Our History curriculum intends to help students understand the significance of historical events, the role of individuals in history and the nature of change over time. A History A-level will help students gain a deeper understanding of the past through political, social, economic and cultural perspectives. These skills are vital for young people as they start to develop a wider awareness of the political world around them.
Subject Intent: Why History?
What will I study?
Paper 1 - The British Empire, 1857–1967.
This unit assesses the rise and fall of the British Empire, allowing students to study in breadth issues of change, continuity, cause and consequence. The following themes are explored:
- Imperial policy.
- Expansion and Contraction of Empire.
- Trade and Commerce.
- Attitudes to Empire.
- Relations with indigenous peoples.
- The end of Tsarism in Russia.
- The establishment of the Communist dictatorship.
- Stalin’s rise to power.
- Stalin’s rule in the 1930s.
- The Great Patriotic War.
The NEA – Tudor Rebellions, 1485-1569.
The coursework requires students to investigate the Tudor century and assess the causes of rebellions against the five Tudor monarchs. Students will create and develop, through research, their own arguments and present these findings in an extended piece of critical writing.
History
Please note: Subject videos have been filmed from colleges across our Trust.
What are lessons like in this subject?
In History we engage learners with sources and text written by historians and use these to interpret events from the past. We use IT quizzes to test student content, whilst prompting students to beat their best score. We promote academic literature which supports student learning and invite guest speakers who are passionate about their subject.
What our
students
The teaching in my history lessons always keeps me engaged and motivated to learn more around the subject. ‘The British Empire c1857-1967’ component of the course has been eye-opening and the in-depth study of Britain’s Empire has compelled me to question and challenge the underlying impacts of imperialism on Britain today.
Dominic Wallis, Queen Elizabeth Grammar School
