Overview statement:
The History curriculum is broad and balanced, giving students the opportunity to study a thousand years of primarily British history over the three Key Stages, but also offering elements of non-British history. Whilst the curriculum is taught mainly chronologically at KS3, (beginning in Anglo-Saxon England and ending in the 20th century), the curriculum is designed to ensure both breadth and depth. Some units, such as the Suffragettes and the Holocaust focus on depth of knowledge of a relatively small number of years; whilst other units such as the Medieval era cover a broader number of years. The intention is to mirror the requirements at GCSE and A level which focus on both depth (e.g. the study of Henry VIII) and breadth (e.g. thematic study of Crime and Punishment c.1000-present day).
study of Early Modern History, we consider how and why the religion of England changed so dramatically. We consider the political impact caused by the English Civil War and particularly focus on the impact of this conflict on Chester during the Siege of Chester and Battle of Rowton, allowing opportunities for a study of local history.
In Year 8 we study Victorian Britain and draw particular attention to the social and industrial conditions in towns and factories and those who fought for change. There is a depth focus on the Suffragettes in the Autumn term designed to emphasise women’s history and their fight for the right for enfranchisement. This resulted from a student voice survey which highlighted the need for women’s voices to be heard in history. In the Spring and Summer terms students learn about the causes and impact of the two World Wars in Britain. This enables students to draw parallels between wars today and in the past.
In Year 9 students focus on the Holocaust in the first half term, which provides a link between the World War Two Curriculum in year 8. This is also a topic which is important for looking at citizenship, British values and teaching about the history of anti-Semitism. In the second half of the Autumn term, aspects of the Cold War are studied which provide a grounding for our Cold War units at GCSE but also focuses on some aspects not included on the KS4 specification such as the Vietnam War and the Korean War. In the Spring term, the History of Black people is studied exploring Britain’s part in the Transatlantic Slave Trade and focusing on the abolition movement as well as the Civil Rights Movement in the 20th Century. Later in the Spring term, a depth study on America between 1919-45 is studied, exploring aspects such as the Roaring 20s, Prohibition, the Depression and America’s entry into World War Two. The final unit in Year 9 is an introduction to the Jack the Ripper Murders, providing a bridge between KS3 and KS4.
Assessment: At KS3 student progress is tracked by staff using formative and summative assessments. There are typically 4 summative assessments per academic year. Progress is reported to parents via three rounds of tracking as well as parents’ evening. SISRA is used as a tool to monitor the progress of students by their teachers. Metacognition techniques ensure students understand success criteria and are able to model excellence. In year 7-9 students are graded using bandings 1-4. Grade 1 equates to GCSE levels 7-9, Grade 2 equates to GCSE grades 5-6, Grade 3 equates to GCSE grades 3-4 and Grade 4 equates to grades 1-2. Students who do not achieve this standard are graded at ‘S’ (indicating they need further support). These students may be given a range of interventions to support their language or literacy needs.
Homework:
Students are given regular literacy and numeracy homework using SPARX. However, in addition to this they are given homework to support their learning in History, for example key words and definitions tests, guided reading tasks and knowledge recall tests set on Firefly.
Students may also be asked to complete work such as revision for end of topic tests which might be in the form of a mind map or flashcards. Occasionally, creative tasks such as model making may be set as a homework task. All homework is set on Firefly and recorded by the teacher. Parents have access to this and can monitor their child’s progress.
Rationale: For GCSE History the EDEXCEL History (9-1) course has been chosen. This course encompasses a wide range of themes, historical events and eras, enabling students to understand the past and its impact on the world around us. This specification, allows choice and flexibility across options, allowing a broad range of history to be covered. It also allows us to teach the topics that work best for our school and our students.
For Paper 1, the British thematic study with Historic Environment, we have selected ‘Crime and Punishment c.1000-present day’. As a school we felt this was engaging to students, raised interesting debates on human rights and citizenship and linked well with the Christian ethos of the school.
