history

History shapes societies, providing insight into how the world has evolved and guiding its future development. Our aim at LAHC is for the History curriculum to be inclusive and to broaden students’ horizons by exploring pivotal events and individuals beyond their everyday experiences. It is important that students understand how important history is to the world they live in today. As Marcus Garvey stated, “A person without knowledge of their past history, origin, and culture is like a tree without roots”. We aim to develop enthusiastic historians with enquiring minds, strong reasoning skills, and a passion for the subject. Students are exposed to an ambitious, rigorous curriculum that builds a deep understanding of key historical concepts such as causation, continuity, change, and significance. They learn to critically evaluate sources, understand historical interpretations, and assess the reliability of information; a crucial skill in today’s information-saturated world.

The department focuses on a number of historical events and themes, from the world before 1066 to the rise of 20th century dictators across the globe and the British Empire, as well as the key components of the National Curriculum such as the Holocaust and a local study which is featured in Year 7. Within the MYP, GCSE and A-Level curriculum, students are encouraged to reflect on the highs and lows of the past and use this to consider their role within society today. Our curriculum is constantly reviewed to ensure that it meets the needs of our current students and shapes them to be well-rounded individuals that are knowledgeable and able to analyse and think independently about the world around them.

At Key Stage 3, our unit plans are based on ensuring full coverage of the National Curriculum through the use of the MYP and embedded IB philosophy. The department puts a great emphasis on KS3 as we give students the opportunity to research and investigate topics within history and be independent and conscientious with their approach to the work they produce. Carefully crafted enquiry questions guide students to explore key events and their significance, fostering critical thinking and substantiated conclusions. Forgotten voices and overlooked events are highlighted to provide a rich, inclusive perspective. Retention of knowledge is reinforced through regular quizzing, ensuring a strong foundation for future study.

The GCSE History curriculum at Key Stage 4 builds on the foundational knowledge and historical concepts developed at Key Stage 3, deepening student understanding through a blend of British and international studies. Across the Key Stage, students explore Medicine Through Time which examines change, continuity, and turning points across a broad historical framework. Weimar and Nazi Germany (c.1918–1939) develops understanding of historical debate, focusing on how evidence and interpretation shape differing views of events and individuals. The British depth study is Henry VIII and His Ministers (1509–1540) and examines political power and reform. Finally, Superpower Relations and the Cold War (1941–1991) explores the global dynamics of conflict and diplomacy during the 20th century. By the end of Key Stage 4, students will be able to construct sustained, evidence-based arguments, and critically analyse historical interpretations, providing them with a robust foundation for understanding Britain and the wider world today.

At Key Stage 5, students begin their A-Level studies with a depth investigation into Lenin to Yeltsin, 1917–1991, exploring the transformation of Russia from revolution to the collapse of the Soviet Union. This builds on their KS4 understanding of the Cold War and the ideological conflict between communism and capitalism. Core historical concepts such as change, continuity, and significance are developed further, alongside advanced skills such as evaluating interpretations and testing historical hypotheses. Students also study Mao’s China, 1949–1976, analysing the nature of communist rule, economic and social transformation, and the impact of leadership and ideology on Chinese society.

Throughout Year 12, students strengthen their ability to analyse sources and interpretations, assess cause and consequence, and identify patterns of change and continuity. By the end of the year, they can write structured, evidence-based essays and respond confidently to complex historical debates.

In Year 13, students complete an independent coursework investigation, worth 20% of their A-Level, developing research and analytical skills essential for university-level study. They also undertake the Rebellion and Disorder under the Tudors, 1485–1603 breadth study, which deepens their understanding of political instability and authority in early modern England while consolidating the analytical and evaluative skills built in Year 12.

The breadth and depth of the History curriculum will ensure that all students can be challenged in developing the skills and knowledge needed for them to be successful. This will ensure that they have the ability to access the next step in their education and in their lives. This is evident in our excellent exam results at A-Level where our students achieved above national average, as well as via our strong GCSE outcomes. Students have gone on to pursue their passion for History at university level, as well as other students being able to use their skills to gain apprenticeships in other sectors. 

GCSE History is a fascinating course, which offers students the opportunity to study a range of topics with a particular emphasis on 20th century History.

It also develops skills that will be useful for future careers. These skills include: careful factual research, interpreting different types of documents from cartoons to poems, to newspaper articles; constructing sensible and logical arguments. Ultimately, students will be able to make balanced judgements and weigh up different viewpoints to give their own interpretation of events in the past. A love of reading and writing is essential to get the most from the course. The exam board is Edexcel and all marks toward the final grade are exam based.

• Unit 1: Thematic study
  • Medicine in Britain, c1250-present
  • Historic environment: The British sector of the Western Front, 1914-1918: injuries, treatment & the trenches
• Unit 2: Period study superpower relations & the Cold War 1941-1991
  • The origins of the Cold War, 1941-1958
  • Cold War Crises, 1958-1970
  • The end of the Cold War, 1970-1991
• Unit 2: Depth study Henry VIII & his ministers 1509-1540
  • Henry VIII & Wolsey, 1509-1529
  • Henry VIII & Cromwell, 1529-1540
  • The Reformation and its impact, 1529-1540
• Unit 3: Modern depth study Weimar and Nazi Germany, 1918-1939
  • The Weimar Republic, 1918-1929 
  • Hitler’s rise to power, 1919-1933
  • Nazi control and dictatorship, 1933-1939
  • Life in Nazi Germany, 1933-1939

For A-Level, the exam board is Edexcel and there are 3 exams and 1 piece of coursework

Entry Requirements

It is a two-year course and the content below is flexible in terms of other historical topics that can be studied depending on the students opting for it.

Students should have a Grade 6 or above in GCSE History or if you have not taken GCSE History then a Grade 6 or above in GCSE English Language or GCSE English Literature is advisable.

Paper 1: Russia, 1917–91 — From Lenin to Yeltsin (30% of A Level)

Explore how Russia was transformed from a Tsarist empire into a Communist superpower — and how it ultimately collapsed.
Key themes:

• Lenin and the establishment of Communist rule
• Stalin’s dictatorship and the command economy
• Reform and stagnation under Khrushchev and Brezhnev
• The fall of the USSR under Gorbachev and Yeltsin

Paper 2: Mao’s China, 1949–76 (20% of A Level)

Examine how Mao Zedong and the Chinese Communist Party reshaped China through revolution, social engineering, and political control.
Key themes:

• The creation of a Communist state, 1949–57
• The Great Leap Forward and its consequences
• The Cultural Revolution
• Mao’s legacy and the impact on Chinese society

Paper 3: Rebellion & Disorder under the Tudors, 1485–1603 (30% of A Level)

Investigate how Tudor monarchs — from Henry VII to Elizabeth I — dealt with threats to their rule.
Key themes:

• Changes in governance at the centre
• Gaining the co-operation of the localities 
• Challenging the succession, 1485-1499
• Agrarian discontent: Kett’s rebellion, 1549
• Queen takes queen? The revolt of the Northern Earls, 1569-1570
• Troublesome Ireland: Tyrone’s Rebellion, 1594-1603

Coursework: Historical Enquiry (20% of A Level)

An independent investigation (3,000–4,000 words) on a historical question of your choice.
Focus: research, analysis, and engagement with different historical interpretations.