Tel: 01677 422 419 - Email: admin@bedalehighschool.org.uk
Tel: 01677 422 419
Email: admin@bedalehighschool.org.uk

 

Why Study History?

History is taught by qualified staff within dedicated rooms. A range of teaching styled are used to engage pupils and aid in their understanding. We also offer a wide range of extra-curricular activities to enhance our programme.

 

Curriculum

Curriculum Map

KS3

All students in KS3 follow a structured curriculum in History. Please see our KS3 Curriculum Overview for more information.

KS4

Unit 1 Topics 1-4 (2015)
Unit 2 Section A, B, and C (2015)

 Assessment

Student’s progress in History is assessed continually and in a variety of ways.

KS3

During KS3 work is assessed against Government National Curriculum Levels for History. This is available in the front of all student’s books and displayed clearly in the walls in the History classrooms.

Level 8

  • Knowledge & Understanding. Analyse the relationship between events, people and changes. Set explanations of events and changes in a wider historical context.
  • Interpretation. Can give detailed explanations of different historical interpretations and evaluate them.
  • Historical Evidence. Can use sources critically to carry out historical enquiries.
  • Organisation & Communication. As level 7 but includes arguments and reasoned judgements.

Level 7

  • Knowledge & Understanding. Make links between knowledge and understanding. Be able to explain reasons and results in more depth.
  • Interpretation. Can explain how different interpretations of the past have been produced.
  • Historical Evidence. Can consider the strengths and weaknesses of sources and use them to make well supported judgements.
  • Organisation & Communication. As level 5 but must produce well-structured narratives including descriptions and explanations.

Level 6

  • Knowledge & Understanding. Explain reasons for and results of historical events.
  • Interpretation. Can explain why there are different interpretations of the past.
  • Historical Evidence. Can consider the strengths and weaknesses of sources and use them to make judgements.
  • Organisation & Communication. As level 5 but must produce well-structured narratives including descriptions and explanations.

Level 5

  • Knowledge & Understanding. Describe historical events, periods, reasons or results.
  • Interpretation. Can give reasons and explain why the past is seen in different ways.
  • Historical Evidence. Can decide which sources are useful for answer a question.
  • Organisation & Communication. Can select and organise your own information and produce work that is structured making correct use of dates and terms.

Level 4

  • Knowledge & Understanding. Know and understand some historical events and give three or more reasons/results.
  • Interpretation. Can show and understand that the past can be seen in different ways.
  • Historical Evidence. Can use sources together to form a fuller picture of the past.
  • Organisation & Communication. Can begin to produce work that is structured making correct use of dates and terms.

Level 3

  • Knowledge & Understanding. Know and understand some historical events and give a few reasons/results.
  • Interpretation. Can spot that the past can be seen in different ways.
  • Historical Evidence. Can use sources to find out about the past.

Level 2

  • Knowledge & Understanding. Know some historical events and give a reason for them.
  • Historical Evidence. Can use sources to answer questions.

Students are expected to be aware of which subject level they are currently performing at and what their target in History is throughout the course. These are displayed prominently on the front of the student exercise books and updated at each assessment point. Target grades are set in Year 7 following a baseline assessment. Students are expected to make a minimum of three levels of progress between Years 7 and 9.

  •  Class work and homework in exercise books is marked regularly with constructive comments as to how students can improve their work. As a general rule, unless students have homework, they are expected to leave their exercise book in the classroom. This way we ensure all students have their books every lesson. If, however, as a parent you would like to see your son/daughter’s book, students are very welcome to notify us that they are taking their book home for this reason.
  • Peer and Self assessment is used throughout the course. The rationale being if a student can be constructively critical about their own or another student’s work, they can move themselves on and become more independent learners.
  • Before the whole school timetabled assessment points, students will have a formal assessment which take various forms. It may be an extended piece of writing, a knowledge based test or a project. Students will receive a subdivided level for this piece of work and some written formative feedback.

 

KS4

During KS4 Students keep notes in exercise books throughout the course. These are monitored to ensure they are complete and that students are working hard throughout the course but the in depth and formative marking at Key Stage 4 is focused on exam style questions which the students will do regularly throughout the course. Students are encouraged to study and understand the formal examination mark schemes as published by the examining body AQA and it is these that are used to mark student work.

Peer and self assessment is used extensively throughout the course.

Controlled Assessment currently forms 25% of the course but will be abolished from 2015. This is marked using the examination mark schemes published by AQA. The examination board dictates that students are not allowed formative feedback on this work with a view to the opportunity of improving it so students will be given a final mark and grade on completing the work.

 

Homework

Homework is set regularly throughout the course in both Key Stage 3 and 4. At Key Stage 3 there is a major project for each year as follows:

Year 7

  • Project: Mummification.
  • Suggested Model: A Castle/An Egyptian Mummy.

Year 8

  • Project: The Native Peoples’ of North America
  • Suggested Model: A guillotine/Various: A Tipi, an Igloo, t.he Buffalo Jump.

Year 9

  • Project: Trench Warfare
  • Suggested Model: A trench or trench system

In all year groups encourage students to personalise their work to fit their own learning style. With this in mind we encourage voluntary model making as part of the project. This is tremendously popular and we get some great results.

 

Extracurricular

The History Department runs a number of Trips, these are not guaranteed to run every year as they have to fit in with provision by other departments.

Year 9: Battlefield Tour of First World War Battlefields in Belgium

GCSE: Berlin and Krakow in Poland: Nazi Berlin, Cold War Berlin, Saxenhausen Concentration Camp, Auschwitz, The Salt Mines, Nova Hutta (ex-soviet city)

GCSE: London: Imperial War Museum, Houses of Parliament, Cabinet War Rooms and Churchill Musuem, staying on HMS Belfast.