HISTORY

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To make a success of our future we must have an understanding of our past

The Greek word historia translates as “inquiry” and this is fundamental to our department. We seek to challenge and excite, to provoke and to enlighten, to make History fun and fascinating. We want to foster learning that poses more questions than answers, that leaves children asking what happened next, why did she do that, what will happen to him and how does this affect me. We want to nurture that inquisitive mind that fosters a thirst for learning, a growing independence, a desire to take risks and reach their own conclusions. Students should be proud to be historians; to gain knowledge of their identity, their belonging and to learn tolerance in an intolerant world.

  • Students will be set homework in accordance with their relevant Year homework plans.
  • Teachers will introduce the homework tasks, in various forms, at various points during the half term in line with the schemes of work.
YEAR UNIT DURATION LEARNING OBJECTIVES/ OUTCOMES
Y7 Neolithic Revolution (Developing Skills) 4 To identify continuation and change in the Neolithic Revolution/To identify causes and consequences of the Neolithic Revolution/To choose sources to structure an argument/To utilise evidence to create an argument concerning the original function of Stonehenge
Y7 Why did William win the Battle of Hastings? 8 To explain why there was a succession crisis in 1066 /To compare and contrast the Norman and Anglo-Saxon armies/To identify causes of William’s victory at Hastings/To categorise causes of William’s victory at Hastings/To evaluate and prioritise the causes of William’s victory at Hastings
Y8 How significant is Oliver Cromwell? 6 To examine the different reasons for the start of the Civil War To evaluate the significance of Oliver Cromwell. To evaluate how well Cromwell was remembered. To evaluate the results of Cromwell’s and their relevance in UK today. To evaluate how remarkable Cromwell’s life was. To evaluate how much Cromwell resonates with us today. 
Y9 “Lions led by donkeys” How far do you agree with this statement? 8

To evaluate the most important causes of World War 1 and justify pinions. To critically evaluate different interpretations based on utility and reliability. To create a chronological progression of weapons from war and explain changes and significance. To select own evidence to evaluate whether “lions were led by donkeys” in World War 1 and justify their choice of evidence. To create an argument to evaluate the idea that ”lions were led by donkeys in WW1” and evaluate the reliability of the evidence used. To find patterns between the ex-Byrchall World War1 fatalities and make suggestions and hypotheses based on these patterns
YEAR AUTUMN SPRING SUMMER
Y10
  • Conflict & tensions between East & West, 1945-1972 Part one: The origins of the Cold War
  • Conflict & tensions between East & West, 1945-1972 Part two: The development of the Cold War
  • Conflict & tensions between East & West, 1945-1972 Part three: The transformation of the Cold War
  • America 1920 – 1973: Opportunity & expansion Part one: Boom & Bust
  • America 1920 – 1973: Opportunity & expansion Part two: Depression & the new deal
  • America 1920 – 1973: Opportunity & expansion Part three: Post-war America
Y11
  • Norman England, c1066 – c1100 Part one: Conquest & control
  • Part two: Life under the Normans
  • Norman England, c1066 – c1100 Part three: The church and Monasticism Environment study
  • Power & the people: c1170 to the present day, Part one: Challenging authority and feudalism
  • part two: Challenging royal authority
  • Power & the people: c1170 to the present day, Part three: Reform & reformers
  • Part four: Equality & rights
  • Revision programme

Clicking on the buttons below will download a PDF including a further breakdown of topics covered in the subject:

  • Students will receive one piece of homework every week
  • Homework will consist of a variety of different tasks including revision for assessments, deepening learning, skills questions, research, extension of class work

“History helps pupils to make sense of their past and to therefore their identity. Pupils will gain a wider sense of their position in the world and an appreciation of history to mould their future”

History challenges pupils to ask and answer important questions, find evidence, weigh it up and reach conclusions. They learn about the history of their local area, of their country and their world, building up a framework of significant events and people. As they do so they see the diversity of human experiences and therefore learn about themselves as individuals and as members of a society. History helps pupils to become confident and questioning individuals equipping themselves with the key skills for adult life.

The History department at Byrchall consistently enjoys very high options numbers and regularly has the highest GCSE cohorts within Wigan. Our pupils tell us that this is because of three main reasons; they learn lots, they enjoy the lessons and they have great relationships with approachable and friendly staff. Our key aims are to create:

Successful learners: History allows the pupil to learn and develop a number of skills, paramount in a successful learner. It allows opportunities for literacy, numeracy, the use of ICT, enquiry and creative thinking, independent and collaborative work. Examples are constant throughout plans and lessons and developed through the processes of historical enquiry, using evidence from and communicating about the past. Pupils begin to ask and answer important questions, evaluating evidence, detecting bias, and identifying and analysing different interpretations of the past.

Confident individuals​: History offers opportunities to develop confident pupils to make informed choices, become increasingly independent and gain a sense of self-worth. History engages and stimulates, it offers dilemmas, choices, problems and challenges pupils to express their ideas but also consider their own values and beliefs. Pupils work together to develop arguments, analyse evidence and produce conclusions.

Responsible Citizens: History equips pupils with knowledge and skills valued in adult life, enhances their employability and develops their ability to understand and take part in a democratic society. It encourages the understanding of ethnic and cultural diversity and prepares pupils to question beliefs. Through looking at the changing nature of power, continuities and changes in the lives of people, ideas, beliefs and attitudes of different societies and the impact of conflict pupils appreciate the importance of making a positive contribution to the communities in which they live.

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