Inspire - Transform - Succeed


The History department aims to enthuse and engage all students in finding out about the past and how we used to live; some things have changed but some things have stayed the same and it is the aim of the department to linking these to develop an understanding of who we are and where we came from.

In classes students use historical evidence to draw informed and balanced conclusions about what people in the past did and how they might have acted differently. In this way students are encouraged to think about the outcomes and consequences of past events and how those might have been different.

Students are, by turns, encouraged to be independent and reflective learners as well as reliable collaborative, team workers.


The study of History not only teaches about the past, but also promotes the development of such key skills as oral and written communication, literacy and higher order thinking.

Key Stage 3


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year Seven




What is History?

Time and Chronology

Legends, Myths and Stories


The Middle Ages


What were the Middle Ages?


The Norman Conquest

Living in the Middle Ages

The First Castles

Attack and Defence

Living in a Castle


The Middle Ages Village

Who Did What?

Sports and Games

The Middle Ages Town



The Craft Guilds

Power in the Middle Ages


Church to King


Was King John Really So Bad?


The Peasants’ Revolt

Year Eight




The Tudors

The Wars of the Roses

Henry VIII

Henry’s Children


Did Mary Deserve the Nickname “Bloody Mary”?


Elizabeth and Her Times


Elizabeth in Danger

Mary Queen of Scots

The Spanish Armada

The Glory Days of Elizabeth

England at War: the Stuarts

Causes, Soldiers and Sides

What to do with a Defeated King?

The Industrial Revolution

The Agricultural Revolution

The Population Explosion

Living and Working in Industrial Britain


Factory Discipline


Public Health


Roads, Canals and Railways



Year Nine

Black Peoples of America

The Slave Trade

The Middle Passage

Life on a Plantation



Were Black People Better Off After Slavery?

Segregation to Civil Rights

Black Role Models

Where Next

World War One

Causes, Trench Warfare

The Rise of Hitler, the Nazi Party and the Holocaust


Key Stage Four

Students taking GCSE History follow the AQA Specification “A”, studying the History of Medicine through Time and the History of the American West, 1840-95.  Under the current specification students are also required to complete two pieces of coursework called Controlled Assessments. These are based on Quarry Bank Mill at Styal and require a field visit.

Assessment for Learning

History teaching promotes higher order independent thinking and learning by challenging students to think and so learn for themselves. Emphasis is placed on personal enquiry and students are given opportunities to share and explore their findings with their peers. Students become used to assessing and improving their own, and their colleagues’ work so that by the end of Key Stage 4 the rejection of the second best, for some students, is an automatic process.

Extra-Curricular Activities and Out of Class Learning

While the majority of History teaching takes place within the classroom it is accepted that some of the most effective learning happens away from the formal class environment. For this reason, extended research work is directed from school but done in computer suites or at home and out of classroom visits, such as that to Roman Chester or the National Museum of Slavery in Liverpool, support the work done in Key Stage 3 lessons.


Students in Key Stage 3 are set History homework every three weeks, in rotation with Geography and RE. This homework is designed to consolidate, enrich and extend the class-based learning experiences.

In Key Stage 4, homework is set weekly and includes such as personal research, revision of the current topic or syllabus area and examination practice based on past examination questions.