History
At Lancaster Girls’ Grammar School, the History curriculum is designed to help students understand the world of today by exploring the past in an ambitious and engaging way. We passionately teach our students to appreciate the world around them through the complexity of human experiences, to question simple explanations, to evaluate evidence in multiple forms, and to offer insightful interpretations. It is a knowledge rich and skills based historical curriculum designed to allow students to understand themselves, the world around them and their own place within it. Increased knowledge of the past helps inform the identity of our students; this curriculum will both give them confidence to build strong arguments of their own and flexibility to incorporate new perspectives into their thinking.
The study of History at LGGS enables students to engage in historical enquiry, to develop as independent learners and as critical and reflective thinkers. Students will gain an awareness of the complexity of the past and the constructed, contested nature of History. To this end, our students develop their disciplinary thinking, exploring the past from multiple perspectives and viewpoints. We strive to make our curriculum representative of the inhabitants of the past, aiming to understand the broadest possible picture and the details that illuminate it. Our students will develop an awareness of the development of Lancaster over time and how major historical events have shaped the landscape of our area and beyond. We want to open our students’ eyes to the richness of British history and its historical landscape whilst developing their cultural awareness and building in the fundamentals of what it is to be a historian, readying them for their further studies.
We seek to provide our students with a broad and exciting curriculum that fosters a love of History and confirms their own potential to become forces for change.
Key Stage 3
Course Overview
At Key Stage 3 (Years 7–9), our History curriculum is designed not only to inform pupils about the past but also to shape the way they think, question, and understand the world. Our approach emphasises both rich historical knowledge and the development of disciplinary thinking—what it means to do history. History is vital in helping young people make sense of the modern world. It connects them with human stories of challenge, change, and continuity across time and place. As Christine Counsell argues, history provides pupils with "a repertoire of stories and a toolkit of second-order concepts" such as cause and consequence, evidence, significance, and change over time. These tools help pupils not just to remember the past, but to think historically—to weigh evidence, consider multiple perspectives, and construct reasoned arguments. In Year 7, students study the medieval period, in Year 8 students study the early modern period, and in Year 9 students study the modern world.
What can I do to support my child?
Parents play a vital role in supporting a young person's engagement with History. While much of the learning happens in the classroom, the curiosity and critical thinking skills developed through History can be nurtured and deepened at home.
Here are some practical ways you can help:
· Talk about the past: Encourage conversations about history at home. Ask your child what they are learning and discuss how it connects to your family’s history, local history, or current events.
· Visit historical sites and museums: Trips to castles, museums, heritage centres, or even local landmarks can bring the past to life. Many museums now offer interactive exhibits and resources specifically for KS3 learners.
· Encourage reading: Support your child in reading historical fiction, biographies, or non-fiction texts.
· Watch documentaries and historical films together: Programmes such as BBC History, Horrible Histories, or reputable historical documentaries can be a fun way to reinforce classroom learning. Afterwards, discuss what was factual and what may have been dramatized.
How will students be assessed?
Students will be assessed in numerous ways, including:
· Timelines – to assess fingertip knowledge and develop an overarching chronological framework
· Questioning and quizzes – to assess core, foundational knowledge
· Essays – these will often happen at the end of units of work to assess and synthesis substantive knowledge
· Multiple-choice questions – to assess residual knowledge of curriculum
Key Stage 4 (GCSE)
Exam Board and details
Exam Board: AQA GCSE History (8145)
Specification:
AQA | History | GCSE | GCSE History
Course Overview
Course Overview:
Paper 1, Section A: America 1920-1973
Paper 1, Section B: Conflict and Tension – The Interwar Years
Paper 2, Section A: Migration and Empire
Paper 2, Section B: The Norman Conquest
How will students be assessed?
Students will be assessed through two written exams at the end of the course:
· Paper 1: 2-hour exam, worth 84 marks, and accounts for 50% of the GCSE
· Paper 2: 2-hour exam, worth 84 marks, and accounts for 50% of the GCSE
Additionally, in-class assessment will include:
· Timelines – to assess fingertip knowledge and develop an overarching chronological framework
· Questioning and quizzes – to assess core, foundational knowledge
· Past paper exam questions – these will often happen at the end of units of work to assess and synthesis substantive knowledge
· Multiple-choice questions – to assess residual knowledge of curriculum
Key Stage 5 (A Level)
Exam Board and details
Exam Board: AQA A Level History (7042)
Specification:
AQA | History | A-Level | A-level History
Course Overview
Paper 1C: The Tudors, 1485-1603
Paper 2O: Democracy and Nazism, 1918-1945
How will students be assessed?
Students will be assessed through two written exams at the end of the course:
· Paper 1: 2-hour 45-minute exam, worth 80 marks, and accounts for 40% of the A-Level
· Paper 2: 2-hour 45-minute exam, worth 80 marks, and accounts for 40% of the A-Level
· NEA: 4,500 word historical investigation, and accounts for 20% of the A-Level
Additionally, in-class assessment will include:
· Timelines – to assess fingertip knowledge and develop an overarching chronological framework
· Questioning and quizzes – to assess core, foundational knowledge
· Past paper exam questions – these will often happen at the end of units of work to assess and synthesis substantive knowledge
· Multiple-choice questions – to assess residual knowledge of curriculum