“We are not makers of history. We are made by history.” – Martin Luther King
The History Department at All Hallows Catholic High School is a vibrant and exciting area of the school. We are committed to delivering high quality, challenging, interesting and appropriate learning experiences to all our students, both inside and outside of the classroom.
History is a popular subject at All Hallows and we work hard to provide our students with the tools to be successful so that our students don’t just learn about the subject but also gain invaluable transferable skills that will be an essential part of their adult lives. These include skills in research, comprehension and analysis of source material; forming reasoned interpretations, and developing the ability to make sound judgements and communicate these in different formats.
The History Department has two purpose built rooms, each containing an interactive whiteboard.
- Mr D Wallbanks (Head of History)
- Mrs Washington (Teacher of History/Assistant Headteacher)
- Mr L Jenkins (Teacher of History)
- Mrs Burke (Teacher of History and Geography)
- Mr Horrocks (Headteacher/ Teacher of History)
We offer a varied and engaging curriculum at Key Stage 3. All students follow a structured programme of study at Key Stage 3 in two lessons per week during Years 7, 8 and 9. Pupils have the opportunity to work individually, in pairs and in collaboratively during the following topics.
Year 7 – The Age of Invaders
What is History? Developing the skills of the Historian.
Pre 1066 – Why did the Romans settle in Britain?
The development of Church, state and society in Medieval Britain, 1066- 1509
A local study of Preston and Penwortham in the Domesday Book.
Health and Medicine through time – A study of the Black Death in 1348
Year 8 – A Developing Nation – The United Kingdom 1485 – 1900
The Making of the UK 1485-1688
Why did Henry VIII break from the Catholic Church?
Elizabeth I – Why was it difficult to be a female monarch?
Was Guy Fawkes Framed?
What was the most significant cause of the English Civil War?
A Local Study –Pendle Witches
The Industrial Revolution – How far did Britain change between 1745-1901?
A local study of conditions in Preston in the 19th century.
The British Empire and development of the Slave Trade
Year 9 – A Century of Challenges
Local Historical Environment Study – The Whitechapel Area of London in 1888
The campaign to win Votes for Women
The First World War
The rise of the Nazis in Germany
The Era of the Second World War
A lesson from History – The Holocaust – A Depth Study
USA 1920 -73 (The American Civil Rights Movement)
Our GCSE History Course
All pupils studying GCSE History will follow the AQA course in three lessons per week. This course provides pupils with the opportunity to study History from 3 different eras, on 3 different timescales and from 3 different geographical contexts. Pupils have the opportunity to work individually, in pairs and collaboratively during the following topics.
Students sit two exams. Each exam lasts for 2 hours, covers two of the units studied and is worth 50% of the overall GCSE grade award.
We study 2 units from the GCSE course.
1) Britain: Health and the people: c1000 to the present day.
This topic from Paper 2 looks at the development of medicine, surgery and improvements in public health since the Middle Ages.
2) America, 1920–1973: Opportunity and inequality module.
This topic from Paper 1 enables students to understand the development of the USA during the 20th century, focusing on opportunity and inequality.
We study 2 further units from the GCSE course.
3) Conflict and Tension in Asia, 1950 – 1975.
This unit from Paper 1 focuses on the Korean and Vietnam wars, and seeks to show how and why conflict occurred and why it proved difficult to resolve the tensions which arose.
Paper 1 Topics – This is divided into 2 units.
4) Elizabethan England, c1568 – 1603.
This unit from exam paper 2 studies the challenges and changes that took place when Elizabeth I and assesses the impact of religion, trade, foreign affairs and Elizabeth’s private life.
For further details of the AQA GCSE course please contact Mr Wallbanks.
Extra-Curricular Enrichment and Visits
The department believes in bringing History to life and offers opportunities to enrich students’ experience of learning about History. To further develop cultural capital these opportunities are designed to add colour to students’ learning experience and their understanding of the world around them.
Every Wednesday lunchtime there is an Activities Club for Key Stage 3 students.
All Year 7 pupils visit Beeston Castle in the summer term as part of the ‘Development of castles’ topic. All Year 8 pupils visit Liverpool Museums as part of the ‘Empire and Slavery’ topic.
Year 10 pupils have had the opportunity to visit the Thackray Medical Museum in Leeds and Shakespeare’s Globe Theatre in London as part of their studies on Elizabethan England.
In recent times the department has run visits to the London, the battlefields of the First World War in France and Belgium and the Horrible Histories theatre show and will hope to run these again in 2022-23.
After-school revision sessions are held every week by the department’s teachers.
