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Hungerhill School


There is an old saying that those who fail to learn from history are destined to repeat it. Recent global events continue to highlight the truth of this. Our young people are growing up in a world that is increasingly divided socially, culturally, and economically. Therefore, we believe it is more important than ever to create effective and empathetic historians for the 21st century.

As a department, we believe that the transferable skills gained in our subject are what many future employers are looking for: the ability to frame and support an argument; to process and recall information; to identify trends through change and continuity; to analyse relative importance; to reach substantiated judgements; to understand how people think and make decisions; and to compose effective written and verbal communication. 

Our history curriculum is designed to encompass three key areas. Firstly and most simply, we aim to teach students the connection between the past and the present, and how we can learn from the mistakes and successes of the past to make good decisions in both the present and the future. Secondly, we aim to teach students key historical concepts, which include cause and consequence, change and continuity, analytical narrative, using evidence, interpretation and significance. These concepts shape historical thinking and form the basis of the transferable skills that we are trying to teach our students. Thirdly, all of the above is underpinned by historical knowledge itself. At Key Stage 3, we cover a diverse range of topics selected to show how Britain and the world has changed and developed over the last 2000 years. Our choices of GCSE units ensure students study a wide range of history and are equipped for the study of history at a higher level should they wish to continue the subject at A-Level. 

Our curriculum will: 

Develop the character of all students 

  • From the outset, students will be given a diverse range of challenging subject matter that requires them to analyse, synthesise and evaluate. 
  • Students will be encouraged to be reflective and empathetic about human issues throughout history. 
  • Students will become aware of the links between history, the present day and the world which we live in now. They will develop a mindset that will be able to see events in their proper perspective. 
  • Students will develop personal responsibility for their own learning through rigorous and regular testing of knowledge.

Ensure all students are literate and numerate 

  • Students will use a broad range of historical texts and be encouraged to write for a range of purposes: to explain causes; to judge relative importance; to judge source utility; to explain similarities and differences, to relate narrative accounts and to explain consequences.

  • History offers the opportunity to discuss, debate and constructively critique the interpretations of others.

  • Chronological understanding is also essential and helps to develop the numeracy of our students. 

Build knowledge and aspirations of all students 

  • In history, students will employ different strategies to embed knowledge, skills and understanding to aid recycling and retrieval of the events and concepts studied. 

  • We use differentiated learning to encourage an attitude that history is not just for traditionally academic students.

  • We aim to present lessons that will encourage a life-long love of history.

Ensure all students have the secure foundations to progress into further education and employment 

  • Our historians will develop the following key skills that increase their future employability: the ability to frame and support an argument; to process and recall information; to identify trends through change and continuity; to analyse relative importance; to reach substantiated judgements; to understand how people think and make decisions; and to compose effective written and verbal communication. 
  • These skills will be introduced as soon as students start in Y7, and we develop these sequentially throughout KS3 and KS4. 
  • Students will be able to recognise the value of these skills for the world of work.  

Develop cultural capital of all students 

  • Students will be exposed to the history of different people and cultures and how some of those cultures have assimilated to form the one they live in today. History aims to teach that society is not monocultural. 

  • Students will be given the skills to appreciate the world around them and to make judgements on various issues such as the choices and nature of public art and architecture – e.g  statues of famous people. 

  • We aim to raise awareness of the cornerstones of British society such as democracy, diversity and the rule of law. 

Mr T Rhodes
Curriculum Leader for History

By understanding history, we understand so much more about who we are and where we come from.

History KS3

Main skills developed in Key Stage 3:  
  • chronology
  • cause and consequence
  • enquiry; using sources
  • organisation and communication of ideas
  • to take risks in learning
  • developing a range of personal, listening and thinking skills within variety of contexts
  • to examine change and continuity
  • interpretations in history


​How parents can help to support their son's/daughter's learning in Key Stage 3  
  • ​read through home learning with your child to help with organisation and communication of ideas
  • if possible, visit related historical sites
  • encourage your child to watch related history programmes on television

History KS4

Exam Board:



History 1H10


Examination 100% (three papers)

Outline of course content:

Paper 1: Thematic study and historic environment

Paper 2: Period study and British depth study

Paper 3: Modern depth study

Outline of course structure:

For paper one, you will explore the following; medicine in Britain, c1250-present; and the British sector of the Western Front, 1914-18: injuries, treatment and the trenches. The medicine paper will develop ideas about the causes of illness, approaches to prevention and treatment, and case studies through a range of time periods.


For paper two, you will focus on the following; Anglo-Saxon and Norman England, 1060-88; and superpower relations and the Cold War, 1941-1991. The Anglo-Saxon and Norman study will explore government, religion, challenges to William taking control of England after the Battle of Hastings. The Cold War study will focus on origins of the Cold War, Cold War crisis, and the end of the Cold War.


For paper three, you will explore the following; Weimar and Nazi Germany, 1918-39. This study will explore the Weimar Republic, Hitler’s rise to power, Nazi control and dictatorship, and life in Nazi Germany, focusing on Nazi policies and their impacts.

Careers using History

Interested in the past and how it affects the present and shapes the future?
Investigating and understanding past events can be useful in many areas of work. Some careers need a degree; others can be entered with lower-level qualifications.
Besides gaining knowledge, studying history can help you develop a range of skills that are relevant to many different careers. They include:
  • investigation and research techniques - collecting evidence and assessing how reliable, relevant, or biased it may be
  • analysing situations and events; identifying causes and effects
  • the ability to argue a case
  • writing and presentation skills.
History is useful for a range of careers including:
  • Archivist
  • museum work
  • theatrical costume design
  • Archaeology
  • heritage work
  • conservation and restoration, e.g. of works of art
  • working in auctions
  • work with antiques
  • teaching.
Other areas of work that can make use of the skills and knowledge gained through studying history include: journalism, travel and tourism, work with charities, legal, and Civil Service careers.

Getting started and progressing

If you’re keen to pursue History, your first step is to get good GCSE grades before you start a sixth form or college course, and do A-Levels or equivalent.  At higher education level, you can study history on its own or you can combine it with many other subjects, such as law or politics. A huge range of combinations is available.


If you’re keen to stand out, you can volunteer at a local museum or National Trust property, or on a project of local historical interest.