabling subject which will no doubt prepare you for the future you aspire to have. Studying history can lead on to some exciting career options, including: Journalism, Law, Business, Politics, Archaeology, Marketing, Doctors also opt to study history - the list is endless!

Studying our subject will help you enhance key skills that employers want because it involves:

• Learning about people - how they interact, differing perspectives and interpretations, the motives and emotions that can tear people apart into rival factions or help them to work together for a common cause.


• Learning to locate and sift facts - in today's internet-based, information overloaded world, employers really appreciate someone who can sift through the evidence to find the vital information - a skill that history is better placed than any other subject to help you develop.


• Handling evidence to make informed decisions - to identify truth and recognise myth, propaganda and fake news.


• Communicating your ideas and thoughts in a way that makes sense to others - whether that be verbally or in essays, graphs or illustrated reports - and having the confidence to defend your findings. These skills are vital for arguments and presentations in a range of careers.


• Learning about countries, societies, and cultures - so many of today's conflicts and alliances have their roots in the past; how can you understand, trade successfully with, or report on a country if you know nothing of its culture or history?