History is a very popular subject at Lady Margaret School, with a large uptake for GCSE and A level. Each year, several students go on to read History degrees at university, including at Oxbridge. As well as its intrinsic interest, History encourages students to develop analytical skills as well as the ability to structure and present their ideas in an effective manner. Employers and universities are impressed with history qualifications, too – students have been trained to think carefully, to support what students say with evidence and to working independently. History is fascinating and it also helps students to understand the world we live in today, as well as to understand student’s heritage and identity.
Key Stage 3
Across Key Stage 3, pupils should:
1) Increase their historical knowledge and understanding
2) Develop a sense of period
3) Begin to understand why events occur and what can happen as a result
4) Realise that although some things change, others remain the same
5) Consider how and why historical significance and interpretations change over time
6) Develop their research skills and learn to look at sources of evidence critically
7) Structure and communicate their ideas effectively.
Pupils will also improve their essay writing and research skills.
During Year 7 students study the medieval period and the Renaissance. Students are also encouraged to reflect on how the discipline of history works.
Aspects of medieval Britain include the Norman Conquest, the Black Death, the Medieval Church, Magna Carta, and the problems faced by the monarchs of this period. We address questions such as what the Renaissance was, why it happened and what the consequences were for Europe.
During Year 8 the early modern period is studied. As part of the course, students will evaluate who the most successful Tudor monarch was. They will also consider the shifting balance of power between king and parliament in the 17th century, as well as looking at the British civil wars, the Interregnum and the Restoration of the monarchy. Students conclude by assessing the role of the individual in 17th and 18th century science
During Year 9 two content areas are studied: Britain 1750-1900 and the Twentieth Century World. Much of the material studied constitutes knowledge essential to understanding the modern world today. As part of this course a number of key questions will be considered such as: Why was Britain the first industrial nation? What were working conditions like? Was 1750-1900 a period of political progress? Why and how was Britain involved in the slave trade and how did it come to an end? How has the British Empire been interpreted? What were the causes of the outbreak of the First World War? What were the key turning points in the Second World War? How and why did the Holocaust happen?
Key Stage 4
Exam Board: OCR
Title: History A: Exploring the Modern World J410
In year 10 our course encourages students to develop knowledge and analytical skills whilst completing a period study and a non-British depth study. The focus of the period study is on the unfolding narrative of international relations from 1918–2001. Learners will study the substantial developments and issues associated with this period, in order to understand the forces and events which shaped the 20th and early 21st century world. The non-British depth study, Germany 1925-55: The people and the state, focuses on a substantial and coherent short time span and require learners to understand the complexity of a society or historical situation and the interplay of different aspects within it.
In year 11 the focus of Historical investigation includes a thematic study, a British depth study and a historical environment. This thematic study focuses on patterns of change and continuity in Migration to Britain over a long period of British history, c.1000–c.2010. This depth study focuses on England and then Britain in a period which saw the early stages of its expansion towards becoming a global power through colonisation, maritime trade and mercantile capitalism. The study of the historic environment should focus on one particular site in its historical context. Learners study should examine the relationship between a place and historical events and developments.
Key Stage 5
Exam Board: AQA
- 1C The Tudors: England, 1485–1603
- 2Q The American Dream: reality and illusion, 1945–1980
- Non Exam Assessment
A-level History qualifications have been designed to help students understand the significance of historical events, the role of individuals in history and the nature of change over time. Our qualifications will help them to gain a deeper understanding of the past through political, social, economic and cultural perspectives. The engaging topics available to them throughout the course will provide them with the knowledge and skills they require to succeed as AS and A-level historians. The Tudor Breadth Study requires the study of an extended period and enables students to develop a secure understanding of the process of change over time. While the American Depth Study is focused on a significant period of historical change or development. Students will gain a deep understanding of change and continuity through the study of the interrelationships of a variety of perspectives as indicated in the content. Finally, the non-exam assessment requires students to identify an issue they wish to study and develop a question from this issue which will be the focus of the Historical Investigation.