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How will we use Seneca Learning in the History Department?


The idea behind using Seneca Learning in the history department is to supplement the learning that pupils do within our classrooms. We hope that Seneca will help pupils reinforce the information that they learn in the classroom so that they remember it for longer and if they don’t, it will help us as teachers which areas we need to revisit to help your child understand the topic.


An example of this in practice might be a Seneca Learning activity on World War One. As you can see from the image, the learning activity is broken down into 4 different stages. Within history lessons, we would have covered all of these different areas, but it allows your child to go through the learning at their own pace and explore the topic in more detail.


An example of this in practice might be a Seneca Learning activity on World War One. As you can see from the image, the learning activity is broken down into 4 different stages.


  • 10.1 Causes of WW1
  • 10.2 Outbreak & Early War
  • 10.3 The War of Attrition
  • 10.4 The End of the War


Within history lessons, we would have covered all of these different areas, but it allows your child to go through the learning at their own pace and explore the topic in more detail.

From a personal point of view, we think that it is really important for pupils to sometimes get a little reminder that they are doing the right things and doing well at school.


Seneca Learning is a way that a pupil would be able to gauge their knowledge and understanding of a topic by seeing correct answers and hopefully boost their moods! However, if pupils get an answer wrong, we don’t mind! The fact that pupils are giving it a go independently is something that we think is really good. But, if a pupil does have wrong answers, there is a section on Seneca which will highlight all of these wrong answers.


Seneca will then allow pupils to go back into it to correct their mistakes to reduce the amount of wrong answers that they have. Again, we feel that this is a really powerful way for pupils to take control of their own learning.

Each term, we will update the school website with links for Seneca Learning which will relate to your pupils learning in history for the following term. We may set assignments as a homework from time to time to see how pupils are getting along.


It will also highlight how many hours of learning your pupil has done. This is a handy way for both school and home to monitor how much work pupils are doing and reward their progress!


As teachers, we can filter how long pupils have been on Seneca in total, their average score, how many assignments they have completed and how many correct answers they have.

First Name

Last Name

Learning time

Average score


Correct answers








33min 20s






2h 0min






1h 50min






1h 49min






1h 15min






1h 15min






45min 51s






39min 37s




Please note: The names shown are fictitious


Currently, on Seneca, there are the following assignments that your pupil could search for if they wanted to do some additional history work. In GCSE topics, the assignments are linked in with the correct exam board that pupils will be taking. This will give the pupils an additional familiarity with the content but also the wording of exam questions which at times can be tricky.



We encourage all pupils to investigate the world around them through whole class and independent enquiry, looking at different geographical locations, cultures and social developments through time.


We routinely revise our curriculum to provide the knowledge and skills pupils will need in an ever-changing world.


History Aims:


  • The study of history encourages all pupils to respect and appreciate the cultural diversity of the British people and understand the need for tolerance and international cooperation in the development of a brighter future, which they will be living in.


  • History is an important cultural subject and is highly regarded by employers.  Students who pass the GCSE examination have acquired skills that are transferable to many occupations from the care sector to retail work.  Successful students are good communicators, both written and spoken.  The study of history allows students to weigh up opinions and look at problems with a critical eye.  Students of history have gone on to a wide variety of jobs including the following professions, such as journalism and law, the media, the civil service and managerial positions.




Pupils will start to gain an understanding of the foundation of the English identity and our close links with France. They will understand how Britain emerged as the dominating power through the development of the British empire and how this in turn has reshaped the British identity and culture through the cultural diversity from colonial migration.


Pupils will also understand the development of modern day concepts of civil rights, they should be able to draw links from the past to demonstrate the evolution of modern society through the Magna Carta, development of government, democracy and abolition of slavery.




Pupils will be able to see the development of the 20th century in a broader context. Taking into consideration the wider global impact of war, economics and politics. Pupils will have a good understanding of British identity and the role our country plays globally. They should be able to draw links between the mistakes of British imperialism and colonial conquest and current political debates.


