History
Head of Department: Zaynab Khanom
Members of Department:
- Leila Tottingham (Deputy Head of Department)
- Tom Hofmann (Deputy Head of Department)
- Tom Smith (Assistant Headteacher)
- Ted Mahon (Head of Year 12)
- Wahida Khanom (Deputy SENCO)
Our aim at Morpeth is to spark and nurture a genuine interest in History among students, inspiring them to become lifelong learners who continue to explore and appreciate the past. The primary goal is to cultivate historical literacy, through our curriculum model we offer foundational understanding of key historical events, concepts, and critically evaluate historical sources. The History curriculum we teach reflects a diversity of voices and experiences, addressing the contributions and struggles of underrepresented groups. We encourage our students to unpick ethical issues related to historical events, such as the impact of colonisation, human rights violations, and social justice movements.
Morpeth Historians explore History from various regions and cultures, this allows them to appreciate cultural diversity. We design lessons that afford pupils the opportunity to explore information for themselves through enquiries rather than simply receiving a narrative of what happened. We encourage all pupils to arrive at their own conclusions about what happened in the past – and insist that evidence is always used to support the viewpoints they develop.
Key Stage 3
c.27 BC - 20th century: The Roman Empire, Norman conquest, Medieval Europe and Middle East, English Civil War and Interregnum, Henry VIII and Tudor England, Medieval African Kingdoms, Industrial Revolution, and the British Empire.
c.1500s - 21st century: Voices of the Abolition Movement, Suffrage with an in depth focus on the chartists, women’s right to vote and the Civil Rights Movement. The First and Second World Wars, Holocaust, and the Cold War.
Enrichment: A trip to the Tower of London and Hampton Court Palace. Happy History Project, students are encouraged to create a presentation based on a topic of their choice and present it to their classmates.
Key Stage 4
Our GCSE students follow the AQA specification for History. At the end of the course the students complete two 2-hour exams. Each exam covers two units of study. Paper 1 is the ‘World’ paper and Paper 2 is the ‘British’ paper.
Paper 1, Section A: Germany 1890 – 1945
In this unit students study the impact of Kaiser Wilhelm II on domestic and international policies, the impact of the First World War and the introduction of democracy in Germany, then the rise and fall of Nazism.
Paper 1, Section B: The First World War, 1894 – 1918
In this unit students study the causes of the war, the nature of trench warfare and the tactical and technological developments that led to the Allied victory in 1918.
Paper 2, Section A: Migration, empires, and the people: c790 to the present day
In this thematic unit students examine the main factors that have contribute to British migration and emigration over 1000 years of History. Some of the historical events covered include The Hundred Years War, The American War of Independence, The Highland Clearances, and the arrival of the Windrush.
Paper 2, Section B: Elizabethan England, c1568–1603
In this unit students study the major events of Elizabeth I’s reign considered from economic, religious, political, social, and cultural standpoints, and arising contemporary and historical controversies.
Enrichment: Trips to the First World War battlefields of Ypres (day trip) and a free screening at the Rich Mix to watch 1917 for all. We are also always on the lookout for lectures, conferences, and other ways to enrich our pupils’ learning in History.
Key Stage 5
Our A Level students follow the AQA specification for History. At the end of the course the students complete two 2 hour 30-minute exams and one non examined assessment. Each exam covers two units of study. Paper 1 is the ‘Breadth’ paper, Paper 2 is the ‘Depth’ paper.
Paper 1, Tsarist and Communist Russia, 1855–1964
In this unit students study the issues of change, continuity, cause, and consequence through the following key questions: How was Russia governed and how did political authority change and develop? Why did opposition develop and how effective was it? How and with what results did the economy develop and change? What was the extent of social and cultural change? How important were ideas and ideology? How important was the role of individuals and groups and how were they affected by developments?
Paper 2, Wars and Welfare: Britain in Transition, 1906–1957
In this unit students study the transformative period of British history, during which democratically elected government faced a series of challenges, both internally and externally, and British society underwent fundamental change. It develops concepts such as reform and retrenchment, patriotism and pacifism, social status, and cultural values. It also encourages students to reflect on the process of economic and social change and the impact of that change for both governments and the people.
Historical investigation – non-exam assessment
Students explore witch hunts in Early Modern Europe, they analyse change and continuity in the context of approximately 100 years. We unpick different historical perspectives such as cultural, social, religious, and political.
Enrichment: Trips to the city of Berlin to complement the study of Communist Russia. In collaboration with the Holocaust Educational Trust, students are offered the unique opportunity to participate in a four-part course focusing on the Holocaust including a trip to Auschwitz and Birkenau in Poland. Students become ambassadors of the Trust as well as gaining ASDAN credits for their university applications.
