Year 7

    In Year 7 students start with an introductory unit ‘What is History?’ In this unit students are encouraged to develop their investigative skills and use a range of source to solve ‘historical mysteries.’ Students really enjoy a C.S.I based lesson which focuses on Tolland Man. This unit is taught using a range of active learning techniques with the focus on students teaching each other to enable them to become independent learners.

    Students then embark on a study of Anglo-Saxon Britain with particular focus on the Saxon Hoard before moving on to Medieval Britain. The Medieval Britain unit begins with an examination of The Norman Conquest, before moving on to study life in Medieval Britain and the nature and distribution of power in medieval society. Students will develop an understanding of the significance of the following events, Magna Carta, the Black Death, the Murder of Thomas Beckett, and the Peasants’ Revolt.

    In the final term the students study the changing nature of the church under the Tudor Monarchs and develop an understanding of how the power of the monarchs changed by studying the Stuarts and the English Civil War.

    The highlight of the year is the annual castle building competition, where students have to design and build their own scale model of a medieval castle. The Castle is judged by members of the History Department from Warwick University; first prize is kindly donated by Warwick Castle. Great fun is had by all.

    Year 8

    Students in Year 8 study the impact of Britain and its Empire on a number of different areas. To begin with students study the Native Americans and how the impact of settlers affected their culture. We then look at whether the British Empire was a force of good for India. This is followed by a term looking at the Slave Trade. We begin by looking at the experience of slaves in the Americas Students will then look civil rights in the USA and the changes that occurred after slavery was abolished.

    A key assessment for Year 8 is the Autobiography of an American Slave which recounts the experiences of a slave from their life in Africa to their eventual freedom following emancipation. Students are encouraged to develop their historical empathy skills and their literacy skills as they are required to use the historical facts and personalise them.

    We finish the year with a look at the Victorian Era closer to home. Through a study of the London of Jack the Ripper we build up a picture of life in the Victorian cities. We then compare this to Leamington Spa of the Regency and Victorian period by studying the development of Leamington as a spa town.

    The highlight of the year is the annual Totem Pole competition, where students have to design and build their own scale model of a Native American Totem Pole. The Totem Pole is judged by members of the History Department from Warwick University.

    Year 9

    In Year 9 students study the impact of war in the 20th Century. We begin by studying the outbreak of World War One and develop and understanding of why it was known as the Great War. We then look at a number of different aspects of the Second World War. These include the events of World War Two and the impact of the war on Coventry with a unit entitled “Did Coventry Keep Calm and Carry On?”

    Students will then complete a detailed study of the Holocaust using a range of primary sources. We work closely with Holocaust Educational Trust in completing this study. Amy Graves, a member of the history department, is a trained educator for the Holocaust Educational Trust.

    We finish the year with a look at the Cold War and its impact , including lessons on Berlin, the Cuban Missile Crisis and Vietnam.

    The highlight of the year is the annual First World War art competition, where students have to produce a piece of art work of their choice, which they feel depicts ‘life in the trenches’ during the First World War. The competition is judged by members of the History Department from Warwick University.

    A range of teaching strategies and activities are used across the key stage.

Homework and Assessment

Our system of homework is designed to foster independence in our students as well as develop the skills of a good historian. We set homework projects half termly, which build on the content from the lessons and also allow our students to undertake research to develop their understanding. Each project is broken down into weekly tasks and is focused on developing a different historical skill.

All homework is marked to a set assessment criteria.

At the beginning of each year parents are provided with a homework booklet that outlines all of the projects for the year. Students are set the homework tasks at the start of each half term and support materials are provided for student who may need a little extra help. E-mail reminders are sent out at the beginning of each half term to parents and again with the deadlines on at the end of the half term.

Support Programme

The History department provides a number of support programmes for our students at all levels

Each pupil is provided with a homework booklet at the start of the year which outlines all of the homework projects for the year. It includes booklists for students and mark schemes so that they understand the criteria for marking their work.

We run an after school homework club in school library, run by members of the department who are on hand to give guidance and support, student are also able to use the computers and resources of the library.

In Year seven we run a parents meeting to inform parents about the homework system and the support programmes in place so that everyone know what is expected of the students and how staff and parents can support the students.

Additional support materials are also available for those students who may need further help.


    Year 10

    Year 10 History will be focused on Paper 2 topics:

    1. Britain: Health and the people: c1000 to the present day
    2. Norman England 1066-1100

    In the Autumn term year 10 students will begin their GCSE History studies with a study into Britain: its health and the people from the Normans in 1000AD to the present day. They will study how health developed in Britain over a long period of time and they will investigate the causes, scale, nature and consequences of short and long term developments, their impact on British society and how they were related to the key features and characteristics of the periods during which they took place.

    During the Spring term we will begin our study of the Normans. This option allows students to study in depth the arrival of the Normans and the establishment of their rule. This depth study will focus on major aspects of Norman rule, considered from economic, religious, political, social and cultural standpoints of this period and arising contemporary and historical controversies.

      Year 11

      Year 11 History will be focused on Paper 1 topics:

      1. Conflict and tension, 1918-19391. Conflict and tension, 1918-1939
      2. Germany 1890-1945: Democracy and Dictatorship.

