Meols Cop High School

Brokering Aspirations



The study of history stimulates an interest and understanding of where we have come from.  It helps young people understand the complex and dynamic changing world to understand how this contributes to the key historical events of today.  It allows pupils to build up their own opinions of the past by looking at different viewpoints from a selection of periods and gives them an opportunity to investigate the past and make their own judgements.

In history, we use a variety of teaching and learning styles in our lessons.  We believe in whole-class teaching methods and combine these with enquiry-based research activities.  Children consider asking as well as answering historical questions.  We offer them the opportunity to use a variety of primary and secondary sources such as newspapers, photographs, videos,  music, models and artefacts.  Children take part in debates, role play and discussions and they present reports to the rest of their class.  they engage in a wide variety of problem-solving activities and wherever possible, we involve them in 'real' historical activity.  For example, the research of local environments or the use of the internet to investigate archives or museum databases.  we also encourage students to reflect on their learning through feedback and dialogue in their books.  we believe that this is crucial to develop critical historians who possess the 'Growth Mindset' ethos.

We recognise that there are children of different abilities in all classes and we provide suitable learning opportunities for all children by matching the challenge of the task to their ability. We achieve this by:

  • setting common tasks which are open-ended and can have a variety of responses;
  • setting tasks of increasing difficulty (some children will complete all of the tasks);
  • grouping children by ability within the learning activity and setting different tasks to each ability group;
  • providing resources of different complexity according to the ability of the child;
  • providing scaffolding and literacy support where necessary;
  • using classroom assistants to effectively support the work of individual children or groups of children.

Key Stage 3


In Years 7 and 8, our curriculum plans are focused around a number of enquiry questions that aim to develop students historical knowledge and relevant skills to become excellent historians.  Our curriculum will also ensure pupils are building the disciplinary knowledge of an historian’s trade; for example, studying conflicting interpretations of the past or writing an analytical narrative of a development across a period of time.

Our year KS3 curriculum provides pupils with an extensive narrative of British history. This KS3 curriculum aims to build a foundation of knowledge essential for greater specialisation within our Edexcel 9-1 GCSE Likewise, from Year 7 pupils will begin to learn the skills of an historian vital for success at GCSE.

Assessment and Homework

Within each topic, students are given two assessments; one a subject knowledge quiz which tests their application of what they have learnt, whilst the others are exam style questions that seek to test students skills in applying students second order concepts such as causation, significance, change and continuity and the use of evidence and interpretations.

Across KS3, students will be given Knowledge Organisers for each topic which form the basis of the their learning in the topic and are essential to our students progressing in history. Students will be tested on these organisers through weekly and their mini assessments, therefore their homework is to revise the ‘facts’ contained in these.

Year 7

  • Was Anglo-Saxon England really the ’Dark Ages’?
  • How did William conquer England in 1066?
  • Should Henry be remembered as a Hero or Tyrant?
  • Was the Elizabethan Era a Golden Age?
  • Why do Historian disagree so much about the British Empire?
  • How did Britain change during the Industrial Revolution?

Year 8:

  • How far did the First World War change Britain?
  • How did Hitler cause then lose the Second World War?
  • How did Southport contribute to the World Wars
  • How might we define the Holocaust?
  • Why did the Cold War boil over into Vietnam?
  • Was a divided country united in the 1960s?

Key Stage 4

GCSE pupils will complete the Edexcel 9-1 History Specification with all children given the opportunity to take history at GCSE

Year 9

The American West: 1830-1895

Students will study the great American West during a turbulent half century of change when the western frontier of the United States was settled upon by migrators from the West. This was a time of cowboys, bandits and gold miners who all sought to make the West their homeland, whilst the existing Native Americans of the Great Plains tried to resist the changes to their traditional way of life.
This will include studies of;