For Paper 2, the Period Study and the British Depth Study, ‘Superpower Relations and the Cold War’ and ‘Henry VIII’ have been selected. The selection of this unit is built upon staff experience of teaching the Cold War and also links well to the English Curriculum with its focus on novels set in this era such as ‘Animal Farm.’ We have a large number of Eastern European students in our school, enabling these students to engage with the history of their native countries.
Henry VIII has been selected partly because of the strong narrative of Henry’s life which is engaging to students, but also because students here have a strong knowledge of Christianity which is essential for the understanding of the English Reformation.
For Paper 3, the Modern Depth Study, ‘Weimar and Nazi Germany’ has been selected. This has been chosen because students find the subject content engaging and relevant to today’s society. Additionally, staff have strong subject knowledge in the department but we also recognise that it provides a useful link to the Study of German Nationalism 1789-1919 (which is studied at A level).
Sequencing of topics: Students begin with the study of Paper 2 as this paper is solely knowledge based with no source material to analyse. Although the content of paper 2 is heavy, the skills involved focus only on AO1 (knowledge) and AO2 (analysis and concepts), whereas Paper 1 also focuses on AO3 (sources) and Paper 3 focuses on AO1-4 (judgement). These are studied later in year 10 and 11.
Our curriculum at GCSE offers depth, breadth and challenge. There is a Depth study of Germany and Henry VIII; a period study of over 50 years in the Cold War; and a breadth study of 1000 years with Crime and Punishment. Option numbers for History have been strong, with around half the year group selecting this as a GCSE option.
Homework: Key Stage 4
Students will have a variety of homework related to the GCSE topics studied. These might involve making mind maps or flashcards on specific topics, completing revision or recall questions, past paper questions and annotating or improving model answers. Students will be given at least one homework a fortnight at GCSE history. All homework is set on Firefly and recorded by the teacher. Parents have access to this and can monitor their child’s progress.
Assessment: At KS4 students use a workbook and a textbook. The workbook has been designed to reduce the need for students to take copious notes on key topics. Instead, students are encouraged to be more active in their learning by evaluating causes and consequences of events and by planning out examination answers. The student workbooks build on examination skills by modelling answers and making success criteria transparent to students. Red pen is used to code and label good practice and make improvements to work by the student. Assessment is in the form of past paper questions which are marked against GCSE mark schemes. Progress is reported to parents via three rounds of tracking as well as parents’ evening. SISRA is used as a tool to monitor the progress of students by teachers. Metacognition techniques are used to share success criteria and model excellence. Formal assessments take place at regular times; students have mock examinations in June of Year 10 and January of Year 11.
Rationale: For A level History the OCR specification has been chosen. This specification, allows choice over the topic-based essay and flexibility across options, allowing a broad range of history to be covered. It also allows us to teach the topics that work best for our school and our students.
In Unit 1: Students study Britain 1930–1997. This allows students to study political, social and economic history in the twentieth century. This offers very little repetition of British History from KS3-4, thus offering a new and exciting element of History.
In Unit 2: Students study Russia 1894–1941, allowing students to study an element of non-British History. Students are able to build upon their basic knowledge of communism and revolutions from the KS3 curriculum. Likewise, students will be able to draw links between the Cold War course at KS3 and apply this to the development of communism within the USSR. The department selected this unit as the Russian revolution is such an important turning point in world history and students need a good understanding of communism and the revolution should they decide to pursue History or Politics at university.
In Unit 3: Students study ‘The Challenge of German Nationalism’ 1789–1919. This unit has been chosen as the thematic study which covers a period of history of over one hundred years. It also enables students to study a range of historical interpretations on this unit. It also provides a link between students’ study of Weimar Germany which is studied in KS4. This unit provides a crucial link between early modern history and the modern period, and enables students to appreciate the impact of a number of significant turning points including the French Revolution, the 1848-9 revolutions, the Wars of Unification and the outbreak of the First World War, with a particular focus on the impact they had on German nationalism. It develops students’ understanding of key concepts such as nationalism, liberalism and socialism, all significant for their understanding of the world in which we live. The course finishes in 1919 and ensures students understand what happened prior to the establishment of the Weimar Republic and Nazi Germany – putting their previous GCSE study into context.