      Students will begin Year 11 with Conflict and tension, 1918–1939. This wider world depth study enables students to understand the complex and diverse interests of different individuals and states including the Great Powers. It looks at concepts such as national self-determination, ideas of internationalism and the challenges of revising the peace settlement. It focuses on the causes of the Second World War and seeks to show how and why conflict occurred and why it proved difficult to resolve the issues which caused it. This study also considers the role of key individuals and groups in shaping change, as well as how they were affected by and influenced international relations.

      During the Spring term we will be studying Germany, 1890–1945: Democracy and dictatorship.
      This period study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism. Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them.


      All students in Year 10 and Year 11 are provided with a homework support pack which contains a range of past exam questions, exam technique tips and revision notes. Students complete an exam question from this pack every week. In addition to this all students complete a mock exam every half term in Year 10, and every half term in Year 11.

      Support Programmes

      • Parent Information meetings in Year 10 and Year 11.
      • Comprehensive revision pack.
      • Two weekend revision sessions.
      • Exam technique session led by an ex Chief Examiner and Principle Moderator for History.
      • Parent’s exam technique workshop.
      • Revision breakfast prior to each exam.

      Extra-Curricular Activities

      • Visit to the Drs Show- theatre production to revise aspects of the History of Medicine.

      KS 5 (A-Level)

      Course Type:- A/S Level and A-Level
      Exam Board:- AQA

      This is a new syllabus as a result of the changes to A-Level and A/S Exams. For students wanted to study for an A-Level in History the examinations for all options will take place at the end of the two years of study. For those students who do not want to study a two year course for an A-Level in History, there is a one year A/S course. The one year A/S qualification no longer counts towards the A-Level qualification which is a linear course based on final exams only.

      The course is divided into two key areas an Early Modern Period Study and a Modern Period of Study, which cover a chronological range of more than a 200 years and focus on the history of more than one country.

      Component 1:– Breadth Study – The Tudors: England, 1485-1603.
      Students study in breadth issues of change, continuity, cause and consequence in the period.

      Part 1 (A/S Level – 50%) – Consolidation of the Tudor Dynasty: England, 1485-1547

      Henry VII 1485-1509;
      Henry VIII, 1509-1547;

      Part 2 (A-Level plus part 1 -40%)- England: Turmoil and Triumph, 1547-1603.
      Instability and consolidation:-
      ‘The Mid-Tudor Crisis’ 1547-1563;
      The triumph of Elizabeth, 1563-1603.

      Component 2:– Depth Study- The American Dream: Reality and Illusion 1945-63
      This option provides students with the opportunity to study in depth the challenges faced by the USA at home and abroad as it emerged from the 2nd World War.

      Part 1 (A/S Level- 50%)- Prosperity, Inequality and Super Power status, 1945-1963.

      Truman and Post-war America, 1945-1952
      Eisenhower: Tranquillity and Crisis, 1953-1960
      John F Kennedy and the ‘New Frontier’, 1961-63

      Part 2 (A-Level plus part 1- 40%) –Challenges to the American Dream. 1963-1980.
      The Johnson Presidency 1963-1968.
      Republican Reaction: the Nixon Presidency, 1968-1974.
      The USA after Nixon, 1974-1980.

      Component 3: – Historical Investigation. (A-Level only 20%)
      Non- Examined Assessment
      Candidates will be required to submit a Historical Investigation (extended essay) of 3000-3500 words. There is a choice of issue and question around a theme. The issue to be studied must be placed in the context of approximately 100 years.

      Support Programmes
      The History department runs a range of support programmes for all A-Level History students.

      Holiday revision sessions at Easter and May half-term.

      Exam skills workshops with an ex Chief Examiner and Principal Moderator.
      Essay Planning workshops.
      Lectures delivered by specialist Historians from Warwick University.
      An extensive revision pack.
      Revision breakfast prior to each exam.
      Parent information meetings.

      History students in action- Extra Curricular Activities

      All A-Level History students are expected to take an active part in the History department, this involves students taking part in a range of different activities and projects.

      These include:-

      • Helping to deliver History projects in local primary schools.
      • Working as teaching assistants in KS3 History lessons.
      • Mentoring Year 11 History students to improve their exam technique.
      • Running activities at the Year 6 Open Evening.
      • Planning, preparing and delivering a ‘themed primary school History Day experience’ for Year 4 students. Themes have included a Tudor Day and 2nd World War Day. Year 12 students have delivered six different workshops for Year 4 students on various aspects of Tudor life or six different workshops for Year 4 students on various aspects of the 2nd World War.

      What next? Careers with History

      The History A-Level is a highly regarded academic qualification among the universities and employers alike. The ‘Which’ consumer guides wrote the following in their ‘Which subject, Which career? ‘ Historians are regarded as having had an education that trains their minds to assemble, organise and present facts and opinions and this is very useful quality in many walks of life and careers…history is an excellent preparation for very many other jobs.’

      History graduates often go on to work in various fields such as Law, Journalism, Business, Economics and Politics.

Head Of Department

Subject Description

Exam Boards

I really enjoy history at Trinity. I think history can best be summed up by the question ‘why?’ Why did the Berlin wall fall? Why did Henry break from Rome? Why did the Wall Street Crash happen? Us historians weigh up the evidence and present our own case for why things happen. Teachers make sure lessons are not just about learning dates by opening the issues up to debate, which leads to the whole class feeding off each other’s contributions to dissect an event. The history department go beyond the call of duty in equipping you with all you need for your studies, including regular after-school revision sessions, essay writing workshops and talks held by external speakers.

Andre – Y13

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