Introduction

Staffing

Mrs N Bell (Head of Department)
Mr C Hughes History
Mr J Condliffe History
Mrs G Grant History & Deputy Headteacher
Mr C Doughty History / English 

We are really proud of the fact that History is a very popular subject at Moorside High School and large numbers of pupils choose to pursue History at KS4 and beyond. The results for students who study GCSE History are above the national average for A* - C grades. We are always looking to offer new and exciting extra-curricular opportunities for our students. Currently, at the end of Year 7 all pupils have the opportunity to visit Tutbury Castle as a part of the school rewards programme.We also give the pupils the opportunity to represent the department in assemblies.

At Moorside High School we aim to encourage pupils to ask and answer challenging questions about the past and to think carefully about the answers to such questions. We encourage pupils to weigh evidence carefully and to sift through the arguments on a wide range of issues which still bear relevance today, and to be independent thinkers able to form their own judgements.  Through the study of History we want pupils to understand that life is complicated and change can be a difficult and painful process and to consider the motives for change. We aim to convey the importance of appreciating the diversity of our society and use historical topics to promote understanding between different groups within society.  Ultimately we are all a product of our History.

Aims

The national curriculum for history aims to ensure that all pupils:

  • know and understand the chronology of British history including how Britain has influenced and been influenced by the wider world

  • know and understand significant aspects of the history of the wider world including non-European societies

  • gain an understanding of and be able to use a abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

  • understand historical concepts such as continuity and change cause and consequence, similarity and difference  and significance and use these concepts to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims,  and to discern how and why contrasting arguments and interpretations of the past have been constructed

Curriculum Overview