In Unit 4: Students complete a Topic Based Essay on a topic of their choice allowing students the opportunity to investigate and complete a piece of independently researched coursework, between 3000-4000 words in length. This allows students to choose a historical debate which they have never studied previously (particularly suitable for our most talented students) but also allows them to focus on a historical debate which is familiar to them (such as a GCSE topic or an aspect of Unit 1 or 2 at A level, which is suitable for all students).
Sequencing of topics: In year 12, students study Unit 1 and unit 2. Students begin to work on their coursework in the Summer of Year 12, allowing the majority of students time to complete background reading on their chosen topic over the summer break. In Year 13, students complete the study of Unit 3 & Unit 4 (NEA).
Homework: Key Stage 5
Students are set a variety of homework for A level History on topics selected from the specification. These typically include making notes on key topics or making mind maps and flashcards, extended reading on the topic, answering revision questions, completing past paper questions, coursework and annotating or improving model answers. Students will be given one homework each week at A level History. All homework is set on Firefly and recorded by the teacher. Parents have access to this and can monitor their child’s progress.
Assessment: Assessment is in the form of past paper questions which are marked against A level mark schemes. Progress is reported to parents via three rounds of tracking as well as parents’ evening. SISRA is used as a tool to monitor the progress of students by teachers. Metacognition techniques are used to share success criteria and model excellence. Formal assessments take place at calendared points in the year; students have mock examinations in June of Year 12 and January of Year 13.
In addition to A level History at KS5, we also offer Criminology. This course is a Level 3 Applied Diploma, equivalent to an A level. We offer it to provide a vocational course as the assessments are spread over the 2 year course. It is assessed with two examinations and Controlled Assessments. It appeals to a range of students and many of our History students combine both subjects in their subject choices.
Criminology is the study of crime, criminal behaviour, and the criminal justice system. It explores why people commit crimes, how society responds to crime, and how laws are made and enforced. Criminologists look at the causes and consequences of crime from a range of perspectives—sociological, psychological, legal, and political. It links well to our GCSE course on Crime and Punishment, enabling the transition between GCSE and A level.
Homework: Students are set a variety of homework for Criminology on topics selected from the specification. These typically include making notes for their controlled assessment, making mind maps and flashcards, answering recall questions or completing past paper questions. All homework is set on Firefly and recorded by the teacher. Parents have access to this and can monitor their child’s progress.
Assessment: Students are continually assessed throughout the course. Formal assessments take place in December/January for the Controlled Assessment and in May/June for the examined units. Progress is reported to parents via three rounds of tracking as well as parents’ evening. SISRA is used as a tool to monitor the progress of students by teachers.
Within History, Catholic Social Teachings will be emphasised in History lessons. These are:
In our curriculum we investigate key events and people from all social classes, gender, age, and race. There are many examples of how our students are given the opportunity to connect with the past and to understand how communities have overcome challenges in order to survive. We teach about the dignity of the human person through investigating the stories of people through the ages and we consider them all being in the image and likeness of God. Through our work on the Holocaust in Year 9 we teach students to explore issues sensitively and ethically. So much of our study is concerned with conflict and tension in the past. The resolution of conflict through peace settlements allows us to consider how communities work together to end conflict. For example, we look at brave individuals who have fought for the Common Good for example, Emmeline Pankhurst and Martin Luther King. We consider all those who are less fortunate than us and how this impacted their lives and how social developments have affected dignity of work for example when we look at 1920s USA. Finally, we look at how humans have interacted and used the land God created to suit their needs. An example of this could be the construction of castles.
Our History curriculum is designed to be inclusive and accessible to every student, including those with Special Educational Needs and Disabilities (SEND), disadvantaged students, and those eligible for Pupil Premium support. We are committed to providing a rich, engaging, and supportive learning environment that meets the diverse needs of all learners.
