Our Intent

At Rawmarsh Community School, the History department believe that History provides students with an identity. It helps students to understand their place in the world. To understand how and why society and culture in the UK and wider world have been shaped into the world we live in today by events and people in the past.

At Rawmarsh Community School we aim to send all young people, in to an ever changing world, able and qualified to play their full part in it. We believe that our History curriculum needs to show students models of good and responsible citizenship. Knowing our own history, or the history of our culture, is important because it helps us to know who we are while molding the future. Being familiar with past events gives us the ability not only to learn from past mistakes but also from the successes. We believe that it is critical in making our students fully equipped, well rounded and aware citizens, for them to be aware of the events in the past that have shaped our world today.

We aim to inspire our students to dig deeper into the past, their past. We seek to encourage students to be curious about the world they live in- the World’s History but also their local, and family history. We facilitate their curiosity of how our world has evolved over the last 3000 years and to help them to make the future world a better world for them and their descendants. We aim to held students take responsibility for their actions and make the right decisions for them and their future.

Our 5 year curriculum spans the last 3000 years from the Iron Age to the end of the Cold War. We teach the use of valuable, transferable skills through interesting and engaging topics. We allow students the time to consider world changing events to promote their spiritual, moral, social and cultural development. We aim to offer a range of enrichment activities from theatre trips to consolidate their learning, Archaeological digs to promote physical history and career opportunities to historical trips.

How we intend to remove barriers


Pupils are given the opportunity to read widely through the Historical Fiction library available in each History classroom- reading is rewarded in assemblies and through parental contact home when 5 books have been read and reviewed. Students are also exposed to reading through source material for historical context, involving skim reading and contextualising with their historical knowledge. The introduction of the History library this year has been very successful and a wide range of books has been made available to all History pupils to support them in reading widely and often outside of the classroom. Literacy misconceptions do not go unchallenged and work is regularly checked for literacy errors allowing pupils to grow in confidence within literacy and access the skills required to be a more able historian.


There is some data handling within History through the use of graphs and charts in historical sources.


The reading we do within History develops pupils oracy skills as the range of historical sources is vast and students are encouraged to discuss the sources and make inferences from them. Students are expected to present their findings verbally through presentations and flipped learning opportunities.


Students are given key vocabulary through the use of glossaries, key words in lessons as well as knowledge tests where appropriate. The reading we do within History develops pupils vocabulary skills as the range of historical sources is vast and students are encouraged to discuss the sources and make inferences from them using key vocabulary. Student’s knowledge and understanding of key terms are checked and reaffirmed through low stakes testing within knowledge tests.

How we develop skills for learning

Students are given opportunities to develop their skills for learning and each and every lesson. These skills are interleaved throughout year year and throughout the 5 year curriculum to aid recall and retention. Engaging starter activities help students to know more and remember more by challenging their ability to recall key the key concepts of prior learning.

Our aspiring Historians are challenged to recall, describe and explain a variety of historical events as well as form evaluative conclusions. Students are also challenged to infer using a variety of sources and form conclusions based on information they find. The skills for learning process within the History curriculum both reinforces the key Historical skills content and helps our students to know, remember and be able to do more at each stage of the curriculum.

How we foster personal attributes

In History our curriculum intent embodies that of the school. We are committed to ensuring we do not only teach students the knowledge and skills that will help them pass examinations but we also provide them with the exposure to the wider world context in order to develop them as well rounded individuals. Our curriculum demands independence, resilience and responsibility in line with the Rawmarsh Way.

History allows students to look at events from our past to help us shape our future. This is done at a local, national and international context, facilitating students’ adoption of pride in local and national communities. We aspire for all our students to become avid Historians who demonstrate empathy, tolerance, understanding, aspiration and respect so they are prepared to be active citizens in the local community and beyond.

How we intend to enrich student experiences and broaden the horizons of students

History is a subject that must go beyond the classroom. To this end we broaden the horizons of all our students and enrich their experiences through a range of experiential and investigatory learning. All our students have exposure to learning beyond the traditional mainstream lesson and have opportunities to enrich their experiences through enrichment opportunities and local learning projects.

Our Curriculum in History

Year 7

Within History at Year 7 we study a range of topics looking at the History of the UK starting back at the Iron Age and then studying the invading forces of the Romans, the Saxons and Vikings and the Normans and the impact they have had on life in Britain even today.  Moving onto life in Medieval England, Tudor England and the Stuart period. We study the beliefs and lifestyle of the different periods investigating the importance that Religion had on early English life. We also learn about different important historical figures including Kings such as Henry VIII and form opinions, using evidence, around the successes and failures of their rulings. Within year 7 we also look at local history were possible including a local study of Conisborough Castle during the Norman unit of study.


Within Year 7 aim to develop and embed key Historical skills which will support them throughout their History education at school. These include knowledge retention through quizzes, Inference skills through looking at a variety of different sources, descriptive skills and the development of explanation through looking at the causes and consequences of key changes in the past 

Year 8

During year 8 we look at building on the knowledge and skills that we learnt in Year 7, including investigating Historical events around the world. We look at the Industrial revolution in the UK which allows us to investigate local History and the impact that the industrial revolution had on Victorian England- such as the Mining Industry in Rawmarsh, Rotherham and South Yorkshire Within Year 8 we also explore the causes, events and consequences of World War I and World War II.

