History & Politics

This year has been a year of collaboration with History department working with both the Art and English to further bring History alive. Our annual Remembrance Day culminated not only with our assembly but also an amazing display of the conflict poetry produced in English, sculptures of poppies made in Art, to accompany the wonderful History display.

Our Year 7 curriculum has taken pupils from the Romans through to Medieval Times ending with a new unit on slavery to accompany the reading of ‘Freedom’ in English. Pupils have been challenged to develop their source analysis and essay writing skills. They have made inferences, compared sources, undertaken research, produced fantastic presentations on aspects of Roman Life and given compelling speeches as the 3 main contenders for the thrown in 1066.

In Year 8 pupils continued their historical journey with a study of the Making of the UK and the Industrial Revolution. They have written essays on Henry VIII, explored Elizabeth’s I options for marriage, role played the Trial of Charles 1 and negotiated the perils of child labour: while in Year 9 pupils have researched the horrors of trench warfare, looked at the treatment of conscientious objectors, grappled the collapse of Tsarist Russia and the emergence of the World War Two dictators. They have written newspaper articles, created media posts and contemplated the effects of events.

Our examination classes in Key Stage 4 and 5 have developed their examination technique and knowledge of the course content. Year 10 pupils have grasped Hitler’s rise to power under the democratic Weimar Constitution and seen America turn from ‘the Golden 20’s’ into the depth of depression, while Year 11 followed the course of the Cold War with its growing tensions between the Superpowers. Year 12 extended their knowledge on Germany and explored the implementation and end of apartheid while Year 13 studied the development of the Civil Rights movement through to Obama’s Presidency and the Hot War in Asia. They have had to question, debate, assess and evaluate different interpretations to reach their own conclusions.

Bias newspaper report on the death of Caesar

By Syed Ali Shah, Year 7

Aspects of Elizabethan Life Aspects of Roman Life

By Ayza Umar, Year 7

Speech Contenders for the Throne in 1066

Hello, my name is Harald Hadraada and this is why I should be the king of England. First of all, I’m already the king of Norway, and have a strong army. I have experience in battle and in leading people. I have the support of the Vikings as well, and we used to rule England.

One of the other main contenders for the throne, Harold Godwinson, rebelled against Edward the Confessor with his father. He was not loyal to the king. He doesn’t have any experience being king or leading a strong army.

William of Normandy shouldn’t be king either, he hasn’t ever been a king and isn’t from England. People are saying he threatened Harold Godwinson into supporting him too.

Prince Edgar the ‘Atheling’ is not even a viable option for the role of king. He doesn’t have the support of anyone powerful, doesn’t have a strong army, and isn’t even strong enough to become king without the whole empire falling into chaos. If his father wanted him to become king, he would have said so. By Jude Barakeh, Year 7

Aspects of WW1: Research & Presentation Project

By Nouran Shehata, Year 9

Politics

Another exciting year in both UK and US Politics has seen our Sixth Form pupils scouring the news for upto-date case studies to supplement their core notes and enhance their written responses to key political questions ranging from the constitution to electoral systems and the US separation of powers.

AS Politics focus on the UK has led to debates on the merits and issues with different types of democracy, discussions on to what extent the UK has a democratic deficit, evaluating Parliamentary scrutiny of government, analysis of different electoral system and giving comprehensive presentations on the three main UK parties. Pupils have been challenged with writing analytical and evaluative essays, comparing and contrasting different arguments given in sources and through the huge amounts of political terminology that they have has to amass.

Our A Level pupils have had to not only retain and expand the knowledge gained on UK politics, but to also look at political ideologies and US Politics. Having compared aspects of the core ideologies of Conservatism, Liberalism and Socialism, they have delved into Feminism and had to contend with the nature of a federalist system, the complicated system of choosing a presidential candidate and the relationship of Presidency with the legislative and Supreme Court. This led to several intensive debates including a fiercely contested debate on the US and UK constitutions of three rounds each with opening and closing statements. Rounds were scored and points awarded for focus on the question, providing relevant and accurate evidence as well as responding effectively to the opposing side, leading to the UK Team’s victory. This served as a prelude for the comparative element of the course where pupils have to draw similarities and differences between two political systems.

Ms Gregory Head of History & Politics