“The study of history is the beginning of wisdom”                  
Jean Bodin, French economist (1530 – 1596)

“To be ignorant of what happened before you were born is to remain always a child.”
Cicero, Roman orator (106 – 43 BC).

 

General Principles

As teachers of history we will firmly believe that our subject makes a unique and highly valuable contribution to the education of pupils.  A pupil who has no knowledge of the past is not, in fact, properly educated.  It would be naive, however to assume that pupils will necessarily share our view of the subject’s importance.  Their parents may also remember history lessons as a tedious process of learning facts and dates and may well agree with Henry Ford that history is bunk.  Some of our pupils’ homes may be history-free zones.  The fact that we personally have an academic interest in some aspects of the past is not sufficient to captivate our pupils, many of whom are not of an academic frame of mind.  Many of our pupils also bring to our lessons emotional difficulties which impede their learning.  Information overload is the surest way of killing our subject.  Our enthusiasm for history must be transferred to pupils but we will only succeed in this if our lessons are varied, imaginative and engaging.  Our pupils need to be active and actively involved.  They need to work in groups, solve problems, experience drama, role play, benefit from ICT, use their abilities in art and craft, show their knowledge and understanding orally in debates and argument.  We are fortunate that our subject lends itself to a variety of approaches and affords opportunities to arrange all sorts of learning experiences of our pupils.
The study of History encourages and develops an appreciation of different cultures; students recognise similarities and differences between and with cultures over time.  History provides opportunities to promote spiritual development through helping students to appreciate the achievements of individuals and past societies.  The moral development students is developed by helping students to recognise that action have consequences.  History lays an important part in promoting citizenship through developing knowledge and understanding about politics, government and parliament.

History makes students curious about the past.  Students consider how the past influences the present.  They see the diversity of human life, and understand more about themselves as individuals and as part of the wider community. 

 

History Mission Statement

The History Department at Chantry High School encourages students of all abilities to reach their full potential in all aspects of their historical study.

The Department is committed to providing a learning environment that will allow all our students to develop an understanding of the past and how it has shaped the world we live in today.

The Department has a committed attitude to maintain high standard of discipline and work.

It is the view of the Department that although skills based approaches are very important to developing our students’ abilities, it is of great worth to provide our students with a broad overview of how history fits together.  To this end, as much as the rich tapestry of history as possible has been included in the Programme of Study at K3 so that all pupils get a wide exposure of past peoples, places and events.

This varied flavour is again seen at KS4 and even KS5 has a varied range of topics including the chance for pupils to pick their own individual project.

Teachers/staff from the department

Mr T Moseley  ( Head of Department)
Mrs S Hind
Mr R McMann
Mr A Chapman