  • The development of settlement in the West: The Oregon Trail, Transcontinental Railroad, The Oklahoma Land Rush and 1849 Gold Rush
  • The changes to farming and cattle ranching: The Beef Bonanza and the Great Die Up
  • Conflict between whites and Indians: The Indian Wars, Little Big Horn, Wounded Knee
  • Lawlessness in the West: Billy the Kid, Wyatt Earp and the OK Corral, Vigilantes

Anglo Saxon and Norman England, 1060–c1078

Students will finally study a medieval British depth study that allows pupils to investigate life in Anglo-Saxon England in the prelude the Norman Conquest in 1066, it will then develop into a study of the Battle of Hastings and the establishment of Norman rule over England under William the Conqueror. The depth study will address the political, military, religious, economic, social, and cultural aspects of this period and arising controversies.
Key issues studied will include;

  • Anglo Saxon Society: Kingship, society, economy and law and order
  • The Battle of Stamford Bridge and the Battle of Hastings: The causes, events and impact
  • How did William establish control of England: The Feudal System, Domesday Book, Castles and Harrying of the North
  • Rebellions against Williams rule
  • The death of William and the succession crisis.

Year 10

British Medicine through Time 1250-2000

As part of a thematic depth study, students will study how medicine and public health developed in Britain over four distinct periods (The Middle Ages, Renaissance, Industrial Revolution and Modern Age). It will consider how far medicine progress within and across these periods, whilst looking at the impact of medical development and the factors that aided or hindered medical progress.
Topic will include;  

  • The Middle Ages: The Black Death, Surgery, The Four Humours and role the Church
  • The Renaissance: Vesalius, The Royal Society, William Harvey and the Reformation
  • The Industrial Revolution: Changes in Surgery, The Germ Theory and Vaccinations
  • The Modern Age: The NHS, DNA, Penicillin and Modern Treatment & Surgery

The topic will also feature an optional educational day trip to medical museums in either Leeds or London to develop students understanding of the topic.

Year 11

Weimar and Nazi Germany, 1918-1939

As part of a modern depth student, students look at Germany in the aftermath of the First World War where it became a democracy for the first time in its history under the Weimar Republic, and the ensuring struggled this new government had in its first decade. We also ask students to consider the rise of Hitler and the Nazi Party from its origins in Munich 1919 to Hitler become the Fuhrer of Germany in 1934. Lastly, students will look at life under Nazi rule until the declaration of war in 1939, which a specific focus on Nazi methods of control and life for women, children, workers and minorities.
Topic will include;  

  • The Weimar Republic: The Treaty of Versailles, Ruhr Crisis, Hyperinflation and the Stresemann Era
  • The rise of the Nazis: The NSDAP, Munich Putsch and how did Hitler become Chancellor then Fuhrer
  • The Nazi dictatorship: Propaganda, Censorship, Fear and Terror
  • Life in Nazi Germany: Education, the role of women, persecution of Jews and how did Germans benefit under Nazi rule


The remaining time in Year 11 will be spent preparing for the final examination, covering the course content and attempting examination style questions. From October in Year 11, revision starts in class through interleaving techniques whilst after school sessions to build up students’ knowledge and exam skills, firstly in preparation for their Mock Exams but also in the long term for their upcoming external examinations.


As part of the GCSE Assessment, pupils will complete three written exams in Year 11.
These exams range from 75 to 105 minute and cover all topics studied across the three years of GCSE History

The exams will assess a pupil across for Assessment Objectives:

  • AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied.
  • AO2 Explain and analyse historical events and periods studied using secondorder1 historical concepts
  • AO3 Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied.
  • AO4 Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.

Throughout the three years of GCSE, students will be assessment using the above criteria

Educational Visits

As part of the new GCSE specification changes, we  organise rotating educational visit for Year 10 pupils to attend either the  First World War battlefields in Northern France and Belgium or to visit Berlin, on a Nazi Germany Tour. This will allow pupils to apply, develop and consolidate their historical knowledge learnt in both the First World War, British Medicine Through Time and Nazi Germany topics.