The structure of History at Abberley is simple, but slightly unusual. A three- year course covers British History from Caesar to the Gulf War, with most pupils studying the same topic at any given moment. So a first-year pupil in Form 1 will be doing the same period as a pupil in Form 100 (fourth year) – but at a simpler level.

The three-year course is divided as follows:

55BC – 1485; 1485 – 1702; 1702 – 1980. The cycle is continuous. When 1980 is reached (or the present, if time permits), we begin again at 55BC.

There are three main advantages of this system. All pupils arriving at the age of eight or nine will cover the whole span of British History up to recent times. Also, there is never any worry about pupils moving up a class during the year: they just carry on from the point they reached. Finally, it is possible to equip History rooms with wall displays, filmstrips etc which will be relevant for most classes.

A drawback is that a pupil may arrive at any point in the cycle. If we are starting the 1702 – 1980 section, then that pupil will begin his/her History with Queen Anne rather than the traditional starting point of Roman Britain. However, in the second year, the early section will be covered, and finally in the fourth year there will be a repeat of the 1702 –1980 section in greater depth.

The structure of the National Curriculum allows for this chronological approach - indeed current Orders demand a sequential treatment from 1066 onwards. Our chronological coverage is more comprehensive than this since it includes Roman Britain and the Dark Ages, taking in much greater detail than that laid down in the National Curriculum options. The core elements for Key Stages 2 and 3 are exceeded, while at the same time all our pupils should be well placed to meet top Attainment Targets, and those entering for scholarships or Winchester Entrance will be working at the exceptional performance level for 14 year olds.

Specific exam preparation comes as late in the pupil's career as we dare. Few exams encourage stimulating work (the Winchester Entrance is an exception), but they represent a hurdle which must be faced. In their last year, those sitting Common Entrance embark on an uninspired revision course to meet the demands of that somewhat pedestrian examination.

Those facing scholarship or Winchester Entrance exams have greater, though more interesting, problems. These History papers, set by individual public schools, vary widely – not only between schools, but sometimes from year to year at the same school. Some schools have now adopted the Common Scholarship Exam (a sort of upbeat Common Entrance), but the top academic schools to which we send the majority of our pupils have mostly not done so. We therefore begin the scholarship year with study of a limited period (eg the Tudors or the Stuarts) and then increasingly tailor the course to the individual needs of each pupil.

With regard to overall approach, a main aim is to increase pupils' understanding of historical processes and the motivations of historical characters. The emphasis is less on the accumulation of facts (or dates – which are mostly learnt voluntarily) and more on comparisons between the past and the present, enabling pupils to view their own world with greater perspective and understanding.

We also try hard to make History enjoyable. A key method is to project as vividly as possible some of the exciting historical narratives (eg the Armada or the Fire of London) as they occur in the chronological sequence. For this we use a number of different approaches including books, filmstrips and sound and video tapes, with an emphasis on contemporary accounts and a gradually increasing use of computer-based material.

In sum, we hope to lay the foundation for a subject that will become a lifelong pleasure.

3. Develop a growing understanding of the similarities and differences between places.

4. Show a growing understanding of the similarities and differences between places.

5. Understand the ways in which environmental issues arise and are tackled.