Intent
The intent of the History Department is to ensure all pupils irrespective of ability and social background become tolerant, inquisitive and questioning individuals who ultimately make a positive contribution to society.
The department aims to achieve this by delivering a wide ranging and challenging curriculum that encompasses a study of British history and other cultures and how significant events of the past have shaped the present.
The department endeavours to equip young people with the skills to effectively communicate their ideas, debate constructively and use historical skills with accuracy and precision.
By providing this interesting, diverse and relevant curriculum the department seeks to contribute to the wider curriculum and mission statement of the school.
The department’s intent and vision is outlined in the overview of content and schemes of work.
Learning Journey
Names of staff, roles & contact details
Mr T Paterson
Subject Leader for History
tpn@baines.lancs.sch.uk
Mr K Johnson
Teacher of History & Personal Development Co-Ordinator
kjo@baines.lancs.sch.uk
Miss K Braithwaite
Teacher of Humanities
kbr@baines.lancs.sch.uk
Mr D Uphill
Teacher of History
dup@baines.lancs.sch.uk
Baines School Key Stage 3 History Overview
| Year 7 | Year 8 | Year 9 | |
|---|---|---|---|
| Enquiry question | How can we use evidence to investigate the history of Baines School? | ‘Monarchy challenged, rejected, restored and restrained’. How did the role of monarchy change in 17th century Britain? | What can the Titanic disaster tell us about the similarities and differences of people in Edwardian England? |
| Conceptual focus | Evidence | Change and continuity | Similarity and difference |
| Enquiry question | How far did the Norman Conquest change England? | How similar and different has our approach to crime and punishment been over time? | Why was the First World War the ‘War to end all wars’? |
| Conceptual focus | Change and continuity | Similarity and difference | Significance |
| Enquiry question | How far did Medieval monarchs challenge church and state? | How significant was the Industrial Revolution in Britain? | How did revolution change Russia in the early 20th century? |
| Conceptual focus | Cause and consequence | Significance | Change and continuity |
| Enquiry question | How different were the lives of Medieval people? | How do historians know about the Trans- Atlantic slave trade? | What were causes of the rise of dictatorships in Europe in the 20th century? What were the consequences? |
| Conceptual focus | Similarity and difference | Evidence | Cause and consequence |
| Enquiry question | How significant were the Tudors? | What caused the Civil Rights protests in the USA in the 1950s and 1960s and what were their consequences? | How do historians know about the assassination of President Kennedy in 1963? |
| Conceptual focus | Significance | Cause and consequence | Evidence |
Baines School Key Stage 4 History Overview
| Year 10 |
|---|
| Paper 1 Section A: America, 1920–1973: Opportunity and inequality This period study focuses on the development of the USA during a turbulent half century of change. It was a period of opportunity and inequality – when some Americans lived the 'American Dream' whilst others grappled with the nightmare of poverty, discrimination and prejudice. Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in bringing about change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them. Part one: American people and the 'Boom' Part two: Bust – Americans' experiences of the Depression and New Deal Part three: Post-war America Paper1 Section B: Conflict and tension: the inter-war years, 1918–1939 This wider world depth study enables students to understand the complex and diverse interests of different individuals and states including the Great Powers. It looks at concepts such as national self-determination, ideas of internationalism and the challenges of revising the peace settlement. It focuses on the causes of the Second World War and seeks to show how and why conflict occurred and why it proved difficult to resolve the issues which caused it. This study also considers the role of key individuals and groups in shaping change, as well as how they were affected by and influenced international relations. Part one: Peacemaking Part two: The League of Nations and international peace Part three: The origins and outbreak of the Second World War |
| Year 11 |
| Paper 2 Section A: Britain: Health and the people: c1000 to the present day This thematic study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes, scale, nature and consequences of short and long term developments, their impact on British society and how they were related to the key features and characteristics of the periods during which they took place. Although the focus of this study is the development of medicine and public health in Britain, it will draw on wider world developments that impacted on the core themes. Students will have the opportunity to see how some ideas and events in the wider world affected Britain and will promote the idea that key themes did not develop in isolation, but these ideas and events should be referenced in terms of their effects on the core theme for Britain and British people. Part one: Medicine stands still Part two: The beginnings of change Part three: A revolution in medicine Part four: Modern medicine Paper 2 Section B: British depth studies Norman England, c1066–c1100 This option allows students to study in depth the arrival of the Normans and the establishment of their rule. The depth study will focus on major aspects of Norman rule, considered from economic, religious, political, social and cultural standpoints of this period and arising contemporary and historical controversies. Part one: The Normans: conquest and control Part two: Life under the Normans Part three: The Norman Church and monasticism Part four: The historic environment of Norman England |
How and when is my child assessed?
The History department assess pupils in Key Stage 3 and Key Stage 4 every half-term following the Lancashire Assessment model. Over the course of an academic year we assess historical skills and knowledge through a range of tasks culminating in an end-of-year examination.
| Name of course(s) offered | Exam Board | Link to Spec | Nature of assessment |
|---|---|---|---|
| GCSE History | AQA | https://www.aqa.org.uk/subjects/history/gcse/history-8145 | Two 2 hour examination papers |
Resources
Last updated January 2025