Alderman Peel

High School

Wells-Next-The-Sea   Norfolk

History

Faculty Staff and roles

Ms F Lagrange: Director of Learning – International Coordinator

Mrs E Thornton: Lead Teacher for History 

 

History is the key to the past, the present and the future. 

The history curriculum at APHS is designed to fire pupils' curiosity and imagination, moving and inspiring them with the dilemma, choices and beliefs of people in the past. The subject of history plays an important contribution to the overall achievement of these aims; learning and undertaking activities in history allows young people to become:

        

  •  Successful learners who enjoy learning, make progress and achieve
  •  Confident individuals who are able to live safe, healthy and fulfilling lives
  •  Responsible citizens who make a positive contribution to society.

 

History at Key Stage 3 

ALDERMAN PEEL HIGH SCHOOL – Key Stage 3 HISTORY DEPARTMENT PROGRAM OF STUDY 

Click here to view KS3 Program of Study 

  

WJEC Eduqas GCSE (9-1) History

 

Is this the right subject for me? 

If you enjoy or are interested in:

  •  studying history through the eyes of people who lived through the period
  •  finding out about how people’s lives have changed and how people in the past may have thought differently from us
  •  debating and understanding why there are sometimes different, but equally valid, points of view on the same subject
  •  then the WJEC Eduqas GCSE (9-1) History is the right subject for you!

 

What will I learn and how will I be assessed? 

Component 1: Studies in Depth 

Written examinations: 2 hours (split into two papers of 1 hour duration each)

50% of qualification

  •  Austerity, Affluence and Discontent: Britain, 1951-1979
  •  The Crusades, c.1095-1149

         

Component 2: Studies in Breadth 

Written examinations: 2 hours (split into two papers of 45 minutes for the Period

Study and 1 hour 15 minutes for the Thematic Study) 50% of qualification

  •  The Development of Germany, 1919-1991
  •  Changes in Crime and Punishment in Britain, c.500 to the present day (TBC)

 

Useful history websites 

        http://www.spartacus.schoolnet.co.uk

        http://www.johndclare.net

        http://www.thinkinghistory.co.uk

        http://www.studyhistory.co.uk

        http://www.historygcse.org

        http://www.comptonhistory.com

        http://www.activehistory.co.uk/

        http://www.schoolshistory.org.uk/

        http://www.historylearningsite.co.uk

        http://www.historyonthenet.com

        http://www.internationalschoolhistory.net

        http://www.learnhistory.org.uk

        http://www.historystuff.co.uk

        http://www.thehistoryfaculty.com

        http://www.historymad.com

         

Pupils should extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning. Pupils should identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time. They should use historical terms and concepts in increasingly sophisticated ways. They should pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response. They should understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.

 

Pupils should learn about:

    §    the development of Church, state and society in Medieval Britain 1066-1509

    §    the development of Church, state and society in Britain 1509-1745

    §    ideas, political power, industry and empire: Britain, 1745-1901

    §    challenges for Britain, Europe and the wider world 1901 to the present day.  

    §    In addition to studying the Holocaust, this could include:

        a local history study

        the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066

        at least one study of a significant society or issue in world history and its interconnections with other world developments [for example, Mughal India 1526-1857; China’s Qing dynasty 1644-1911; Changing Russian empires c.1800-1989; USA in the 20th Century].