Subject Vision 

Our main vision of History at Hodge Hill Girls’ school is to promote the past as a place full of interesting people, places, events and colourful stories. Our aim is to encourage an awareness of how history is significant to everyday life, to encourage passion for the study of the past and use it as a vehicle to shape our behaviour and attitudes in the modern world. The History department at Hodge Hill Girls' School recognises its responsibility to provide a high quality education for all of its learners and encourages mutual understanding of the historic origins of Britain within a global context. The History department believes promoting and supporting British Values will help learners become confident and questioning individuals.
History is a vehicle, which demonstrates the need for acceptance, understanding, and co-operation between people and races and actively shows the consequences of prejudices, misunderstanding and aggression. Pupils develop a chronological overview that enables them to make connections within and across different periods and societies. They investigate Britain's relationships with the wider world, and relate past events to the present day.
The department is committed to providing a varied learning experience through the use of a variety of teaching techniques, targeted intervention and out of hours learning clubs to support learners. Pupils also have ample access to ICT suite allowing them to carry out effective research.

Curriculum Plan 


Please find below an outline of the content taught from year 7 – year 11. In all year groups pupils will be expected to develop their understanding of the following second order concepts alongside the learning of year group specific content. 
•    Significance
•    Cause and consequence,
•    Chronology, 
•    Change and continuity,
•     Similarity and difference 
•    Source utility
•    Interpretation
 

 

Pre medieval (before 1066)

Medieval (1066 – 1500)

Early modern (1500 – 1700)

19th century (1800 – 1899)

Modern (1900 – present day)

Yr 11 spring term

 

Norman England 1066 – c.1100. UNIT 3: The church and monasticism

Norman England 1066 – c.1100 – Environment study

 

America expansion and consolidation 1845 – 1895. UNIT 3: American Civil War

 

Britain, health, and the people c.1000 – present day. UNIT 4: 20th century medicine

Yr 11 autumn term

 

 

 

America expansion and consolidation 1845 – 1895. UNIT 2: Consolidation

Britain, health, and the people c.1000 – present day. UNIT 3: 19th century medicine

Conflict and tension 1918 – 1939. UNIT 3: Causes of World War Two

Yr 10 summer term

 

Norman England 1066 – c.1100. UNIT 2: Life in Norman England

 

 

Conflict and tension 1918 – 1939. UNIT 2: League of Nations

Yr 10 spring term

Norman England 1066 – c.1100. UNIT 1: Conquest and control

Britain, health, and the people c.1000 – present day. UNIT 2: Renaissance medicine

 

 

Conflict and tension 1918 – 1939. UNIT 1: Treaty of Versailles

Yr 10 Autumn term

Britain, health, and the people c.1000 – present day. UNIT 1: Medieval medicine

 

America expansion and consolidation 1845 – 1895. UNIT 1: Expansion

Yr 9 summer term

 

 

 

 

How was the British welfare state created?

What was the Civil Rights movement in the USA?

Yr 9 spring term

 

 

 

 

What is the significance of the holocaust?

What were the causes of the Second World War?

Yr 9 autumn term

 

 

 

 

How did the First World War affect Britain?

What were the aims of the Nazi Party?

Yr 8 summer term

 

 

What was the impact of British India?

 

 

Why did conflict exist between Native Americans and settlers in America?

Yr 8 spring term

 

 

How was the Industrial Revolution significant?

What was the impact of the slave trade?

 

Yr 8 autumn term

 

How controlling were Tudor monarchs?

 

 

 

Why was there an English Civil War in 1642?

Yr 7 summer term

 

How has the wider world been affected by the Crusades?

How did the Wars of the Roses affect England?

 

 

 

Yr 7 spring term

 

How did medical understanding develop in the middle ages?

How was the authority of the monarchy challenged in the middle ages?

 

 

 

Yr 7 autumn term

How logical were the Romans?

