'A people without the knowledge of their past history, origin and culture is like a tree without roots.'- (Marcus Garvey 1938)

Intent

We take inspiration from the Schools History Project and Historical Association’s principles about the teaching of History, and we believe students should take a passion for learning about their past, into their future.

Through their study of History, we aim to:

• Provide students with a deeper understanding of the present, through engaging with the past, spanning a range of cultures, continents and time periods so that they develop appreciation for other religions and races.
• Expose students to the complexities of the past and encourage them to become curious about the contested nature of history and the choices their ancestors made.
• Provide students with historical evidence so they can develop their own values and opinions in order to understand more about themselves, the world around them and their place within it.
• Create an engaging experience that provides the steppingstone for life-long thinking and engagement in History. 

Meta-concepts

The following meta-concepts underpin our curriculum:

• Change – We feel it is of fundamental importance to examine how societies and cultures change and develop over time, and in light of significant world events.
• Continuity – Whilst it is important to consider how things change over time, it is also vital to observe which aspects of life remain constant despite time passing.
• Causation – For students to be able to learn from events of the past, they must know and understand the sequence of events which preceded them.
• Consequence – Consequences are the results of historical events. Events can have more than one consequence, and these can be interlinked. The way that students interpret and analyse these consequences is a key feature of historical study.
• Significance – This is the exploration of how we decide which events, people and ideas from the past are important and students are encouraged to come to their own conclusions on this.

History curriculum sequence

Implementation

Our History curriculum is designed to develop the skills and knowledge of students over time.  Through the implementation of a spiral curriculum, we introduce students to the fundamental concepts and skills of History in KS3 and these are then revisited in KS4 with increasing depth and complexity. This approach allows students to build upon their existing knowledge and skills while deepening their understanding of the subject matter. This results in confident learners who are well equipped to engage with the past.

Key Stage 3

In Key Stage 3 (years 7 to 9), students have four History lessons per fortnight.

Year 7 – In Year 7 students are introduced to our meta-concepts and apply them to periods of time such as the Norman Conquest and the Age of European Expansion. Students explore how rapidly medieval societies change and which aspects leaders choose to continue whilst examining the significance of ideas and individuals on this process.

Year 8 – Year 8 takes a thematic approach to Historical enquiry where students study the consequences of the British Empire on its colonies, the significance of Revolutions over time and Conflict and Resolution has changed between World Wars. These topics challenge the students to consider how the consequences of events can link them together over a greater period.

Year 9 –  In Year 9, the curriculum acts as a transition to GCSE. Students study a range of countries in the 20th Century and examine how they develop in different ways, but also how they interact with one another. They will see how societies change in a similar time period, challenging them to consider the significance of political rivalries and the consequences this has on international relations. 

Key Stage 4

In Key Stage 4 (years 10 and 11), students have six lessons. We offer further personalised intervention for our KS4 students which focuses on embedding exam skills and gives students an opportunity to revisit some content knowledge.

Year 10 and 11 – In Years 10 and 11, students study GCSE the topics they need to know for success in their History qualifications. We follow the AQA exam board, and students sit two papers at the end of Year 11 which consist of four elements: one period study, one thematic study, one wider world depth study and one British depth study including the historic environment. 

Ultimately, our History curriculum develops students' skills and knowledge, exposing them to a range of time periods and meta-concepts, while fostering their literacy skills and analytical abilities, ultimately preparing them for success in their GCSE exams and beyond.

GCSE specification- History

Impact

By delivering curriculum that is broad and balanced, we equip our students with vital knowledge and skills that extend beyond the classroom. Our students not only develop a deep understanding of the past but also foster a love of learning which sees them wanting to explore the impact that events have had on the present and see how the world has been created by those that came before us. Regardless of whether students opt for History in KS4, our curriculum ensures that all students leave us with a deeper understanding of the present, through engaging with the past.