We adapt our teaching approaches and materials to ensure that every student can access the content and develop essential historical skills at their own pace. Differentiated tasks, scaffolded support, and varied assessment methods allow all students to participate fully and demonstrate their understanding. ‘Quality First Teaching’ strategies will be utilised to meet the needs of students with a range of disabilities and learning needs. Teachers will use the expertise of teaching assistants and the Autism Resource Base to effectively support students in lessons. Students with specific SEND needs will be supported with their learning in a variety of ways, for example through differentiated resources, coloured overlays and enlarged printed resources. To enable students to make good progress, teachers and teaching assistants will utilise a variety of strategies (see example list below). Academic progress will also be supported more closely with targeted intervention and reviewed on Provision Mapper. Regular contact with the SENCO, our specialist TA, Trinity staff and parents will enable the correct level of support to be provided, whilst encouraging independence.
Our curriculum also seeks to empower disadvantaged and Pupil Premium students by fostering confidence, critical thinking, and a sense of belonging within the subject. We ensure that all students have opportunities to connect with the history curriculum through relevant and diverse perspectives, making the subject meaningful and inspiring. All PP students are provided with revision guides free of charge to minimise the impact of financial hardship on student achievement.
Through targeted interventions, extra support, and close monitoring, we strive to close any gaps in attainment and ensure every student can succeed and progress. History at our school is truly a curriculum for all—celebrating diversity, encouraging curiosity, and developing the skills and knowledge needed for lifelong learning.
Examples of how the History Curriculum is made accessible for all, including SEND and disadvantaged students:
We are fortunate to have a specialist Teaching Assistant within the History department. Weekly planning meetings ensure all staff have a clear understanding of the support required. Teaching Assistants support students of all abilities and needs, primarily within KS4 classes and the ‘supported’ classes at KS3. They work closely with teachers in the classroom, but where appropriate, students may receive one-to-one support—particularly during assessments or to catch up on missed learning.
Teaching Assistants play a vital role in developing literacy across the department by working through tier three vocabulary with students in lessons. They also help build understanding and confidence with specific concepts and exam questions, enabling targeted intervention.
We believe all students should have equal access to teaching staff, fostering an inclusive approach where Teaching Assistant support is carefully planned and purposeful. Non-specialist Teaching Assistants also contribute significantly, receiving clear instructions at the start of each lesson. This allows them to focus on specific students based on prior knowledge and formative assessments, providing feedback at the session’s end.
Our link Teaching Assistant strategically supports enrichment activities, working with students of all abilities and needs to maximize their learning experience. This often involves pre-teaching key concepts and skills to prepare students for the activity.
Diversity and inclusion are actively promoted within the History curriculum by highlighting the contributions of diverse and influential figures who have shaped the world. This includes celebrating great thinkers, scientists, and activists with disabilities, ensuring students recognize the wide range of individuals who have impacted history.
We also explore how society has changed over time and examine the treatment of different groups in various historical periods. For example, we discuss women’s campaigns for equality in the 19th century, providing context for the ongoing struggle for rights and representation. These discussions are designed to reinforce modern British values, emphasizing the importance of equality, diversity, and respect for all.
By incorporating these perspectives, our History teaching not only broadens students’ understanding of the past but also fosters an inclusive mindset that values the diverse experiences and contributions of people throughout history.
Cultural capital refers to the knowledge, behaviours, and skills that students accumulate over time, which enable them to demonstrate cultural awareness, confidence, and understanding. It is one of the essential foundations for success in modern society, the workplace, and the wider world.
Our History curriculum plays a vital role in developing cultural capital by providing students with a strong understanding of Britain’s past—where we have come from, where we are going, and how our story has been shaped and enriched by immigration and the contributions of the many ethnic groups that make up our diverse nation. History is the study of people: what they did, why they did it, and the consequences of their actions. It is a subject rooted in understanding change and continuity, progress and decline, conflict and cooperation, and the complexity of human experience across time.
