Clifton College Website

History

Since taking over running the Department, now some years ago, I have sought to restructure and revitalise it. Previously, the National Curriculum lead us into a hotchpotch of periods that lacked any real coherence or cogency, but now, while continuing to use the QCAs from the NC), we have re-jigged it in such a way that it flows seamlessly from Year 3 right up to GCSE, covering each of the relevant ages in order and thereby enabling the children to gain a much sounder grasp of how the whole tale of English/British history fits together. Within that framework, we have managed to acquire some much more fizzy text books and resource files, not to mention videos and CD Roms, all of which allow us to deliver the subject in what I hope is a dynamic and colourful way.

Staff
Head of Humanities:	Mr Nigel Sidall BA
Teachers (Year 4):	Helen Edwards BA (Hons)PGCE
	Jeannie Whatmough JP DipCE
	Mr Matthew Wood BSc (Hons) PGCE
Teachers (Year 5):	Ann Turnbull MA PGCE
	Rebecca Mann BA (Hons) PGCE
	Mr Matthew Higgins BA (Hons) PGCE
	Miss Laura Loynton BSc (Hons) PGCE
Teachers (Years 6, 7 and 8):	Nigel Siddall BA (Hons) DPL:1
	Mr David Pafford BMus PGCE
	Mr Sean Bradley LLB(Hons) Law, Solicitor, PGCE

I also encourage a hands-on approach so that, wherever possible, the children get a feel for and sense of involvement in what they are learning. Role Play is vital to this process (hopefully costumed, in due course!), but so too are such things as visits from archaeologists (and Greek actors, Viking warriors, Tudor soldiers and Victorian policemen!), building Celtic hill forts, making Viking longboats and going on trips to the Roman Baths at Bath, Chepstow Castle, Tintern Abbey, the Industrial Museum, the Slave Trail and Glastonbury. Through this, we aspire not only to teach and inform about the successes and failures of our culture, but also inspire the enquiring mind. In these murky days, it is essential that the children learn to think for themselves and understand how to differentiate facts from spin, truth from propaganda. We hope to show them how – and to develop a real pride and understanding in their own culture and, at the same time, a real tolerance for others!

We have also brought in HIPS (no not those ones, but History Individual Projects) where the children (in Year 6) research someone from the past (preferably a member of their own family and preferably with the help and involvement of relatives) and give a presentation, with artefacts, etc. A bit of ‘Who do you think you are’ here in the Pre – and the essence of history itself!

Even more recently, we have developed the Bristol History Tour when the Year 8s come and explore the history of the city in which they live, and agreed to take an active part into a Research Programme into the Slave trade (organised with the Backing of Bristol Museum) and the pilot scheme for a Reality Classroom visit from the National Archives. A ‘History Day’ when all children in the Lower Pre take part in presentations, Roman parades and games, Viking boat races, etc is to happen this year for the first time – the fulfilment of a long held aim and a sign that History here has now come of age!

Lessons

4 lessons and 1 prep per fortnight.

Assessment

Mid year Modules and (in Years 7 and 8) end of year exams feeding into a Subject Profile which charts the development of each child and which I vet and, with the help of the relevant member of the department, arrange strategies to overcome any perceived problem (what is known as the Pink and Red system)

End of Topic Essays (Years 7 and 8) with Formative Assessment.

Comprehensions and Document Papers (Years 7 and 8).

Peer and Self Assessment.

Source books

Letts KS3, In search of series, Medieval Realms, the Middle Ages, Making of the UK, Presenting the Past series, invasion and Integration, Saxons and Vikings, Ancient Greeks, Romans and Empire, Workshop to Empire

Other resources

History DVD and Video library (which has well over 100 historical videos) a wide range of Portfolios, information packs and resource files artefacts, educational posters, etc, etc – and of course the Internet.

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