Core skills


  • Source based analysis; interpretation, evaluation, comparison, forming judgments on reliability and usefulness.


  • Chronological sequence; developing awareness of chronology and how time can be measured and interpreted.


  • Cause and consequence; identify how a factor or series of factors can result in an event i.e. battle or change in society.


  • Change and continuity; building on from the study of chronology, pupils are able to identify how different periods in history change and how some factors remain as a constant. From this they analyse the factors creating the changes and decide on the positivity of the outcome.


  • Investigate; organise and communication information.


  • Empathy: to understand the feelings and attitudes of another person.

Head of Humanities: Mrs Myers Mooney


"The Humanities subjects allow pupils to immerse themselves in the diversity of other cultures, faiths and environments from across the globe."


  • Study of the medieval period from Edward the Confessor to the Magna Carta


  • Thematic study of the causes and consequences of the battle of Hastings 1066


  • The problems facing medieval kings; Thomas Becket and the challenges of Papal power over the king, the peasants revolt.


  • Living in the medieval period, town and country


  • Dynastic rule, 100 Years War and the establishment of the Angevin empire.


  • Tudor England, the importance of the ‘break with Rome’ under Henry VIII and the establishment of the Church of England.
  • Living in Elizabethan England, poverty and prosperity.


  • Religious instability from Henry VIII to Elisabeth, Catholic v Protestant resentment.


  • The successes of Elizabeth’s reign; not getting married, the defeat of the Spanish armada, religious settlement.


  • Threats to Elizabeth; Babington plot and the execution of Mary Queen of Scots


  • Elizabethan exploration and the founding of Walter Reigns Virginia on the Easter sea board


  • The causes of the English Civil War, thematic study of the Parliamentarian and Roundheads.


  • Execution of Charles I and the impact of Oliver Cromwell as High Lord Protector for the eleven-year republic.


  • Scientific developments of the 1500, plague of 1665 and the Great Fire of London 1666


  • Establishment of the Great British Empire and the exploitation of slavery. Evaluation of the Causes of the abolition of slavery in 1807.
  • The state of public health in Victorian Britain; Factory Act, Cholera epidemic, new sever systems and public access to clean water.


  • What caused the First World War?


  • What was trench warfare like?


  • During the aftermath of the First World War  how did Europe struggle to establish peace?


  • What were the major turning points of the Second World War?


  • How and why did Americas economy boom in the 1920’s?


  • An in-depth study of America during the 20’s and 30’s. Topics studied will range from the development of the new car industry to the infamous gangs of Al Capone during prohibition. It also looks and the ‘Boom and Bust’ impact of the Wall Street Crash and how America struggled to get back on its feet.

(1) Successes and failures of the American Civil Rights Movement 50’s and 60’s


(2) Wider world depth study - Conflict and tension, 1918–1939

This will include a study of the Treaty of Versailles and the aftermath of the First World War. The struggle to re-establish peace through the League of Nations and the descent into the Second World War through the study of the policy of Appeasement.


(3) Thematic study - Britain: Migration, empires and the people: c790 to the present day


The thematic study topic gives students an understanding of how the identity of the British people has been shaped by their interaction with the wider world. It considers invasions and conquests and the country’s relationship with Europe and the wider world. It will also consider the ebb and flow of people in and out of Britain. It will evaluate their motives and achievements, along with the causes, impact and legacy of Empire upon the ruled and the ruling.

(4) British depth study including the historic environment - Elizabethan England, c1568–1603


Students will study the last 35 years of Elizabeth’s reign, focusing on the major events and developments from economic, religious, political, social and cultural standpoints, and arising contemporary and historical controversies. It also a focuses investigation into typical features of Elizabethan manor houses such as Hardwick Hall.

John Spendluffe Technology College

Hanby Lane


LN13 9BL