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History

History is about real people and real events interacting upon each other in the past. A major aim of teaching history is to encourage students to develop, not only an interest in the past, but an appreciation of human achievements and aspirations. Students learn about major historical issues and events in Britain and throughout the world.

Study Units of Work are as follows in Years 7-9:

  • An introduction to history study skills
  • The French Revolution
  • Medieval Realms
  • The Making of the United Kingdom: Crowns, Parliaments and Peoples 1500-1750
  • Britain 1750- circa 1900
  • The Twentieth Century World
  • Black Peoples of America


Year 10 - Modern World History
Students in Years 7, 8 and 9 have two lessons per week each lasting 50 minutes, while GCSE groups have three lessons per week.

History is taught in a variety of ways. Students may work as a whole class, in small groups or pairs or they may undertake individual studies and projects. The use of computers to enhance historical learning and understanding is encouraged and the department makes good use of the college's ICT facilities. The college Learning Resource Centre boasts a superb collection of books and resources to complement all the units of work covered at college and beyond. Students are encouraged to make regular use of the Learning Resource Centre and indeed some lessons take place there.

All work is carefully planned to meet the full range of abilities within each class. In many lessons, a learning support assistant is present to maximise all students' learning potential. Homework is set weekly and tasks are varied in order to stimulate students' interest beyond the lesson as well as to extend classroom activities. Student's work is marked regularly and tests are set to ensure progress is made and sustained. Possible links are made between the study units and the locality. Trips where appropriate are organised and visitors with relevant subject knowledge, interest and expertise are encouraged to support classroom learning.


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