“He who knows only his generation... remains always a child” –Cicero, 106-43BC
Braunton Academy History Department believes strongly in the ethos ‘We cannot know where we are going until we know where we have been’. Through study of our past, we understand more about our present – and thus become better prepared for the future.
By gaining a thorough knowledge of history – both in Britain and the wider world – students develop a greater comprehension of society and, in turn, their places within it. From a broader educational standpoint, students are empowered to think critically, assess evidence, discuss arguments and form judgements. But above all, we foster a love of learning which nurtures curiosity.
Aims (Assessment Objectives)
In line with the National Curriculum we aim to ensure that all students:
AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied.
AO2: explain and analyse historical events and periods studied using second-order historical concepts.
AO3: analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied.
AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.
Second order historical concepts include cause and consequence, change and continuity, similarities and difference, and significance.
At Key Stage 3, students will study:
Extending chronology knowledge pre-1066
*What is History?
*What did the Romans ever do for us?
Development of Church, state and society in Medieval Britain 1066-1509
*The fight for the throne in 1066
*Was the Black Death a total disaster for peasants?
*Why did the peasants revolt?
Development of the Church, state and society 1509-1745
*Why did Henry VIII break with Rome?
*How successful a Queen was Elizabeth I?
*Why did the British execute their King?
*Was Oliver Cromwell a hero or villain?
Ideas, political power, industry and empire: Britain 1745-1901
*What horrors lay behind the slave trade?
*Industrial revolution: How far did the lives of British people change from 1750-1900?
Challenges for Britain, Europe and the wider world – twentieth century
*Suffragettes and suffragists – which group was more successful in obtaining the vote?
*How did two bullets lead to the deaths of twenty million?
Study of a significant society or issue in world history and its interconnections with other world developments
*20th century USA: Black people and the fight for Civil Rights
*The impact of the civil rights movement on the wider world
Challenges for Britain, Europe and the wider world – twentieth century and a local history study
*World War Two and the Home Front
*Why is it so important to remember the Holocaust?
The GCSE History course we follow is WJEC Eduqas History 9-1.
The course comprises four units to be studied over two years.
Germany in Transition 1919-1939
*The impact of the First World War
*The Nazi rise to power and the end of the Weimar Republic
*Consolidation of power
*Nazi economic, social and racial policy
*Terror and persuasion
*Hitler’s foreign policy
The Elizabethan Age 1558-1603
*Elizabethan Government: How successful was the government of Elizabeth I?
*Lifestyles of the rich and poor: How did life differ for the rich and poor in Elizabethan times?
*Popular entertainment: What were the most popular types of unemployment in the Elizabethan times?
*The problem of religion: How successfully did Elizabeth deal with the problem of religion?
*The Catholic threat: Why were the Catholics such a serious threat to Elizabeth?
*The Spanish Armada: How much of a threat was the Spanish Armada?
Changes in crime and punishment
*Causes of Crime: What have been the main causes of crime over time?
*Nature of crimes: How has the nature of criminal activity differed and changed over time?
*Enforcing Law and Order: How has the responsibility of enforcing law and order changed over time?
*Methods of combatting Crime: How effective have methods of combatting crime been over time?
*Methods of punishment: How have methods of punishment changed over time?
*Attitudes to Crime and Punishment: Why have attitudes to crime and punishment changed over time?
*Study of the historic environment: East End of London in the late nineteenth century
The development of the USA 1929-2000
*Economic Downturn and Recovery
*Economic impact of the Second World War and post-war developments
*Civil Rights Movement
*Political Change 1960-2000
*The Cold War
*The search for world peace since 1970
Homework / Independent Learning
In Year 7 and 8, homework is set once a fortnight and some independent revision is expected for end of unit assessments.
By Year 9, students are expected to carry out independent research projects and write essays at home. Homework is given around once a fortnight although this is sometimes supplemented by extra short homework tasks.
At GCSE, students are given regular essays on each unit and are also expected to undertake independent revision for end-of-unit and summer exams.
Extra-curricular and Enrichment Opportunities
Year 8: History trip to London in Year 8. The trip includes a visit to the Houses of Parliament, the Tower of London, the London dungeons, etc.
Year 11: Spring term revision sessions each Tuesday and Thursday after school.
GCSE Bitesize: The development of the USA 1929-2000
GCSE Bitesize: Germany in transition
GCSE Bitesize clips: Elizabeth I
BBC Teach: History clips