Curriculum Overviews

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Subject: History        

Faculty Leader: Mr A Hardy

Deputy Faculty Leader: Mr A Wall


School Mission

'As a Catholic school, our mission is to show love through our respect for others.  We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment.  Everyone should know that we are followers of God by what we do, not just by what we say .'

Faculty Vision

"The aim of the Humanities Faculty is to open the eyes of our pupils to events in the past and the present so that they are fully prepared for the future."

Inspirational Quote

'The man who has no sense of history is like a man who has no ears or eyes.'

Adolf Hitler

Curriculum Intent

The rationale of the current History curriculum at The Barlow Roman Catholic High School is:

  • To extend and deepen pupils' chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning.
  • To enable pupils to identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time.
  •   To enable pupils to use historical terms and concepts in increasingly sophisticated ways.
  • To enable pupils to pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response.
  • To enable pupils to understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.

KS4 Course Rationale

Edexcel (9-1) History GCSE

  • The qualification allows for a breadth of study including; Thematic Study and Historic environment, Period study and British depth study and Modern Depth study.
  • 3 terminal exams ranging from 1hr 15mins to 1hr 45mins in duration supports the 'chunking' of assessment comparative to other exam boards where the exams are longer in duration and the number of extended answer questions is greater in each paper.
  • The structure of the exams allows access for students across the ability spectrum, as short answer questions precede more challenging extended answer questions. Clear instructions and guidance are given to students. This negates the need for alternative curriculum provision.

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Examination Specification:

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