HISTORY
The aims of the History courses at KS3, GCSE and A-Level are to help students learn about the
development of Britain, Europe and the World and to introduce students to what is involved in
understanding and interpreting the past. Certain skills are practised and developed. These include:
•
•
•
•
The ability to demonstrate an increasing depth of knowledge and understanding.
The ability to write fluent, accurate and well-structured work.
The ability to evaluate sources.
The ability to explain why past events are interpreted in different ways by different
historians.
To enhance their skills outside of their lessons, there are many activities in which students interested
in history can participate:
Library and school resources: The library is a rich resource of information to support interested
students of history. Subscriptions to historical magazines and newspapers are available, plus access
to school computers. This complements the large range of books (both fiction and non-fiction) on a
variety of historical topics and periods. Each month the library highlights a special anniversary or
occasion and students can become involved in setting up a display. The librarian is very helpful to
enquiring students.
TV, Radio and Film: In this area there is a wide choice of programmes which may supplement school
work or individual interest. Staff often highlight programmes on TV and radio which may be relevant
to students’ work and specific educational programmes are recorded for school use. For those who
have Digital, Sky or Cable TV, the Discovery and UK History channels show relevant and interesting
programmes.
The Internet: There are many internet sites which students can use to gain information and find out
for homework as well as finding out interesting facts. Here are some which may help history come
alive. These examples are for the Year 7 topics:
www.regia.org/index.html
Life in medieval times
www.historyonthenet.com/Normans/normansmain.htm
Life in medieval times
www.normanconquest.co.uk
http://hastings1066.com
The kings and battles of Norman times
The Bayeux tapestry
www.eyewitnesstohistory.com
1066
http://www.bbc.co.uk/history/
http://www.nationalarchives.gov.uk/education/
Roman History
http://www.historyonthenet.com/Romans/romansmain.htm
The Roman Empire
Daily life in Ancient Rome
http://www.personal.psu.edu/users/w/x/wxk116/romeball.html
Roman Ball Games
http://www.personal.psu.edu/users/w/x/wxk116/rbgames.html
Roman Board Games
http://cambridgescp.com
Useful books to read
The Rotten Romans (Horrible Histories)
What the Romans Did For Us
The Roman mysteries series
My Story- History series
The Measly Middle Ages (Horrible Histories)
The Stormin’ Normans (Horrible Histories)
Places of Interest: There are a number of places of interest both in and around Reading for students
to visit. The Reading Museum which contains a replica of The Bayeux Tapestry, plus The Calleva
Museum, Silchester, are easily reached historical sites. Beyond Reading, there are numerous
historical places of interest, where a day visit on any family holiday would be a rich and rewarding
experience.
History is all around us and is being made every day. If students can be aware of significant events
that occur and critically view and consider what is happening in their town, country, world, then
they will be practising history all the time!
Challenging Historical Investigations for Key Stage 3
Here is a selection of historical investigations. These are extension exercises to challenge you to try
to think a little harder and to improve your skills as an historian. Most of the investigations are
related to work that you will have done in class, so don’t forget to use what you already know to
help you! Good luck! 
Instructions.
 Read through the options and choose an investigation that you find interesting.
 Find Mrs Hume and tell her which question you have chosen.
 Mrs Hume will then provide you with some further information for your question; this might
include worksheets, sources, website addresses etc. (This will depend on which question you
choose.)
 You investigate your question in your own time at home; you can spend as long as you like
on this.
 You can present your work in whichever way you wish; e.g. an essay, a poster, a booklet, a
PowerPoint presentation, a video etc- be creative!! This is your work so use your strengths.
Hand your finished work in to Mrs Hume. House points will be awarded to outstanding work.
 An important point: Whilst detail and evidence is important in history, lots of writing won’t
automatically make your work good. These investigations are supposed to make you think
hard, they are not testing how much you can write!
How can we use archaeology to find out about the “Amesbury archer”?
On 3rd May 2002, archaeologists found the grave of a man at Amesbury in Wiltshire, England, which
dated back to around 2,300BC, the Early Bronze Age in Britain. The grave lay three miles south-east
of Stonehenge. Using the evidence of the burial and the objects found with him, what can you work
out about this man? What can you be sure of and what other theories can you develop as
possibilities? Would you create a new name for him?
Why and how does the Bayeux tapestry “diss” Harold?
The Bayeux tapestry tells the story of William the Conqueror and Harold, Earl of Wessex, the men
who led the Norman and Saxon armies in 1066. It shows William's defeat of Harold at the Battle of
Hastings, which ensured the success of the Norman invasion of England. Carefully studying the
tapestry can reveal a lot about the intentions of its creators. What can you discover?
What was life like for women in medieval England?
Using a variety of picture and written sources, investigate what life was really like for women in
medieval England. Was it as awful as we assume? What kind of jobs did the women do? Can we trust
our sources of evidence?
Castle investigation: How have castles changed through time?
Beginning with the Motte and Bailey castles built by William the Conqueror after the battle of
Hasting, castles have been an important part of our landscape. Investigate how and why castles have
changed, design your own castle or focus on the development of one castle through time. Is change
always for the better?
Do the “Wars of the Roses” deserve to be described as the “bloodiest battles ever fought on English
soil”?
The term “Wars of the Roses” has been used to describe the battles for the throne between two
noble families. Lancaster (represented by the red rose) and York (represented by the white rose).
Discover why this argument started and make your own judgement as to whether the battles
deserve the bloody reputation they have gained.
Investigating the mystery of the disappearance of the Princes in the Tower.
In 1483, 12-year-old Edward V and his 10-year-old brother, Richard of York, disappeared, apparently
imprisoned in the Tower of London and then murdered. Using contemporary and modern sources
decide for yourself what really happened to the Princes. Does their uncle Richard III deserve to be
blamed?
Was Henry VII a new type of King?
Some historians have argued that the first Tudor monarch, Henry VII, created a new way of ruling
the country. He has been described as the first “modern” monarch, who brought about huge
changes. Investigate both sides of this argument and decide and justify your own point of view.
How significant was the scientific revolution?
In the seventeenth and eighteenth century lots of scientific discoveries were made which have
changed our lives today. You need to decide how significant this event was and select a few sources
(written or pictures) to represent this change in an exhibition or focus on the work of one
scientist/inventor. How important was their discovery? How far can one individual really make a
difference to history?
Exploration and piracy: discovering new worlds and the clash of cultures.
In the sixteenth-century began an exciting age of exploration and piracy. How far did the countries
they found live up to explorers’ expectations of the New World? What happened when the explorers
met the native peoples of these countries? Analyse what were the positive and negative results of
exploration and conquest. You should probably focus on just one country or area e.g. Early
settlements in America, Australia etc.
These are, of course, only a selection of questions from a huge period of history across the whole
world. If there is another historical question that is puzzling you that you would like to investigate,
that would also be fine. Speak to Mrs Hume who will be able to provide you with information and
help you to focus your idea.