Through the study of key historical themes—such as the rise and fall of empires, the formation of nations, war and peace, hope and injustice—students gain a deeper understanding of the forces that have shaped the modern world. More importantly, they come to see History not just as a reflection of the past, but as a tool to shape a better future. Without knowledge of the past, we cannot make sense of the present or confidently build the future.
Our History curriculum is carefully designed to embed cultural capital at every level. It offers all students access to a wide and rich body of knowledge and historical skills through the study of both British and global history—from the Norman Conquest to the Cold War. This is further enhanced by a range of enrichment opportunities, including visits to historical sites, exhibitions, and talks from external speakers on topics such as the Holocaust.
Beyond content, our curriculum fosters critical thinking, evaluation, debate, empathy, and reflection. It encourages students to form and defend their own opinions, listen to others, and understand different perspectives. History asks students to care—to learn from the mistakes of the past and take responsibility for shaping a more informed, thoughtful, and just society in the future.
History has strong cross-curricular links with a number of other subjects across the school, enriching students’ learning through meaningful connections. For example, in Years 7 and 8, students explore society’s understandings of health and medicine through studies of the Black Death in Medieval England and the cholera epidemics of Victorian Britain. These topics are later revisited in Science, particularly in Year 10, where students examine the diseases from a biological perspective.
There are also close links with Religious Education, especially in Year 9 when students study the Holocaust and the persecution of the Jewish people. Similarly, the English department’s Year 8 unit on ‘The Power of the Spoken Word’ complements History lessons that explore the speeches and impact of powerful orators such as Winston Churchill and Martin Luther King which are studied in Year 8 and 9 History lessons.
Further connections are made with Business Studies and Economics through our study of the Wall Street Crash, covered in Years 9 and 10. These links become even more prominent at A Level, where students explore complex economic issues such as inflation, the devaluation of the pound in the 1960s, and the IMF crisis of the 1970s, reinforcing the interdependence of History and Economics.
While cross-curricular units in English and Religious Education may not always be taught concurrently with History topics, deliberate references are made in lessons to help students draw connections between subjects. For instance, in Year 10, students study the Cold War in History during the autumn term and later examine Animal Farm in English Literature in the spring, allowing them to better understand the political allegory within the text. Similarly, when studying Macbeth, students who take History benefit from their understanding of the historical context surrounding witchcraft persecutions.
Literacy is at the heart of success in History. The ability to read, write, speak, and listen effectively is essential for developing a deep understanding of the past.
Reading: In History, students are regularly required to read and interpret a wide variety of texts—from historical sources and academic articles to speeches, propaganda, and political documents. Through these, they develop essential literacy skills such as evaluating evidence, identifying bias, and making informed, well-supported judgments.
To support students in reading complex texts, the department employs a range of strategies. These include the use of literacy mats, key word lists for every topic, and clear explanations of tier three vocabulary. In GCSE lessons, for example, students are encouraged to use highlighters to focus on essential information such as key dates, people, and changes over time. Teachers also emphasise and clarify key historical terms like heresy and dictator, ensuring that students not only understand these words but can confidently apply them in their own writing.
To further promote reading, we provide a range of accessible and engaging materials, including Horrible Histories books for KS3 and academic articles from BBC History Magazine to stretch and challenge learners—particularly those undertaking independent research for the A Level NEA. A dedicated literacy display showcases recommended historical fiction, encouraging students to explore the past through narrative. The department also supports whole-school literacy initiatives, such as World Book Day, by dedicating the first 10 minutes of lessons to silent reading and
promoting a culture of reading for pleasure. Students are encouraged to use the school library and we have good links with Cheshire library who provide reading materials to support the coursework element of the A level course.
Writing: Writing is a fundamental aspect of studying History. To be successful, students must construct clear, coherent arguments supported by evidence and express complex ideas about key historical concepts such as cause and consequence, change and continuity. This is actively promoted through the careful planning and modelling of extended writing tasks, particularly in assessments.
