The History Department at Radnor House Sevenoaks believes in taking an active and questioning approach to the past.
“Our purpose is to develop the intellectual and emotional character of our students through their study of the diversity of environments, human experience and to inspire students to be curious, questioning and reflective individuals.”
The History department at Radnor House Sevenoaks aims to bring the past to life, drawing together the experiences of different people, living in different places, throughout the ages. Whether it’s Otzi the Iceman, King Henry VIII and his wives or Winston Churchill, we try to transport our students back to the events that have shaped the world in which we live.
At Key Stage 3, History is soundly embedded within the school curriculum, with students enjoying two lessons every week. We use a wide range of teaching and learning methods and value role-play, group work, presentation work, written exercises, games and quizzes as well as focusing on giving students as much ‘hands-on' experience as we can. History has often been classed as a purely academic subject, but here at Radnor House Sevenoaks we try and make it as much a part of everyday learning as we can.
In Year 10, students follow a core thematic study (Medicine c1250-present). Students will use case studies and a thematic unit on surgery and treatment on the Western Front between 1914 and 1918 to enhance and develop their independent learning skills and their ability to select and interrogate a wide range of historical source materials. In the second half of Year 10, students will complete a detailed and comprehensive and challenging study of Weimar and Nazi Germany, 1918-39. Students will engage in the study of a diverse and complex period in European history, considering political, economic and social changes in Germany and the significant moral questions of race and expansionism.
Year 10 students will complete a formal end of year examination during Term 3.
In Year 11, the final phase of GCSE study will combine a detailed and comprehensive and challenging study of Henry VIII c1509 - 1540, alongside a period study on The American West, c1835 - 1895, with a vigorous period of revision that will add finesse to the written work completed by all students.
Year 11 students will complete a formal mock examination towards the end of Term 1.
At A level our students study the Edexcel History syllabus, creating flexibility as well as a sense of breadth across a broad time frame. Students study the extent to which Britain was transformed politically, socially, economically and culturally in the years 1918–79 alongside a study in depth of economic and social change in the USA and Rebellion and disorder under the Tudors 1485 - 1603.
History Assessment for Learning Principles
We aim to provide individualised and accurate feedback for all students and to use a broad variety of approaches, during lessons and when reviewing work completed at home or as a part of formal assessment, to reinforce the learning that has taken place and to promote the feeling of value and worth amongst all students.
Students will be encouraged to reflect on their own work, the feedback they have been given and the conversations they have had with their teachers, in order to take the action needed to move forward without fear or confusion.
Formative feedback, with extended written comments, will be provided for all history students on at least one occasion every term. Students will know and understand the criteria by which that piece of work is being measured and will be provided with feedback that reflects (a) what they have done well / made progress in and (b) where a key improvement can be made. Students will be expected to use this feedback to inform their next piece of work.
Formative feedback will be provided within a maximum of two weeks following the completion of a task.
Feedback will have a clear focus that relates to the criteria provided for students as a part of the preparation for the completion of that task(s).
All feedback will reflect the progress made and provide a measurable challenge that will lead to student action.
Students will receive further feedback through learning conversations with their teacher, which will be recorded with a stamp and / or an initial. Students will be asked to note down the focus of that conversation and what was discussed in order to help them move forward. Self and peer-assessed activities may also be used to guide student progress and provide feedback. Such tasks will be well-structured, have clearly established criteria and may make use of modelled or exemplar answers. Classwork will be checked every two weeks and student books / folders will be initialled by their teacher to show that this has been completed. Comments or targets will be included where necessary to correct misconceptions or to guide improvement.