History

History

The study of history is about more than simply memorising dates and the deeds of famous figures. History is a chronicle of human behaviour - a real-life drama full of villains and heroes, the mighty and the meek.

It examines the circumstances that moved its players to transform people and places (for better and for worse), and it holds the answers to how and why our lives are fashioned they way they are today - from our language, fashion and technology to our sports, political systems and religious practices. Studying history enables us to develop an understanding of different identities in society and appreciate social, cultural, religious and ethnic diversity. It allows us to make links to and draw comparisons with different periods and aspects of the past.

  • Studying history helps us to:
  • understand the present;
  • discover how the world has evolved;
  • understand the world around us and the society we live in;
  • develop the skills to look beyond the headlines;
  • ask questions properly; and
  • express our own opinions confidently.

Students explore the values, attitudes, perceptions and ideologies that have shaped human behaviour, endeavour and achievement.

Teaching Staff:

  • Mrs Kellie McAleese (HOD)
  • Mr Brendan McComb
  • Mr Christopher McDonnell
  • Mr Cahal McEvoy
  • Mr Paul Tully

 

Aims

We Aim to:
  • encourage children of all ages to learn about the past
  • help children to develop an understanding of the history of their own country and also the history of other nations and peoples
Through studying history, pupils are able to improve their ability to analyse, argue and conduct research.

Year 8

Who Am I?
  • The Norman Invasion of England
  • Control and Society
  • The Norman Invasion of Ireland
  • Health and Medicine: The Black Death

Year 9

  • The Reformation
  • Exploration and Colonisation
  • Slavery to Civil Rights
  • Plantations in Ireland

Year 10

  • Technology, War and Society
  • The Holocaust
  • Partition to the Troubles

Key Points to Success:

  • An interest in historical figures and events is helpful.
  • Students should fully engage with the variety of material used in teaching. Full attendance, completion of homework to a high standard and regular revision as well as independent research is the recipe for success in History. Regular practice in source evaluation is very useful.
  • Effective personal target setting each term in light of teacher and/or peer assessment is important.
  • Homework should always be completed on time and to the highest of standards including: presentation, spelling, punctuation, grammar as well as creativity. Parents/Guardians should check over the homework and sign.
  • Students should always be prepared for class (Textbook, pens/pencils etc and notebook).
  • Participation in the popular History Society helps consolidate learning and skills.

 

GCSE History requires students to:

  • Study Historical content in various contexts
  • Understand and explain issues; and
  • Develop a broad range of historical skills, including evaluation of contemporary and later intepretations.

GCSE History provides students with opportunities to explore key political, economic and social events that have helped shape today's institutions, governments and society.

Course Outline: (Higher and Foundation Tiers are Offered)

  • Unit 1: Study in Depth: Option 1: Germany 1918 – 1941 (50%) and Option 5: Changing relationships: Britain, Northern Ireland and Ireland 1965 – 1985.
  • Unit 2: Outline Study: The Cold War 1945 – 1991 (25%).
  • Unit 3: Investigative Study (Controlled assessment) (25%).

Assessment

(Examination Board - CCEA)
Paper 1:

Study in Depth (2 hours) will be offered in Year 12. This is an externally assessed written exam with two sections. In Section A candidates answer two questions on one option from a choice of three and in Section B they answer all questions.

Paper 2:

Outline Study (1 hour 15 minutes) will be offered in Year 12. This is an externally assessed written exam with two sections: In Section A candidates answer all questions based on the source material provided, and in Section B they answer one question from a choice of three. There are structured questions at Foundation Tier with one requiring the use of source material; at Higher Tier one question requires extended writing and the other requires the use of source material.

Investigative Study

Controlled Assessment, internally assessed and externally moderated; gives students opportunities to conduct further research; focuses on an issue not covered by the externally assessed papers and one that is an extension of the specification content.


Students’ knowledge and source evaluation skills will be regularly assessed through weekly written homeworks, end of topic tests, Personalised Learning common assessment, peer assessment and past paper practice.

Key Points to Success:

  • An interest in historical figures and events is crucial as well as ambition to succeed.
  • Students are expected to be organised and attend well. They will be given instruction in managing their own learning in class and independently via detailed course outlines, Key Question approaches / model answers throughout the topics, target setting and the use of super summaries.
  • Exam techniques will be taught and practised rigorously. Students will be entered at Foundation or Higher Levels after detailed assessment and discussion between Teacher and student.

Coursework

Controlled assessment (2000 words) involves answering two questions (15 marks and 35 marks) based on independent student research and the evaluation of 10 – 15 relevant sources

 

The Specification aims to help students:

  • develop an interest in and enthusiasm for history;
  • gain an understanding of different identities within society and an appreciation of social, cultural, religious and ethnic diversity through the study of British and Irish history and aspects of European history;
  • build on their understanding of the past;
  • improve as effective learners, and as critical and reflective thinkers with enquiring minds;
  • develop the ability to ask relevant and significant questions about the past, to carry out research and evaluate conclusions;
  • gain an understanding of the nature of historical study, for example that history is concerned with interpretations based on available evidence;
  • develop their use and understanding of historical terms, concepts and skills;
  • make links and draw comparisons with and/or across different periods and aspects of the past; and
  • organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.

Modules of Study:

AS 1: Historical Investigations and Interpretations
  • The Weimar Republic and the Rise of the Nazi Party (1918-1933)
  • Nazi Germany (1933-1945)

AS 2: Conflict and Change in Europe

Italy (1914-1943)

  • Italy and the First World War
  • The Rise to Power of Mussolini and his Domestic Policies (1919-1943)
  • Mussolini’s Foreign Policies (1922-1943)

A2 1: Change Over Time

Either: Unionism and Nationalism in Ireland (1800-1900)

  • Nationalism: Cultural Perspective
  • Economic Perspective
  • Constitutional Perspective
  • Unionism (1800-1900)
  • OR Clash of Ideologies in Europe (1900-2000)
  • The Foreign Policy of Tsarist Russia
  • The Advance of Communism outside the USSR and the Opponents of Communism

A2 2: Historical Investigations and Interpretations

Partition of Ireland (1900-1925)

  • Home-Rule Crisis (1900-1914)
  • Political Events (1914-1918)
  • Events in Ireland (1919-1925)