Within Lower School (Years 3 and 4) the pupils look at the older civilisations, starting with the Ancient Egyptians, moving on towards the Romans and then the Invaders (Vikings and Saxons) before finishing with Voyages and Discoveries. From this age, the children are expected to use source material - they can access the computer for book marked Internet sites (the BBC Roman History Home page for example) or use Clip art pictures to aid them in their work. They have access to artefacts and we bring in Re-enactment groups to bring History alive - where the children can try on helmets or armour, or feel the weight of shields. In lessons they are expected to decide on the validity of sources and use evidence, as well as building Viking ships or produce lively artwork.
As pupils move out into Middle School with Year 5, the children come right up to date and work backwards through this century! They start from their own experience and then we move to their surroundings. The school has been on its current site since 1908, and we have documentation from our Senior School dating back to its foundation in the 1840s - we have a huge number of photos. Where is this classroom? How do you know? Prove it! We walk the school and become History detectives - a great development in their use of sources. Then we move back to their parents (when they were their age). Did you really have hair that long? You didn’t really wear that did you? Gradually we move back to grandparents and cover World War Two as a special topic - the number of artefacts that many families have held onto continues to amaze. Role-play on the evacuees, an investigation into Cheltenham's one big raid in the war (where bombs dropped in a line over the school), wartime cookery in the school dining hall with parental help… These are just some of the highlights of the year. By the end of the year, they are well versed in the handling of documents and artefacts and can begin to see bias or propaganda in news reports.
In Year 6 the children move back to the Normans - a big jump yes, but they use the same approach as in Year 5. Now there are fewer sources available, but they are becoming used to handling them, and they can see bias more readily. They are prepared to investigate and question much more than if they had approached from a more chronological way. They can investigate the Battle of Hastings - yes they know it wasn't fought there, but we still use the term for simplicity. We use the Internet to go to Bayeux and look at the actual Tapestry, we act out William of Poitiers's account using rugby tackle shields and often disagree as to how Harold died - they are brave enough to have an opinion. We use the computers to make an i-movie of how the battle of Hastings was fought. We visit Chepstow castle to follow the development of castles. We use the History Squad re-enactors, who dressed as a medieval archer helps guide us around the castle. On our return and using the pictures we have taken, we make a guide for the castle using PowerPoint. Did Robin Hood really exist? Unfortunately not, but it is good fun ripping apart "Robin Hood - Prince of Thieves" for its inaccuracies. To finish the year, there is a chance to combine with the French department - most of us visit Normandy - ideal for the D-Day invasion covered in Year 5 along with the actual Bayeux Tapestry and castles such as Falaise and the excellent defences of Mont St Michel.
Year 7 investigate the Tudors and Stuarts, starting the year with an overnight trip to London looking at the Globe theatre and Hampton Court. Pupils are expected to investigate more thoroughly and produce work of a greater depth than previously. The work is presented in as many ways as possible. The sole use of text sources is not appropriate (or stimulating) for most and we will continue to use picture sources, the active board and role-play in order to develop our ideas. Pupils are encouraged to take a degree of ownership of the active board as we examine myths and realities regarding Henry VIII, or analyse source pictures. We examine the truth behind Guy Fawkes, crack the code of the Babington Plot, practice cannon and pike drills from the Civil War and act out the execution of Mary Queen of Scots or Charles I.
By Year 8, the scholarship form is tackling essay questions based on the general theme of Revolution / rebellion, and the other forms follow a similar curriculum but at less speed and with a different emphasis in preparation for Common Entrance. The French Revolution lets us look at how revolting the French really are! We continue to examine sources, use role-play in most lessons, and argue continually… (Well actually it’s called discussion.) The Agrarian and Industrial revolutions are brought to life by a trip to the Forest of Dean with pupils going down a drift mine, exploring a Forester’s cottage and examining working steam engines. The Fred Dibnah appreciation society is in full swing as they learn from their cloth capped hero the developments in Steam engines, transport, Iron and Steel production and so on. The horror of life for the ordinary person in the 18th / 19th century is guaranteed to surprise many.
The pupils work hard, but we hope to provide a curriculum that entertains, stimulates and interests them as they move through the school - look at the pictures to get an idea of what we do.
Derek Maddock, Head of History