Curriculum Statement: History
Professor Johnston often said that if you didn’t know history, you didn’t know anything. You were a leaf that didn’t know it was part of a tree. – Michael Crichton
Our History Department’s Intent
History is a vital part of a student’s life. It provides a structured knowledge and understanding of Britain’s past and that of the wider world and helps students to understand the complexity of people’s lives, change, the diversity of societies and relationships between different groups, as well as giving them a sense of their own identity and the challenges of their time.
- Provides students with a broad range of historical knowledge and understanding, including a sense of development over time, and an appreciation of the culture and attitudes of societies other than our own;
- Allows students to gain historical perspective by placing their growing knowledge into different contexts;
- Gives students power over their own knowledge allowing them to evaluate critically the significance and utility of a large body of material, including evidence from contemporary sources and interpretations of historians;
- Enables students to engage directly with questions and present independent opinions about them in arguments that are well-written, clearly expressed, coherently organised and effectively supported by relevant evidence;
- Allows students to gaining the confidence to undertake self-directed learning, making the most effective use of time and resources, and increasingly defining one’s own questions and goals.
The History department aims to equip our students with the knowledge and skills required to become well-rounded individuals. Our curriculum is structured to nurture a love of History through the development of key historical skills and a broad range of knowledge. Students develop the five key concepts using evidence, interpretations, significance, change and continuity and cause and consequence. These concepts are used as tools for students to make sense of, and understand, the volume of knowledge required for the development of expertise. Students study a wide range of historical periods from Roman Britain to the modern day. This enables students to study the past from a variety of standpoints and to make connections and comparisons over time.
The History Department will seek to ensure that all pupils:
- Attain the highest possible personal standard of achievement.
- Are enabled to communicate their ideas and views to the best of their ability
- To aid all students to enhance their social skills through a variety of means
- Develop confidence and understanding of literacy, Numeracy and ICT
Our curriculum is designed to:
- To instil within each student the importance and joy of studying History.
- To develop within each student an understanding of the world around him/her.
- To promote the idea that all civilisations have contributed to human’s development and progress in a variety of ways at different times.
- To encourage students to empathise with individuals and experiences outside the normal range of personal interrelationships.
- To help students’ value and enjoy the historical legacy of past peoples left as architectural, literary and scientific signposts to man’s progress over the centuries.
Curriculum 2021 / 2022
The History curriculum aims to provide a personalised experience for our learners. This is achieved by:
- Treating students as individuals
- Planning learning to meet the needs of all our students.
- Offering a comprehensive range of subjects to be studied.
- Focusing on developing students’ skills
- Providing a range of learning experiences outside of the classroom.
- Ensuring students have access to high quality information, advice and guidance.
Key Stage 3 Curriculum Content
Pupils will build upon the knowledge and skills learned in Key Stages 1 and 2 and become more confident in applying these and develop a greater understanding of society and the world in which they live.
We will teach students to explore aspects of the History of Britain, their local community and the wider world. These studies of people and societies will be done through a variety of approaches on which students are encouraged to constantly question, make opinions and discuss the knowledge gained.
- Chronological understanding – students will be able to demonstrate their understanding of this concept through the identification and placing of ideas within a historical Period and what it was like to live at that time.
- Change and Continuity – Through the study of a wide period of time which spans 800 to 1950, students are able to identify change and continuity within and across periods of history.
- Causation – Students are given many opportunities to look for and identify the reasons for why things happened in the past.
- Significance – Students are able to assess the importance of events and people and how they brought about change.
- Interpretation – Students will analyse how and why the past has been interpreted throughout Key Stage 3
- Cultural, ethnic and religious diversity – students study Britain and the wider world. As a result, students are able to identify a range of ideas, beliefs and attitudes of men, women and children in past societies.
- Historical enquiry
- Using evidence
- Communicating about the past
Students are expected to complete 30 minutes of extended work each week. The work will be varied and may include research, a writing task, revision of a topic, planning and project work. When students are not set formal work they are expected to review their work and read around a topic that they are studying in class.
Key Stage 4
Students will develop a secure understanding of chronology, knowledge and understanding of history on different scales and contexts, apply historical concepts and processes and engage with the nature of evidence and interpretation. In each pathway, students will engage with a variety of perspectives, such as political, social and economic, and investigate the contributions of key individuals and groups. In this way students will be able to draw parallels and make links between the distinct areas of study.
- Pupils will be assessed against four major objectives:
- Demonstration of knowledge and understanding.
- Analysis of events and periods studied.
- Source analysis.
- Analysis, evaluation and judgements about interpretations.