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    ‘Education is the passport to the future, for tomorrow belongs to those who prepare for it today’.

    Malcolm X, 1964

    History at DGGS encompasses a vast landscape of both national and international historical narrative, empowering students with the knowledge and skills to succeed.


    Ms R Wilson (Subject Leader)
    Mrs J Davies
    Mrs G Bunn
    Miss C Toland
    Mrs C Fajuyigbe


    To create knowledgeable citizens who are empowered to be respectful and tolerant of other peoples and cultures, and equipped to seek out new horizons.


    To empower students to engage critically with the world around them, its traditions, culture, precedence and future. To ensure this, we believe students need to know and apply understanding of the very best of what has been thought and achieved in local, national and international history. Through this empowerment it is our intention that students develop an understanding of their identity in the world, and are equipped to enter the great debates of our age with respect, tolerance, and sensitivity.

    To achieve this outcome our curriculum is built upon enquiry questions which allow a deep focus on key historical topics, while also ensuring the development of disciplinary concepts, such as source work, interpretations and significance. Students realise the craft of the historian and can apply this across the syllabus.

    Key Stage 3: We begin our KS3 with a consideration of the concept and nature of power; what it means, how to come by it, and how (not) to use it. Beginning with the challenge of 1066, we explore what power meant in the medieval world, from monarchs and emperors to ordinary people. We look not just at our story, but those of global powers; Mali, Song Dynasty China and Mughal India; to explore what power means and how it is wielded across different cultures and civilisations. In Year 8, our focus turns to the concept and nature of liberty; covering religious upheavals and the English Civil War before moving on to the Industrial Revolution, Empire, Slavery and the Suffrage movement. We end this story with the outbreak of WWI; a clear bridge to the problems when Liberty and Power collide. This theme is further explored in Year 9, as we consider the impact of WWI, covering aspects such as the response to Indian calls for independence in 1919 and the rise of the Dictators in Europe. On a whole school level, we commemorate the First World War and Holocaust and evaluate the impact of these events as part of the wider conflict they are associated with. This journey of knowledge creates a lasting historical landscape to be engaged with the world and its future.

    Our curriculum is compulsory until the end of Year 9. The curriculum aims to find a balance between the very best of the national curriculum but in order to think like a historian, students engage with a variety of source material and interpretations. This extension of deliberate practice when dealing with these sources enables students to come into contact with a variety of information from different sources, learning to respect and listen to a range of voices from the past.

    Passionate and expert teachers deliver this curriculum with powerful enquiry questions which test a wide variety of knowledge from the domain of our syllabus. We regard our key stage three as a hinterland of knowledge which allows our students to make sense of the units studied in key stages four and five. Through extra-curricular events this is brought alive; students visit Dover Castle, the WWI trench reconstructions at Detling, and have the opportunity to engage with external speakers. Students in history develop their vocabulary skills through academic text and explicit teaching of tier 2 and tier 3 vocabulary, deployed in analytical writing at intervals through the curriculum.

    Students will progress their knowledge of local, national and international history. They will be able to recall a vast body of knowledge and develop mastery through writing on a range of historical concepts and aspects of change. In particular our students will think like a historian, deploying analysis of historical sources and interpretations, making meaningful judgements on significance. As students entwine their conceptual historical knowledge they will use their understanding of the past to move forward with confidence into the future to deal with the pressing issues of their era.

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