The History department aims to stimulate students’ interest in and enthusiasm for, the past. We promote the acquisition of knowledge and understanding of human activity in the past, linking it, where appropriate, with the present, which enables students to develop critical thinking skills and grow as independent learners who have a thirst for knowledge. Through the study of History students are able to reflect upon and form their cultural values.

What will my child be taught?

In History students will learn about British, European and World History. From Years 7-9 they will follow a chronological sweep from the early Middle Ages to the Twentieth Century. Within this, they will return to the concepts of democracy and people power, the role of ideas and religion and Britain’s relationship with her neighbours. They will examine history from a political, cultural and intellectual perspective and will take time each year to consider the experiences of Jewish people in the period we are focussing on.

How will the work be assessed?

Students will be monitored through a variety of formal and informal assessments across the units of work, The assessments will not only test knowledge but also historical skills such as handling historical evidence, the ability to explain the causes and consequences of events as well as what they need to do to improve.

How many lessons will my child have each week?

From Years 7-9 students will enjoy three lessons of History a fortnight.

Extra-Curricular Activities

There are many opportunities to engage with history outside of the classroom. The department runs trips to The British Museum, the Tower of London and the Battlefields of World War One. Throughout Key Stage 3 students will be able to choose to take part in the History Department run Socratic Society which aims to stretch, challenge and inspire students by providing them with an opportunity to read and discuss academic works and ideas on a wide range of political, philosophical and scientific topics. In Year 9 students will also be invited to apply for the Classical Civilisation GCSE, an additional GCSE, taught after school, which focuses on the history and literature of Ancient Greece and Rome.

What can I do to help my child?

Encouraging students to research effectively is key. They should be encouraged to use the LRC and their local library, as well as the internet. Reminding them of the importance of putting research in their own words is also vital. Encourage them to read about the subject outside of school and where possible engage in the subject by visiting local historical sites or historical points of interest when on holiday.

Are there any useful websites?

There are many useful websites including:


Key Stage 3


Autumn Term

Spring Term

Summer Term


Year 7


  • Students begin by addressing the issue of “What is History?” Learning about chronology, the use of sources and other key historical skills. They then look at England in the Early Middle Ages looking at the arrival of migrants to the British Isle during this period, the nature of royal power and the Norman invasion in 1066


  • Students look at the establishment of Norman rule in England and address the question of how much the Norman invasion changed England. They then look at life in England during the Middle Ages. They then look at Africa during this period and examine the nature of African cultures during this period. They then compare the impacts of the Black Death and the Peasants revolt on England.



  • Students look at the Jewish experience of life in England. They look at the history of the Crusades and consider the motivations behind it. They then go on to look at the development of the ideas of the Renaissance and produce a project on a key aspect of this period.


Year 8


  • Students look at the emergence of the Tudor dynasty and the reasons for religious conflict in England in the sixteenth century.  They look at the English Civil War and the execution of Charles I


  • Students look at England under Cromwell and the controversial nature of his reputation. They look at the Industrial Revolution and the British Empire.


  • Students look at the as the nature of the British Slave Trade before going on to look at the French Revolution. 


Year 9


  • Students look at the Suffragettes struggle for the vote and assess the effectiveness of their approach. They then look at the origins and conduct of the First World War and assess the reputation of Field Marshal Haig.


  • Students look at life in Germany in the wake of the First World War, the rise of Hitler, life in Nazis Germany and the road to war.


  • Students look at key battles in World War II, life on the home front and the Holocaust. They then look at the experience of the immigrant communities that have lived in and around Brick Lane.