• Overview
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  • History

    Team Members

    • Mr M Jones - Head of History,  Specialist Leader of Education, SIL
    • Mr E Bacon - Teacher of History, Assistant SENCO
    • Miss E Stimpson - Teacher of History / RE
    • Mrs V Thomas - Teacher of History 
    Vision Statement

    Children naturally ask the questions, “Why?”, “How?”, “When?” and “Who?”  In part, history can answer these questions.  As well as unravelling the past for these answers, students should learn to ask, “How do we know what we know?” They need to be trained to question the evidence and its validity, so that they grow up questioning and testing all accepted premises.

    The end product of History, however, should not be a negative cynic, but a seeker of the truth who endeavours to make informed judgements.

    The syllabus must reflect the needs of society and the child in that society.  A glib statement, but flexibility, tolerance, numeracy, literacy, an appreciation of the impact of technology and rapid changes, an understanding of democracy and the interdependence of the world, all seem relevant needs for a citizen in the 21st Century.

    Our aim is not just to give the student a mind full of knowledge, but to give them a mind tuned to the pitfalls of ignorance, prejudice, bias, intolerance and apathy; to give them a mind capable of thinking for itself and conscious of its world.

    We want to deliver a History curriculum in an exciting and stimulating way, which develops our students to their optimum.

    The choice of History syllabus and the teaching approach have been determined by the following considerations:

    1. The special nature of history as an academic discipline.

    History is an enquiry into the past through the study of surviving sources.

    It is concerned with:

    • Change and continuity.
    • Past events, individuals and social economic relations in the past.
    • Causation and motivation.

    2. The development of the following attitudes and abilities:

    • An ability to understand the world in which they live through contrast with past events and some knowledge of causes of development and continuity.
    • An ability to make critical judgements in preparation for life as citizens in a democracy.
    • An ability to co-operate with others irrespective of race, class, gender, religion or intelligence.
    • An interest in history as a leisure pursuit, which is accessible and rewarding.
    • An ability to understand other people through the study of past individuals and mass movements, their motivation, actions and achievements.
    • To understand the nature of change and continuity, cause and consequence in our society.
    • Self-confidence: by producing a variety of approaches to history so that all achieve some measure of success.
    • To reinforce and teach literacy, numeracy and ICT skills through history.

    3. National Curriculum requirements:

    The national curriculum for history aims to ensure that all pupils:

    • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
    • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
    • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
    • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses
    • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
    • gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales 

    Mission statement

    History is vital to help young people understand the world they live in and we hope to offer students outstanding lessons which are well resourced and allow students to discover for themselves just how fascinating the past is.

    Aims and Objectives


    • To foster independence through an enquiry led approach of curriculum content
    • To develop minds that question the world around them and the interpretation of events they are given
    • To respond to the needs of the immediate society and illuminate recent events and current affairs
    • To encourage opinions that are supported by evidence and judgements that take into account multiple perspectives
    • To support the personal development of each individual student
    • To praise curiosity and explore the notion of “what if …?”

    Celebration of success (achievements)

    2020 GCSE results
    80% (Grade 9-4)
    35% (Grade 9-7)

    Range of Opportunities

    History at Woking High School should help students to:

    • Develop an understanding of Britain’s past and how the country developed over time
    • Gain an awareness of events which have affected the whole world and their significance
    • Understand how opinions are formed and to reach a personal opinion on many subjects
    • Gain an understanding of why certain events in history are controversial
    • Be sensitive towards others and develop empathy
    • Develop an enquiry approach towards their work, allowing them to extend intellectual skills through study of the past
    • Decide what information is true and valid which will help them to understand society better
    • To foster delight for the past by bringing it to life on field visits.


    History has three subject teaching rooms: H1, H2, and H3.  These are situated in the Humanities block. All have a projector, IWB, DVD, amplifier and desktop computer.  A wide range of resources are used in lessons including a diverse range of textbooks which contain many interesting sources on the topics we study.

    Knowledge Organisers
  • Year 7: Norman conquest, Castles, Medieval Life, The Crusades, King John, The Black Death and The Peasants Revolt. Also in an independent research project  the history of their house leaderis explored: Marie Curie, Isambard Kingdom Brunel, George Stephenson, Michael Faraday

    Year 8:  The English Civil War, The British Empire, Oliver Cromwell, Slavery, Suffrage, Entertainment and World War One

    Year 9: Impact of World War I, World War II focusing upon civilian bombing and the Holocaust, Civil Rights in the USA and The Cold War.

  • Year 10 and 11

    YEAR 10 AND 11

    Paper 1D 50% of the GCSE

    America 1920-1973: opportunity & inequality

    Conflict & tension in Asia: 1950-1975

    Paper 2A 50% of the GCSE

    Britain: Health and the people: c1000 to the present day

    Elizabethan England 1568-1603

    Exam board: AQA – Unit code: 8145

    Specification and related material: http://www.aqa.org.uk/subjects/history/gcse/history-8145/introduction


    History Council

    • KS4 catch up/ drop-in sessions are held every Day 7 in T1A and T1B.
    • Day 11 visits for example to Hampton Court, Dover Castle, Hastings, National Army Museum, Imperial War Museum.
  • Enrichment programme

    History Council

    • KS4 Revision Sessions are held every week in one of the History rooms
    • Day 11 visits for example to Hampton Court, Dover Castle, Hastings, National Army Museum, Imperial War Museum.
    Useful Web links
    Any other information

    Careers & the Importance of History – Options

    History is a very popular subject with many employers as students develop skills in analysing evidence, weighing arguments and presenting information. These are useful in many jobs in the media, law, architecture, museum work, marketing, management, teaching and tourism and leisure. History helps you to prepare for HE courses such as Health and Social Care or Leisure and Tourism. If you intend to take A-Levels, History combines well with many other subjects, such as English, Modern Languages, Economics, Politics and Law. History is an extremely well-respected GCSE that carries substantial weight with employers, whatever your field of interest. Some of the Russell Group universities list History as the most important subject that students study. Whatever you do for a living, you will need to know the world today and its background. History is designed especially to help you develop that understanding.




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Morton Road

Horsell, Woking

Surrey, GU21 4TJ

Tel: 01483 888 447

PA to Headteacher, Mrs A Mercer

Email: info@wokinghigh.surrey.sch.uk

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