Head of History Mrs K Cook
History Teachers Miss C Collier and Miss H Gilderson
Curriculum Support Mrs C Salter


The History department prides itself on excellent exam results at both GCSE and A Level.  We have a strong uptake from Key Stage three in to Key Stage four because students enjoy the varied teaching styles that are used throughout our schemes of work.  All students are encouraged to attend trips to enhance their understanding of the subject.  Currently these involve trips to Berlin, the First World War battlefields in Ypres, Belgium and Colchester Castle.

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Key Stage Three

Key Stage 3

We cover short topics on a range of historical era’s looking at different enquiry questions which by the end of the unit the pupils have answered to help them understand how History has shaped the world we live in.



What exactly is History?

How far did the Romans change Britain? What did the Romans do for us?

Why was 1066 a year of crisis in Britain?

Why did William win the Battle of Hastings?


How far did the Normans change England?

“Mucky and miserable” is this a good way to describe a peasant’s life in the Middle Ages?

Why were the peasants revolting?

Why was the Church so important in the Middle Ages?

Greed, Glory or God? Why did people really go on Crusade?

It was all about Henry having a son wasn’t it? Exploding myths about the Reformation.

How far did the Reformation change England 1536-1608? (including a local element)

Why did the Spanish Armada fail?

The World Turned Upside Down. Why was the Civil War so shocking?

Why did the people of Britain kill their king?

Year 8


What was early contact like between Europeans and Natives?

What were the key features of the lives and culture of the Plains Indians?

Why did the French overthrow their king in 1789?

How far did the French Revolution change France?

How far did the French Revolution change France?

How did the British portray their empire?

Who were the winners and losers in the British Empire?

(several case studies of Empire inc. how British took control and impact on the country)

Why do people still argue about the British Empire?

What were the horrors of the slave trade?

Wilberforce: ‘The World owes to him the Abolition of Slavery'…Why was slavery abolished in the UK?

Why was there an industrial revolution in Britain?

Does the punishment fit the crime? Victorian Britain



Who was really responsible for the Titanic sinking?

Why are the 1920s known as America’s Golden Age?

Were the 1920s really a Golden Age for everyone?

How successful was the 18th Amendment?

For whom did the crash effect?

How did Hitler go from angry nobody to Chancellor of Germany?

How far did the Nazis change everyday life in Germany?

When did the tide of war turn against Hitler?

When did the tide of war turn against Hitler?

Was the dropping of the Atomic bomb justified?

What were the steps to the ‘Final Solution?’

How can we challenge assumptions about the Holocaust?

How ‘civilised’ was the USA post war?

How important was Martin Luther King in gaining Black Americans Civil Rights by 1968?


How has 911 shaped your world

Key Stage Four

Key Stage Four:

Paper 1: Thematic Study (1HIO/10-12) - Crime and punishment in Britain, c1000–present

Section A: Historic environment, 10 % of total qualification –In depth study of Whitechapel (Jack the Ripper).

Section B: Thematic study, 20% of total qualification (SPAG included here). Normans to Present day including Witchcraft,

Trial by ordeal, Gunpowder plotters, prisons, and death penalty.

Possible trip to London for a Jack the Ripper Walking tour.


Paper 2: Period and British Depth Study (1HIO/20-29)

Section A: Period Study (20%) - British America, 1713–83: empire and revolution


 Piracy (Blackbeard), Slave trade, Enlightenment, B.Franklin, King George War, French/Indian War, Native Americans, Boston tea party and American war of Independence.


Section B: British Depth Study (20%) - Early Elizabethan England, 1558–88


 Religious divisions, Mary Queen of Scots & execution, Sir Francis Drake, Spanish Armada, poor laws and Sir Walter Raleigh.


Paper 3: Modern Depth Study (1HIO/30-33) - Weimar and Nazi Germany, 1918–39, 30% of total qualification.


 Legacy of WWI, Treaty of Versailles, Stresemann, Nazi party, Munich Putsch, Reichstag fire, SA, SS, Propaganda and persecution of minorities.

Section A: worth 10% and Section B: worth 20% (SPAG included here).

Possible trip to Berlin to support this aspect of the course.



Paper 1:  30% - 1 hour 15minuteswritten paper 52 marks.