How did William the Conqueror change England?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment 


At KS3 pupils are to engage with 4 hours of history learning a fortnight and will be assessed regularly through in class assessment for learning. Alongside this, homework tasks that will comprise of 10 multiple choice questions per lesson and an exam style question designed to allow pupils to demonstrate their learning on the topic. Other consolidation homework may be set by individual class teachers. Pupils are asked to also engage with a ‘Hidden histories’ topic alongside the topics studied in class to ensure they receive a historical diet that is varied and reflective of the true nature of the past. All classwork and homework is placed on classcharts. This is paired with one formal assessment per term where pupils will be given their working at grade. The formal assessment will be split into two parts. The first section will be basic factual knowledge questions worth 30% of the assessment. The remaining 70% of the assessment will be made up from extended writing exam style questions. Assessment in KS3 history is designed to develop confident historians who will build upon their skills and content ready for KS4.
At KS4 pupils are to engage with 5 hours of history learning a fortnight and will be assessed regularly through in class assessment for learning. Alongside this, homework tasks that will comprise of 10 multiple choice questions every two lessons and an exam style question designed to allow pupils to demonstrate their learning on the topic. Other consolidation homework may be set by individual class teachers. Pupils should also be expected to devise their own revision schedule for the 2 year course which should include exam practice and memory recall of content taught in lessons. Pupils will sit 3 formal assessments per academic year which are based from AQA GCSE History question stems and which will provide them with their working at grade. At the end of the two year course pupils will be expected to sit their external GCSE examinations devised by AQA. There are two papers each 2 hours long and each worth 50% of the overall GCSE grade. Pupils will carry out an intensive revision programme in the Spring of Year 11. Pupils are provided with numerous resources alongside specialist teaching such as revision guides, GCSE pod, AQQ approved textbooks, bespoke revision material and differentiated lessons.


Outcomes 


History is a popular subject at Hodge Hill Girls’ School with over 70% of pupils in year 9 opting to study History GCSE. As a department, we are committed to ensuring outcomes for our pupils are the best they can be. Our pupils understand that hard work and dedication on both the part of staff and pupils will lead to good results in academic terms as well as personal achievement We have a strong drive to ensure all pupils are supported through strong data analysis and tailored intervention strategies.


GCSE results 2019
•    81% of pupils achieved a grade 9-4
•    35% of pupils achieved a grade 9-7
•    20% of pupils achieved a grade 8 or 9.


We did even better in 2020 exams with 94% of pupils receiving a grade 4 or above.


What next

By studying history at any level you will gain a varied insight into how human nature operates, developing both empathy and understanding. It is this understanding which renders history graduates mature and intellectual individuals with the capacity to analyse situations in the current day with an adept and informed eye. As a consequence history graduates are skilled problem solvers - they can detect patterns in thinking, behaviour and society qualities that any employer would look for.
It provides you with the following skills which are valuable to any employer:
•    Think critically and empathetically
•    Become self-disciplined and independent 
•    Analyse and solve problems
•    Self-motivated, self-directed and use of initiative
•    Create well informed arguments and respect others 
•    Information retrieval
•    Makes you a good citizen of the world 
•    Helps you make good judgement calls.
•    Leadership and negotiation
•    Intellect, open minded and creativity 
•    Sifting, processing, and synthesising 


You can enter the following careers with qualifications in history, however, it must be stressed that history is a valuable and sought-after qualification for almost all lines of work:


•    Archivist/Museum work
•    Research and archaeology 
•    Teaching and education
•    Politics 
•    Journalism 
•    Legal 
•    Civil Service


(Reviewed: June 2020)


COVID: DUE TO THE SCHOOL CLOSURES BETWEEN MARCH 2020 – JULY 2020 AND ONGOING GOVERNMENT GUIDANCE, THERE HAVE BEEN SOME SMALL, TEMPORARY ADAPTIONS TO THE SCHOOL CURRICULUM. WE WILL ENDEAVOUR TO RETURN TO A NORMAL CURRICULUM AS SOON AS POSSIBLE.  WE THANK YOU FOR YOUR PATIENCE AND SUPPORT DURING THIS TIME.