Metacognitive strategies are embedded into our teaching to support students in understanding how to approach and improve their writing. For example, model answers are annotated with students to identify the features of a successful response, helping them reflect on structure, content, and analytical depth. Across Key Stages 3 to 5, planning grids are also used to scaffold responses, particularly when analysing historical sources. The use of the ‘CNOP’ acronym (Context, Nature, Origin, Purpose) ensures that students consider both relevant contextual knowledge and provenance when constructing their answers. This is developed further with ‘COAT’ (content, objectivity, accuracy and typicality) at GCSE and A level.
Oracy: Speaking and listening play a vital role in the History curriculum, as discussion and debate help students develop confidence, reasoning skills, and the ability to consider multiple perspectives. By embedding literacy into all aspects of History teaching, we not only support academic achievement but also equip students with the critical communication skills they need beyond the classroom.
Students are encouraged to write one-sided arguments to build persuasive writing skills—for example, in Year 7, when making the case for a claimant to the English throne in 1066, or in Year 8, when arguing for factory reform in Victorian Britain. Group work is also an integral part of lessons, with students working collaboratively to plan essay responses, each focusing on different factors, sharing ideas, and justifying their views. These activities foster key oracy skills, enabling students to construct substantiated arguments—an essential component of success at both GCSE and A Level.
Vocabulary development: The department places a strong emphasis on embedding key vocabulary across all key stages, particularly in Key Stage 3. This is achieved through the regular use of keyword tests and the consistent highlighting of new terminology on PowerPoint slides and worksheets. To support vocabulary acquisition and comprehension, guided reading sheets have been developed for all year groups in Key Stage 3, promoting active engagement with texts and enabling assessment of students’ understanding of subject-specific language. A variety of active reading strategies, including popcorn reading, whole-class reading, and paired reading tasks, are strategically implemented to reinforce the use of new vocabulary and monitor comprehension. Furthermore, students are encouraged to confidently incorporate newly acquired terms in both verbal contributions and written work, fostering vocabulary expansion and supporting the transfer of language skills across the curriculum.
Digital Literacy: A key priority for the History department is to enhance students’ digital literacy within the context of historical learning. This will involve embedding digital research skills into the curriculum, enabling students to critically evaluate online sources, access digital archives, and engage with virtual historical resources. The department makes use of educational technology tools to support interactive learning. Students are encouraged to produce multimedia outputs—including podcasts and digital presentations—to develop both historical understanding and digital communication skills. Assessment practices are adapted to include evaluation of students’ ability to source, reference, and present information ethically and effectively, particularly within their A Level coursework assessment.
Whole school literacy strategies: Whole-school literacy initiatives are actively promoted and embedded within the History department to support students’ reading and writing skills. One such strategy is ‘Call the COPS’, which encourages students to check their work for Capitalisation, Organisation, Punctuation, and Spelling. The consistent use of this approach across all subjects reinforces key literacy skills and provides students with a structured and familiar framework for improving their written work.
The department also benefits from the support of a dedicated Literacy Co-ordinator, who works closely with students identified as having low reading scores or specific literacy needs, such as dyslexia. These students may receive targeted interventions or additional support, ensuring that all learners can access and engage with the History curriculum effectively.
KS2 to 3
To aid the transition from Primary to Secondary School, we have developed good knowledge of the History curriculum at KS1 and KS2 from our primary feeder schools, by understanding the KS1 and KS2 History curriculum delivered. Our students come to us having studied a wide range of topics, including the Romans, Henry VIII, and World War Two.
We also recognise that Year 7 students arrive with varying experiences of History, as it has not always been taught as a discrete subject in primary schools. To address this, we have gathered detailed information on the topics covered by our feeder schools to avoid duplication. Our Year 7 transition unit helps bridge these gaps by focusing on fundamental skills such as understanding AD/BC dates and key historical terms like primary and secondary sources. Additionally, a baseline assessment within the first few weeks allows teachers to evaluate students’ grasp of historical skills.
To further support the transition from KS2 to KS3, we offer Transition Days for Years 5 and 6. These include a range of interactive activities, such as a murder mystery based on the Princes in the Tower and an exercise related to politics and elections.