Paper 2:  40%  - 1 hour 45 minutes written paper 64 marks.

Paper 3:  30%  -  1 hour 20 minutes written paper 52 marks

Key Stage Five

Key Stage Five

The options in Route D are linked by the theme of challenges to the authority of the state, which was manifested in different ways such as protests and the growth of nationalist sentiment. This period was one in which ordinary people, often with strong leadership, were instrumental in changing the nature of government in their respective countries. It was also a time of major political developments, when state authority in Britain, Italy and Germany was changed dramatically.

Studying two different countries allows students to develop a greater appreciation of the nature of power and authority in the given period, and to understand the similarities and contrasts between them (although students will not be required to answer comparative questions that link the breadth and the chosen depth option).

Paper 1, Option 1D: Britain, c1785–c1870: democracy, protest and reform:

1 The growth of parliamentary democracy, c1785–c1870

2 Industrialisation and protest, c1785–c1870

3 Unionism and cooperation, c1785–c1870

4 Poverty and pauperism, c1785–c1870

Paper 2, Option 2D.2: The unification of Germany, c1840–71.

1 Popular pressure and causes of revolution, 1840–48

2 Failure of revolution, 1848–51

3 Austro Prussian rivalry 1852–66

4 Prussia and the Kleindeutschland solution, 1866–71

Paper 3, Option 37.2: Germany, 1871–1990: united, divided and reunited

A Social change in Germany and West Germany

B Economic change in Germany and West Germany

1 Ruling the Second Reich, 1871–79

2 The birth of democratic Germany, 1917–19

3 A new Reich, 1933–35

4 Establishing and ruling the new Federal Republic, 1949–60

5 Reunification: recreating a united Germany, 1989–90

Coursework: Napoléon: Hero or Villain?



Paper 1:

2 hour 15minuteswritten paper. 30%

Paper 2:

1 hour 30 minutes written paper. 20%

Paper 3:

2 hour 15 minutes written paper. 30%

Coursework 2 x 2,000 word essays. 20%

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Trips and Visits



We run a trip every other year for A level students to Berlin where they visit the Jewish Museum, the Sachsenhausen Concentration Camp, the Film Museum, the Gestapo Headquarters, Checkpoint Charlie, the Schwules Museum, and the Reichstag, as well as a a walking tour of the city. The cost of this trip c.650 pounds.  


We run a trip to Ypres for our Year 9’s, having just learnt about the World War One, it will allow them to gain an appreciation of the conflict by visiting the battlefields, and cemeteries first-hand.  Attending the laying of the wreath ceremony will be a very special occasion where students will come to realise the importance of remembering those turbulent years.  Sites to visit will include Lijssenthoek cemetery, Passchendaele museum, Tyne Cot, Vancouver Corner, Langemark Cemetery, Essex farm, the town of Ypres, and Menin gate.  The approximate cost of this trip is  c.50 pounds.

Colchester Castle

We run a trip to Colchester for year 7 students.  This trip with have a triple focus; History,  Geography and R.E.    The town centre of Colchester offers historical value in the shape of Colchester castle.  The year 7’s study the Norman invasion and how castles were used to secure power for William the Conqueror.  This is a rich part of our British history and national identity.  By visiting the castle the students can appreciate the defensive features, the triumph in engineering and take full advantage of the various artefacts inside.  As well as this, the students will also be using the trip to conduct a Geographical enquiry.  Why do cities look the way that they do?  Why do people settle around castles/natural water features?  This cross curriculum trip is valuable to students as it emphasises the appreciation of local landmarks and taps into the idea of British values. The cost of this trip is c.15 pounds.


We run a trip for Year 10 students to Jack the Ripper which is a fascinating, and in parts spine chilling, journey through the cobbled alleys and narrow streets that form the back cloth for Jack the Ripper murders of 1888.

This journey provides the pupils with a step-by-step crime scene investigation that will draw from contemporary documents, police reports and eye witness accounts that will build a genuine understanding of the horror that the Whitechapel murders brought to the East End of London.

Pupils get to see the original Victorian photographs, hold and study copies of the infamous Jack the Ripper letters and the guide will bring them up to date on all the latest finds concerning the murderer’s identity.

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CVHS STEPS HISTORY PRINT SEPT.pdf 21st Sep 2017 Download