We explore the origins of both of the Wars, the key features including weapons and life, the key people within the Wars and the differences between the two. We explore the impact of the Wars on the world and how it affected people’s lives. Within World War II we also investigate the topic of the Holocaust and look how it happened and reasons for it- as well as the lessons we can learn from it.


Within Year 8 we look at building on the skills that they have formed in Year 7 embedding and developing their knowledge and description skills. We explore causation reasons why events happened and look at the consequences and significance of events. Within year 8 we introduce new Historical skills such as narrative skills and interpretations which allow pupils to look at historical events from different viewpoints.

Year 9

In Y9 students study the Cold War- Superpower relations from 1945- 1995. This follows directly on from the year 8 curriculum and looks at the change in relationship between the USA and the USSR who had been allies during World War II until they no longer had Hitler as a common enemy. The scheme of work looks at the significant ideological differences that led to 50 years of tension and threats of nuclear war between the Capitalist West and the Communist East. This unit of study also builds to foundations for the study of the Vietnam War which we study in year 10. Students are assessed regularly through knowledge recall tests to help students to retain the knowledge that they will need in the final year 11 exams. Students will also be assessed through skills based tasks and end of unit tests to check that the key skills are being embedded. 


Within Y9 we build on the skills that have been embedded during Y7 and Y9: description and explanation. We develop analytical narrative skills and the importance of being able to explain both cause and consequence as well as the importance of key events in the bigger picture of historical study. We continue to expose students to sources and interpretation skills and tasks which are built on further in Year 10 especially.

Year 10

Students in Year 10 start the year by studying the USA: Conflict at Home and Abroad unit of study. This unit looks at the fight for Black Civil Rights in America from 1954 onwards, covering the work of key individuals such as Martin Luther King, Rosa Parks, John Lewis, Malcolm X, Stokely Carmichael and groups such as the Black Panthers. Students study the treatment of Black Americans and their fight for equality. This then links with the Vietnam war- the conflict abroad- where Black Americans are expected to fight for the country that treated them so badly at home. We facilitate students to make the link between the Cold War unit and the Vietnam war section of the USA unit. Students learn about the causes of the Vietnam war, the reasons why the USA got involved and the consequences of this war for the USA and the bigger picture of the Cold War.

Students are assessed regularly through knowledge recall tests to help students to retain the knowledge that they will need in the final year 11 exams. Students will also be assessed through skills based tasks and end of unit tests to check that the key skills are being embedded. 

Later in Year 10 we study Anglo Saxon and Norman England, looking at society and life in Anglo Saxon England, the succession crisis of 1066, the battle for the throne that culminated in William of Normandy taking the throne, and the Normanisation of England. Students are able to make direct links between changes made to England from 1066 onwards and the world they now see around them- local History elements such as the construction of Conisbrough Castle, local Church styles and the establishment of a centralised government and legal system. 


In the final unit, students build on the skills taught in their previous studies in Y7, Y8, Y9 and Y10; Description, explanation, inference, utility, Analysis, evaluation. In the Crime and Punishment unit, many of these skills are practiced and embedded further, especially the skill of explaining change or similarities over time.

To help students to retain knowledge, we regularly assess through knowledge recall tests and we assess the use of skills through mock tests and lesson based tasks.

Year 11

In the Final Year at Rawmarsh, in History students study Crime and Punishment through time with a case study of Whitechapel 1870-1900. 

In this study, students are required to make comparisons over time of the crimes, punishments, trials and policing methods that are used over time. We also study the theories behind punishment methods and the factors that have influenced change over time, such as religion, the media and poverty and wealth to name but a few. Students establish a good understanding of the Saxon and Norman legal system during the Anglo Saxon and Norman England unit. This knowledge is built on and developed further by looking at Crime and Punishment in the Early Modern Period, the Industrial Period and the Modern era to the present day. Students gain a solid understanding of how and why our legal system has developed into the system we have today. 


We continue to embed and assess the key skills of description, explanation, analytical narrative, cause and consequence in Y10. We also develop source skills further- concentrating on inference, utility and the use of interpretations in History through the USA conflict at Home and Abroad unit. When we study the Anglo Saxons and Normans we also develop evaluation and analysis skills further.

SMSC (Spiritual, Moral, Social, and Cultural)

Our History curriculum contributes significantly to SMSC and British Values. For example students complete personal research about their own history to complete a personal timeline and family tree. This helps them to learn about their own heritage, and how British society has changed over time.

Students also learn about invaders and conquerors, including a wide range of cultural influences that have shaped our culture, heritage and identity. We examine how the Romans, Saxons, Vikings and Normans have all influenced place names, law and order, clothing, housing, language and government.

Recent Faculty News

History Staff

Mrs A Higginbottom
Head of History

Mr J Picton
Teacher of Subjects: History

Mr M Dutton
Teacher of Subjects: History

Miss S Milburn
Teacher of Subjects: History

Exam Board

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Revision Sites

Y9 Options Pathway

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Reminder: Y6 Transition Evening - Wednesday 11th March - 5pm