We believe that History should fire students' curiosity and imagination and inspire them to engage with the dilemmas, choices and beliefs of people in the past. We encourage students to develop their own identities through an understanding of history at a local, national and international level. We believe that History helps students to ask and answer questions of the present by engaging with the past. We think that History should prepare students for the future, equipping them with knowledge and skills that are prized in adult life. We hope that through learning History our students will become questioning individuals who are confidently able to take part in a democratic society.
Key stage 3 classes are taught a variety of topics based around the National Curriculum that cover British history from 1066 into the twentieth century. A range of topics are studied at KS3 including The Battle of Hastings, The Black Death, The French Revolution, The British Empire, WW1 and The Holocaust. The high number of students who continue History onto GCSE and A Level is a testament to our enjoyable, informative and innovative programme at KS3.
Students have the opportunity in year 9 to listen to a Holocaust survivor which is a uniquely powerful experience. The high number of students who continue History onto GCSE and A Level is a testament to our enjoyable, informative and innovative programme at KS3.
Students will also get the opportunity to visit historical sites:
In Year 7 they visit Rochester and spend time at the Cathedral, Museum and Rochester Castle which is where King John attacked a group of rebel barons in 1216. In Year 9 they visit the Somme and the graveyards of WW1 and hear from expert guides on the experience of British soldiers during the Great War.
One teacher teaches each class for five periods a fortnight. The exam specification followed is GCSE EDEXCEL A Modern World. A range of units have been chosen to extend knowledge and stretch our more able pupils while remaining accessible to all ability students. Topics studied include.
Paper 1 – Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches. (30%)
Paper 2 - Early Elizabethan England, 1558–88. (20%)
Paper 2 - Superpower relations and the Cold War, 1941–91 (20%)
Paper 3 - Weimar and Nazi Germany, 1918–39 (30%)
A joint trip to Berlin is offered with the music department, which enables students to learn about the rise and fall of the Berlin Wall, as well as key elements of the Weimar and Nazi Germany course.
At A Level the course is divided into four units and students are taught by two teachers. One teacher will teach Unit 1 for 5 periods a fortnight whilst the other teacher will teach Unit 2 for 4 periods a fortnight.
AS History – Edexcel route E: Communist states in the twentieth century
Unit 1 – Lenin to Yelstin 1917-91
This is a study in breadth, where students will learn about the key political, social and economic features of communist rule in Russia during the twentieth century, an era that saw its authority and influence rise to the status of a superpower, only to diminish and decline later in the century. Students will focus on the developments and changes over a broad timescale, covering various themes – communist government, industrial and agricultural change, control of the people and social developments. They will also study a historical interpretation which focuses on the fall of the USSR.
Unit 2 – Mao’s China 1949-76
This is a study in depth of the transformation of communist China in the years 1949-76. The aftershocks of these changes are still being felt today as China emerges as a great economic and political power on the world stage. Students will gain an in-depth understanding of the nature and extent of change in this period, the effects of Mao Zedong’s policies on the lives of the Chinese people and Mao’s role in driving dramatic political, social and economic changes.
A level History
Unit 3 –Ireland and the Union 1774-1923
This unit comprises two parts: the Aspects in breadth focus on long term changes and contextualise the Aspects in depth, which focus in detail on key episodes. Together they explore the Irish struggle for constitutional change and the ways in which the Irish economy and society changed and their impact on mainland Britain. This was a difficult period in the development of Irish society and for Anglo-Irish relations, involving passion, tensions and commitment to different causes that were in many ways irreconcilable and an outcome that, by 1923 left many dissatisfied and eager for further change.
Unit 4 – Coursework
Students will develop skills in analysis and evaluation of interpretations of history in a chosen question, problem or issue as part of an independently researched assignment. The focus is on understanding the nature and purpose of the work of the historian and they will form a critical view based on relevant reading on the question, problem or issue. Students will be required to analyse, explain and evaluate the interpretations of three historians. The topic is to be confirmed.
4-9 - 82.1%
5-9 - 71.4%
7-9 - 36.9%
A*-B - 47.9%
A*-C - 85.4%
A*-E - 100%
The History department at Hayes is led by a team of six dedicated and enthusiastic subject specialists including:
Miss V Bessant (Head of Department)
Mrs S Arney (Assistant Principal)
Mr C McCambley
Mrs B Robertson
Mrs K Gordon
Mr S Addison
Kiran Khan left Hayes in 2014
I am currently studying History at the University of Liverpool, and it goes without saying: I have no regrets in choosing this subject. I love my degree, at least the modern social types of History that I have encountered at university. As part of my degree I have chosen to study a minor in Politics, and I do not think that I would have a sound understanding of my minor, and the British political landscape today had not I have studied history at Hayes. The department taught even the technical political aspects of British history in an engaging fashion. Perhaps a reason as to why I chose to study this combination to study at university was down to the invaluable teaching at Hayes.
As a department, they encourage argument and opinion, and their passion in their teaching was greatly reflected onto me as a student. This excitement for a topic was always encouraged by the department, and was enforced by frequent opportunities to go on trips to places that are rich in history. These opportunities were made available throughout my 7 years at Hayes but it was the trip to Auschwitz that I went on during year 12 that finalised my decision to study History. This trip acted as a poignant reminder that when you study History, you study real people. This made me realise the importance of History as a subject, hence why I chose to study it at university
|Trip to Somme||Students participating in an act of remembrance during a History trip|
Edexcel website http://qualifications.pearson.com/en/subjects.html
The Historical Association http://www.history.org.uk/
GCSE bite size http://www.bbc.co.uk/schools/gcsebitesize/history/
Spartacus schoolnet http://spartacus-educational.com/
History learning site http://www.historylearningsite.co.uk/
National archive http://www.nationalarchives.gov.uk/
BBC history KS3 http://www.bbc.co.uk/education/subjects/zk26n39
BBC History http://www.bbc.co.uk/history