History

head of depatment: Ms Lynch

Intent, Implementation and impact in history 

Curriculum Intent

At its heart, History offers students the opportunity to explore the rich tapestry of human experience—how people, events, and ideas have shaped the world we live in today. The History curriculum is built around the development of critical thinking, a deep appreciation of the past, and an understanding of how historical narratives continue to influence contemporary society. Our aim is to nurture inquisitive, reflective students who question, interpret, and seek to understand the complexities of the world through the lens of the past.

Students begin their historical journey in Year 7 with a broad overview of migration to Britain, spanning from the Stone Age through to the Windrush Generation. This foundational study introduces students to the recurring themes of movement, identity, and integration, helping them to see Britain’s development as the result of many diverse influences. From there, they embark on a detailed exploration of medieval English history, examining the structure of feudal society, the power of the monarchy, and the experiences of ordinary people.

In Year 8, students continue their chronological journey through the transformative Tudor and Stuart periods, engaging with themes of religious change, political conflict, and social upheaval. Their studies then move into the early modern and modern eras, with a critical examination of the Industrial Revolution, the transatlantic slave trade, and the expansion and consequences of the British Empire. These topics provide students with opportunities to explore Britain’s role in the wider world and to reflect on issues of exploitation, resistance, and legacy.

Year 9 deepens students’ analytical and evaluative skills as they move into the twentieth century. They explore the evolution of British democracy at the turn of the century, followed by an in-depth study of the causes, events, and global impact of the First and Second World Wars. The curriculum then shifts focus to a comparative study of civil rights movements in the United States and Britain, encouraging students to consider how ordinary people have challenged injustice and fought for equality. This unit reinforces the importance of agency, resilience, and social change; while laying the groundwork for the more complex historical interpretations they will encounter at Key Stage 4.

At GCSE, students deepen their understanding through a series of focused units designed to build both breadth and depth. They begin with Crime and Punishment in Britain, c1000–present, a thematic study which allows students to trace change and continuity in the justice system across a millennium. This is complemented by a detailed local study of Whitechapel, c1870–c1900, enabling students to apply historical methods to a specific time and place. Students also explore The American West, c1835–c1895 and Early Elizabethan England, 1558–88, which develop knowledge of political, cultural, and social transformation in both British and American contexts. Finally, they engage critically with Weimar and Nazi Germany, 1918–39, exploring how fragile democracy gave way to dictatorship, and what this tells us about power, propaganda, and persecution.

At A Level, students move into increasingly sophisticated historical enquiry, engaging with both modern and early modern history. They begin with Britain Transformed, 1918–97, a sweeping overview of social, economic, and political change, alongside The USA, 1955–92: Conformity and Challenge, where students examine civil rights, cultural shifts, and the evolving role of government. These studies are enriched by The Witch Craze in Britain, Europe and North America, c1580–c1750, a thematic unit that encourages deep critical thinking about belief, fear, and societal control. Through their coursework, students pursue independent study of historical interpretations analysing the debate surrounding the role of German foreign policy in the outbreak of World War One, developing high-level analytical and writing skills.

Central to the History curriculum is the engagement with historiography—the understanding that history is not a fixed narrative, but a contested discipline. Students learn that interpretations of the past are shaped by the context in which they are written and that history is as much about questioning and debating as it is about discovering facts.

To support the mastery of new and often challenging concepts, the History curriculum integrates regular retrieval practice, structured writing support, and visual learning techniques such as timelines, maps, and dual-coded resources.

Ultimately, History equips students with the knowledge and skills to critically assess the world around them. It teaches them to value evidence over assumption, to appreciate diversity of experience, and to engage ethically with the legacies of the past. In line with Catholic Social Teaching, History encourages students to reflect on issues of human dignity, social justice, and peace—values which remain as relevant today as they were in the past.

Implementation

The History curriculum at St Bernard’s is implemented with the intent to inspire curiosity about the past and develop students into critical thinkers who can engage confidently with historical narratives, sources, and interpretations. Through a broad and balanced study of local, national, and global history, students gain a coherent knowledge and understanding of the past and its relevance to the modern world.

