History is a popular option choice at the Friary and is taught by five specialist teachers who all have a passion for their subject. It is our belief that is only through the study of the past that we can make sense of the present.
We recognise that the study of history plays a unique role in the education of the whole child and the skills and concepts encountered will help them to develop into well informed citizens who can make progress in society and enhance their life chances.
We aim to ensure that pupils are taught the importance of appreciating, understanding and being tolerant of the diversity in life style choices of others. In order to do this they will be encouraged to question, make reasoned judgements and to form their own opinions in a supportive atmosphere where everyone feels comfortable, has a sense of personal worth and is keen to use their talents to the full.
History lessons are planned to be challenging, interesting and stimulating to all ability ranges. Teachers of history ensure active learning is encouraged, a range of preferred learning styles are utilised and that learning to cope with the problems of evidence is challenging, mind stretching, and satisfying. We believe that every child should have the opportunity to achieve their full potential, develop in confidence and to achieve their academic expectations.
In January a group of Y9 students visited Wolverhampton University for their annual Holocaust Lecture to hear a survivor tell their moving story.
In February the History Squad will visit the Friary History Department again to entertain Y8. The History Squad provides an innovative approach to the national curriculum, and apart from being great fun, the presentations are designed to educate and develop a deeper interest in history. The presentation uses a variety of styles and techniques to help the pupils improve their understanding and explore the English Civil War. During the presentation, volunteers will be dressed as cavalryman, pike men and musketeers. The presentation culminates in a live firing demonstration of both a matchlock and flintlock musket
Y10 GCSE students will be out of school in July on field trips. A group of 90 GCSE history students will visit Kenilworth Castle whilst a further 52 GCSE students will visit the battlefields of the Western Front in France and Belgium. This will support their understanding for their controlled assessment.
Also in July Y7 students will have the opportunity to visit the Black Country Living Museum and experience life in the Victoria period. Visits to the coal mine, school and a trip by canal boat through the Dudley tunnels are part of an activity packed day.
CONGRATULATIONS!! History Stars of the Month
The following students have been selected by their teachers for challenging themselves to do their best in all lessons:
YEAR 7 STARS
YEAR 8 STARS
YEAR 9 STARS
YEAR 10 STARS
YEAR 11 STARS
A LEVEL STARS
Lewis Armour Sam Court Hannah Clarke
History is taught in three rooms on the upper floor of the main building. One of the teaching rooms has an Interactive Whiteboard and all rooms are fitted with a ceiling based projector. We also have easy access to the upper corridor computer room. The department has an extensive collection of historical artifacts for use in lessons.
Mr P Calder: Head of Department
Mrs S Kemp: Second in Department
Mrs A Morris: KS3 Achievement Coordinator
M/s L Mayland: History Teacher
Mr B Blakemore: p/t History Teacher
Mr C Shelton: History Teacher
Courses & Syllabus
KS3 Programme of Study
|Changing lives and attitudes
||Power, conflict and co-operation
Range and Content; 3a, 3b, 3d,
Curriculum Opportunities; 4a, 4d, 4e
Cross Curricular Opportunities: D & T; Drama Citizenship; ICT
1. How did William gain control of England?
2. Should we ask Walt Disney if King John was a bad king?
3. Who was the greatest prime minister of the twentieth century?
Range and Content; 3a, 3b, 3c, 3j
Curriculum Opportunities; 4a, 4d, 4e,
Cross Curricular Opportunities: :RE, Art, Citizenship
1. What was new about Ancient China?
2. Tradition or torture? What can foot binding tell
us about attitudes in Ancient China?
