History at Wright Robinson aims to connect students with the past through engaging and challenging lessosns that fire the curiousity of all learners so that they want to know more. By looking at a series of enquiry questions students will gain a chronological narrative of Britain and and the wider world and understand how key events and people have shaped the world in which we live. As well as key subject content, students will also develop key transferable skills that help students show that they are well rounded and employable people: analysis, research, discussion, presenting a coherent evidenced and explained argument and evaluation. By engaging with a range of cultures and experiences, students are encouraged to draw contemporary parallels so that they can maintian open minds and become understanding and tolerant cotizens of the future.


Key Stage 3: In Years 7, 8 and 9 students will have four lessons of History per fortnight. At Key Stage 3 History we endeavour to introduce students to key concepts and skills that they need to be successful Historians. Homework is set once a week and the purpose of this is to allow students to consolidate or develop their learning from lessons. Students will be assessed approximately once every eight lessons and students will receive teacher feedback that they will act upon to ensure future progress. Students will regularly self and peer assess their work to ensure that they are reflective learners and that they understand the link between assessment and progress.

Key Stage 4: At GCSE students have six lessons per fortnight and we follow the Edexcel GCSE Specification. GCSE History provides students with a broad and diverse study of Britain and the wider world. GCSE History develops skills that support progression to the further study of History and a wide range of other subjects. Our chosen topics of study build on key skills, knowledge and concepts from Key Stage 3.

There are three external exams:

Paper 1

British Thematic Study with Historic Environment: Crime and Punishment in Britain, C1000-present and Whitechapel,c1870-c1900: crime and policing in the inner city. Exam 1hr 15 mins – 30% of final grade

Paper 2

Period Study and Depth Study: American West 1840-1890 and Early Elizabethan England, 1558-88 Exam 1hr 45mins – 40% of final grade

Paper 3

Modern Depth Study: USA 1954-75, Conflict at home and abroad. Exam 1hr 20 mins – 30% of final grade Students are assessed through a variety of methods: regular knowledge recall tests, End of Unit tests, written answers to key questions which focus on a variety of skills and knowledge.

Link to Edexcel Specification: https://qualifications.pearson.com/content/dam/pdf/GCSE/History/2016/specification-and-sample-assessments/GCSE_History_(9-1)_Specification_Issue_2.pdf




The following units of study are completed in year 7:

Unit 1 – How did movement and settlement make Britain from the Romans to the Normans?

Unit 2 – Who held the power in Later Medieval England?

Unit 3 – Why is the Medieval Period known as the Golden Age of Islam?

Unit 4 – How did the Tudor monarchs change England?

Unit 5 – What can historians reveal to us about Tudor England?

Unit 6 – was 17th Century Britain really ‘A world turn’d upside down’?


The following units of study are completed in year 8:

Unit 7 – Did the industrial revolution improve Britain?

Unit 8 – How democratic was Britain by 1900?

Unit 9 – Should we be proud of the British Empire?

Unit 10 – What was Britain’s role in the Transatlantic Slave Trade?

Unit 11 -What were the causes and consequences of World War 1?

Unit 12 – How did Women get the vote?


The following units of study are complete in Year 9:

Unit 13 – Was World War 2 Hitler’s War?

Unit 14 – what were the key turning points of World War 2?

Unit 15 – Why is the holocaust so significant?

Unit 16 – Period study: Post-War Britain

Unit 17 – Civil Rights in the USA


The following GCSE topics are studied in Year 10:

Topic 1 USA 1954-75: Conflict abroad Students will investigate the reasons for America’s involvement in the Vietnam War and methods of fighting used in the conflict. Students will evaluate why America withdrew in 1975 and interpretations of the conflict. Students will be required to carry out written source analysis as well as understand and evaluating modern historical interpretations of events.

Topic 2 British Depth Study: Early Elizabethan England 1558-88 Students learn about Elizabeth I, one of the most famous monarchs in English History. We study how Elizabeth successfully dealt with problems of Religion and gender but why some people – including her cousin Queen Mary of Scots – still tried to overthrow her as Queen. Students examine how Elizabeth defeated the Spanish Armada and lay claims on land in the newly discovered Americas.

Students will need a great depth of knowledge for this study and be able to carefully select specific information from memory to write lengthy answers to exam questions.


The following GCSE topics are studied in year 11

Topic 3 Period Study: The American West 1835-1895 Students will learn about the culture of the Plains Indians and how white settlers came to conquer Indian land and settle across America. We look at how migration of white Americans led to the destruction of the Plains Indians. Students will need to be able to identify and explain the causes and consequences of a range of events across this period and to analyse the significance of specific events in the period in examinations.

Topic 4. Crime and Punishment in Britain C1000-Cpresent Students will learn about Crime and Punishment in Britain from around 1000 AD to the present. Students will learn how change in these areas has come about focusing on key individuals and attitudes. Students will also study the historic environment of Whitechapel at the end of the 19th century and how this impacted on crime and policing. We look at key topics such as witchcraft, the introduction of prisons as a main form of punishment and the ending of capital punishment. For the examinations students will be assessed on their source analysis skills and need to be able to pose their own enquiry questions about the historic environment. They will also be expected to compare and contrast features of different periods and will need to explain and analyse change and continuity in lengthy written essays.