Curriculum Design:

Our Key Stage 3 curriculum is carefully sequenced to build a strong foundation in historical knowledge and key disciplinary skills.
Each unit is designed to deepen chronological understanding and substantive knowledge, while progressively developing the core historical skills required for GCSE—such as explaining causation, analysing sources, evaluating interpretations, and using evidence to construct arguments.
Lessons and assessments at Key Stage 3 mirror the structure and demands of GCSE-style questions, preparing students to write extended responses, evaluate sources, and form substantiated judgements.
Teaching and Learning Approach:

History is taught through an enquiry-based approach that encourages investigation, debate, and independent thought.
Students engage with a wide variety of historical sources—written, visual, oral, and digital—to build source analysis skills.
To foster curiosity and independence, Key Stage 3 students complete individual research projects linked to key topics. For example:
In Year 7, students research migration to Britain over time choosing two groups to create a project about.
In Year 8, students research African Kingdoms, with selected projects showcased during Culture Week, celebrating diversity and global history.
In Year 9, students produce projects on World War II, displayed as part of the school’s VE Day anniversary commemorations, developing understanding of memory and commemoration.
 

Assessment and Progression:

Formative assessments are used regularly to monitor understanding, address misconceptions, and support ongoing progress.
Summative assessments incorporate GCSE-style question formats from Year 7 onwards, enabling students to become confident in historical writing, source evaluation, and argument construction.
Feedback is developmental, helping students improve their analytical thinking, essay structure, and use of historical evidence.
 

Enrichment:

A Historical Film Club runs for all students, offering opportunities to explore historical themes through cinema, followed by guided discussion to enhance critical viewing and contextual understanding.
A Debate Club provides a platform for students across year groups to engage in structured argument and develop oracy skills.
At Key Stage 5, students can participate in the English-Speaking Union’s Schools’ Mace—a prestigious national debating competition that develops advanced critical thinking, public speaking, and persuasive argumentation.
Additional enrichment includes trips to museums and historical sites, guest speakers, and commemorative activities in school (for Holocaust Memorial Day, Remembrance Day, and Black history Month for example)
 

Through our rich, carefully structured curriculum and wide-ranging enrichment opportunities, History students at St Bernard’s develop deep knowledge of the past alongside transferable skills in research, analysis, debate, and communication. This prepares them for academic success at GCSE and beyond, while nurturing thoughtful, informed citizens capable of engaging with the complex issues of today’s world.

History Department Impact Statement

The impact of the History curriculum at St Bernard’s is reflected in both exceptional academic outcomes and the development of students as thoughtful, active citizens. Through a rich and challenging curriculum, students gain the knowledge, skills, and perspective necessary to succeed in examinations and beyond.

At GCSE, student achievement is consistently significantly above the national average, particularly in the higher grades. A large proportion of students achieve Grade 7 or above, demonstrating their ability to engage with complex historical concepts, evaluate sources and interpretations critically, and construct well-substantiated arguments. This success is the result of high-quality teaching, a curriculum aligned closely with exam demands from Key Stage 3, and a culture of ambition within the department.

At A Level, students continue to perform strongly. They engage deeply with historical debate and develop sophisticated analytical and written skills. Many go on to pursue related subjects at university, including History, Politics and Law, reflecting both their academic preparation and the inspiration they draw from the subject.

Beyond exam results, the History curriculum has a lasting personal impact. Students are encouraged to think independently, question narratives, and consider ethical and political issues through a historical lens. They are exposed to diverse perspectives and global histories, which fosters empathy, open-mindedness, and a sense of social responsibility. As a result, many students are inspired to become active, informed citizens who engage thoughtfully with the world around them—both within school and in their wider communities.

The department’s enrichment offers, including debate opportunities, the Historical Film Club, and involvement in national competitions such as the English-Speaking Union’s Schools’ Mace, further enhances students’ cultural capital and supports their development as articulate, confident individuals.

History at St Bernard’s equips students with more than just excellent exam results—it helps them grow into reflective, articulate, and socially aware young people, ready to make a difference.