3. China Today?
Range and Content; 3a, 3b, 3g, 3f, 3h
Curriculum Opportunities; 4a, 4b, 4c, 4d, 4e
Cross Curricular Opportunities: Science; D & T; ICT
1. Did the Medieval Church help or hinder progress?
2. Was the arrival of the Black Death really so bad?
3. A century of progress but which invention
did most to change people’s lives in the twentieth century?
|Hearts and Minds
Range and Content; 3a, 3b, 3g
Curriculum Opportunities; 4a, 4b, 4c, 4d, 4e
Cross Curricular Opportunities: RE, Art, Music; ICT
1. Is there more to the Tudors than just Kings and Queens?
2. How can Victorian buildings help us to understand about Victorian lives?
3. What can music tell us about changing attitudes in the twentieth century?
|Challenges to Power
Range and Content; 3a, 3b, 3d, 3e,3g, 3j
Curriculum Opportunities; 4a, 4b, 4c, 4e,
Cross Curricular Opportunities: English; Citizenship; Art
1. Why was Lichfield Cathedral attacked in 1642?
2. Did a cat, a mouse and a horse help British women get the vote?
3. Why was Private William Davies
murdered at Lichfield City railway station?
|A New World
Range and Content; 3a, 3b, 3c, 3f, 3h
Curriculum Opportunities; 4a, 4b, 4d, 4e,
Cross Curricular Opportunities: Geography; ICT; Citizenship
1. Changing opinion? How has the British Empire been portrayed?
2. An African Tragedy: The USA, Britain and the Trans-Atlantic Slave trade?
|Impact of War
Range and Content;3a, 3b,3c, 3j,
Curriculum Opps; 4a, 4b, 4c, 4d, 4e
Cross Curricular Opportunities: Art; ICT; Citizenship
1. What stories lie behind our local war memorials?
2. How did 9/11 help make Wootton Bassett famous?
Range and Content;
Cross Curricular opportunities: RE, D & T, ICT
1. How did the Second World War change peoples’ lives? (6 individual stories)
2. One pair of shoes? A study of the Holocaust.
|Coming and Going? Moving stories.
Range and Content;3a, 3b, 3e, 3f, 3g
Curriculum Opportunities;4a, 4b, 4d, 4e
Cross Curricular Opportunities: Geography; Citizenship; ICT
1. Who are we? What are the ingredients of British society?
2. Home and Away. Was moving to Australia always a matter of choice?
THE SPECIFICATION FOR GCSE HISTORY IS OCR
J415 History A (Schools History Project)
Students study the following:
• Germany c1919-45: a study based on Hitler’s rise to power, the Nazi’s control of Germany and what the Nazi’s rule meant for the German people and for groups such as the Jews
The American West c1845-1890: a study of the struggle to survive in the USA by the Native
Americans and the European settlers including the conflict and wars between Native Americans,
ranchers, settlers and the US Army including characters such as Sitting Bull, General Custer and Billy the Kid.
Medicine Through Time: discover why prehistoric man drilled through the skulls of living people
and how the Black Death decimated Europe by studying medicine and health over a thousand
years of history, including the Prehistoric, Ancient (Egyptian, Greek, Roman), Medieval and
During the course you will be expected to complete the following pieces of teachers assessed assignments:-
• A controlled assessment based on evidence collected during a field trip in the Summer term of Year 10 to either the First World War battlefields in France or a visit to a Medieval castle
THE SPECIFICATION FOR GCSE HISTORY IS AQA
Students study the following:
Unit 1: Totalitarian Ideology in Theory and in Practice, c1848–c1941 HIS1N
This unit provides an overview of the development of totalitarian ideologies (Marxism, Fascism and Nazism) as they developed from the mid-nineteenth century and an opportunity to investigate three totalitarian regimes. The dictators studied are STALIN, HITLER AND MUSSOLINI
Unit 2: The USA and Vietnam, 1961–1975 HIS2Q
This unit provides an opportunity to investigate the problems faced by the United States, both at home and
abroad, as a result of increasing involvement in Vietnam. It will cover the period from the inauguration of
President JF Kennedy to the fall of Saigon in 1975.
Unit 3: The Triumph of Elizabeth: Britain 1547–1603 HIS3B
This unit promotes an understanding of change and continuity over a period of 60 years of British history, during which the power of the Tudor state was strengthened both at home and abroad, despite recurrent threats to national and religious unity and continuing problems of the succession.
Unit 4: Historical Enquiry HIS4X
Students do not sit an exam in the unit but submit coursework based on an investigation of ‘Witch hunting in the seventeenth century’ focused on the Witch finder General, Matthew Hopkins who was responsible for the execution of at least 200 witches.