KS3 to 4
Students in KS3 are given opportunities to explore GCSE option subjects, including History, during an Options Evening held in the Autumn term of Year 9. This event helps them make informed choices and gain a full understanding of the courses available. Additionally, staff discuss the GCSE courses in class with all students, outlining the topics covered and the assessment methods used.
Although the subject content at KS4 differs from that of KS3, students are able to use their chronological understanding of time periods and the concepts taught at KS3 to aid this transition. For example, concepts such as continuity and change, cause and consequence and significance continue to be part of the question stems at GCSE. Students are able to make the links between events studied at GCSE such as the Cold War and use their knowledge of the historical context previously studied at KS3 to help them understand these events.
KS4 to 5
To enable students to choose the most suitable options for KS5, including A Level History and the Level 3 Applied Diploma in Criminology, the school hosts an Options Evening where students receive guidance on available courses. Year 11 students also have the chance to ask current KS5 students questions about the courses and the content they study.
Additionally, we hold assemblies for Year 11 students who might be interested in new subjects at KS5, such as Criminology. These assemblies explain what the subject involves and how it is assessed differently from traditional A Levels.
After the GCSE exams, students are invited to a Sixth Form Taster Day, where prospective students can ask further questions. We also provide transition work, including a summer reading list, to support their preparation.
The History department has developed strong links with the University of Chester, particularly with its History, PGCE, and Education departments. These partnerships have led to several enriching opportunities for our students. For example, undergraduates from the University have delivered workshops for Year 7 students, including a Medieval artefacts handling session, where students are able to explore primary sources first-hand and develop their skills in historical inquiry and interpretation.
The University has also recently shared with our school a collection of historical maps detailing key sites in Chester, which we plan to incorporate into our local history lessons to deepen students’ understanding of their own community’s past.
We are also collaborating with the University of Chester on a research-led project titled ‘A Time for Change: Integrating Social Justice-Oriented Citizenship Education into Key Stage 3 History.’ This initiative will allow our Curriculum Leader for History to develop a series of lessons on social justice themes in History and work collaboratively with other schools.
Our enrichment opportunities extend beyond the classroom. Recent trips have included a Key Stage 3 visit to Staffordshire, focusing on the impact of the First World War, and a Year 7 visit to Speke Hall, a well-preserved Tudor house. We also offer a residential trip every two years for KS4 and KS5 students. In 2023, we visited Berlin to support students’ understanding of Weimar and Nazi Germany as well as Cold War topics. In Spring 2025, students visited London with the Economics department, visiting Parliament, the Tower of London and enjoying a walking Tour of Whitechapel.
We maintain strong local links with businesses and organisations, including the American Bank and the University of Chester. These partnerships have provided additional enrichment, such as a special screening of Suffragette to mark the centenary of women gaining the right to vote in 2018.
In History lessons, we explore a wide range of global issues, including wars, politics, empires, cultures, and religions. We also delve into topics like gender, medicine and science, fashion, and the environment, making clear connections to Careers and Personal, Social, and Emotional (PSE) education.
History helps us better understand the world in which we live and make sense of the challenges we face today, such as climate change, migration, and international conflicts. It sharpens essential skills like critical thinking, constructing persuasive arguments, clear writing, appreciating diverse perspectives, and working independently—often through extended projects.
Employers highly value these skills. Historians can be found in a wide variety of fields, including politics, finance, industry, media, civil service, teaching, the voluntary sector, heritage, and archives. These potential careers are promoted through our teaching, particularly during Careers week. Throughout our History teaching, we highlight career links—for example, our unit on Jack the Ripper emphasizes careers in forensic science and policing.
Our website features a dedicated careers page with resources related to History-based careers, accessible to all students. Within the department, posters showcase famous individuals who studied History at university, demonstrating the diverse career paths it can lead to. We also promote relevant apprenticeships such as working for the National Trust or in Museums.
Our links with Chester University also allows KS5 students to speak directly with University Lecturers in History who are invited in during the Medieval Workshop Day. Students have an opportunity to ask about what studying History entails and the Career opportunities a degree in History could offer.
