Through studying History, students will:

  • Develop their understanding of the world around them and gain a deeper insight into human societies, human actions and feelings and themselves, through the study of past events.
  • Improve their skills as a scholar, by refining their skills of investigation, analysis and debate.
  • Gain an appreciation of the importance of studying the past, an understanding of the links between the past and their own lives, a love of the process of learning and a desire to continue it.
  • Grow as members of the school as they gain a deeper understanding of the links between History and other subjects.

Pupils leaving GFS will be equipped with the tools to continue creating questions about the world around them and will know how to apply these to further study and employment whether this is or is not Historically based. They will understand how to use their Historical understanding to learn something new and continue to create new questions in order to develop as life-long learners.

The path to delivering this vision incorporates the developing curriculum, outstanding teaching of all staff within the department and regular constructive feedback to pupils in order to accelerate their progression throughout their time at GFS.


The History curriculum is supported and developed by a range of Drop Down Day activities:

British Museum – Students visit this world leading museum to undertake a journey through time, travelling from the Neolithic Revolution to the 20th Century. This supports their year seven study by developing their sense of period.

Cambridge University: Students visit this world famous museum to investigate their unique collection of Anglo-Saxon artefacts. This supports their understanding of the impact of the Anglo-Saxons on British culture and identity.

Imperial War Museum – Students investigate the impact that the Holocaust had on individuals through analysing personal objects. They also visit the new World War One gallery to develop their understanding of this significant conflict.