|Mr D. Evans (Head of Directorate)|
|Mrs C. Watson|
History is a way of recreating the past so it can be studied in the present and re-interpreted for future generations. Since humans are the sole beneficiaries of history, it is important for us to know what the purpose of history is and how historians include their own perspective concerning historical events.
We aim for a high quality History curriculum which should inspire in students, a curiosity and fascination about Britain’s past and that of the wider world. Our teaching equips students with knowledge about the history of Britain and how it has influenced and been influenced by the wider world. They will gain knowledge and understanding about significant aspects of the history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory. Students will learn about the lives of significant people of the past, understand the methods of historical enquiry and be able to ask and answer questions. We want students to enjoy and love learning about history by gaining knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.
How does History fit in the Lasallian world? 5 core principles – Faith in the presence of God, Respect for all persons, inclusive community, to receive a quality education, concern for the poor and social justice. This can be achieved through the study of different societies and experiences of cultural capital. The teachings of Saint John Baptiste De La Salle state “Teachers who are not actively involved in the learning process themselves, force their students to drink from stagnant water”. As a directorate, we as teachers, will pledge our efforts to improve you academically and personally and we will learn from you just as much as you will learn from us. The De La Salle Academy is a community that will inspire and teach you to help those less fortunate than yourself, to be creative, imaginative and unique.
We want your school days to be filled with enjoyment and whatever you choose to be, we want you to be the best you can possibly be. You will have to work hard to reach your goal and you will face many challenges along the way. The effort you put into your studies will be matched by the effort your teachers will strive to help you along the way.
Key words for learning in History:
The implementation of History will take place during a five year academic journey. This has been mapped out and will provide students with the skills to be successful not only in the subject of History but in all areas of academic study. It is important because History helps you understand the past to predict the future and help in creating it. Understanding History helps us avoid repeating the same mistakes over and over again. The more we study History, the wiser we become. Doomed are those who can't interpret history well.
Topics studied include Medieval History, Tudors, English Civil War, the Industrial Revolution, Colonialism, Civil Rights and the Slave Trade, the Holocaust, First and Second World Wars, and the Cold War.
The topics studied at GCSE are; Anglo-Saxon and Norman England 1060-88, Crime and Punishment circa 1000 to modern day, the Cold War 1945-91 and Weimar and Nazi Germany.
How does History prepare students to be a global citizen? History aims to empower learners to assume active roles in facing and resolving global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world. Education (History) must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies.
What critical historical thinking skills do I want the boys to master?
- Continuity and change over time.
Students will be assessed according to the skills descriptors in order to map and record progression within the subject. Each piece of work will be marked against the skills descriptors (9-1) so that teachers, students and parents can accurately assess where they are against their predicted grades. Students will be formally assessed each term so that differentiation and intervention can be used where appropriate.
|Contact:||Mr. D. Evans|
|Applies to:||Year 10 & 11|
|Specification Code:||GCSE - 1HI0|
|Board Website:||Edexcel - Pearson|
- The Truman Doctrine
- The Iron Curtain
- The Hungarian Uprising
- The Hungarian Uprising 2
- The Hungarian Revolution
- The Cuban Missile Crisis
- The Cuban Missile Crisis 2
- The Cold War Explained in 9 Minutes
- The Berlin Wall
- The Space Race
- Life in Anglo Saxon Britain
- 1066: Who were the claimants to the throne?
- 1066: The Battle of Fulford
- 1066: The Battle of Stamford Bridge
- 1066: The Battle of Hastings
- 1066: How William the Conquerer secured power
- 1066: Revolt and resistance
- The Bloody Code
- The Founding of the Police
- Saxon Punishments
- Trial by ordeal
- Thomas Becket and Henry II
- Weimar and Nazi Germany
- Freikorps / Weimar
- Hitler’s Rise to power
- Hitler’s rise to power 2