HISTORY

"We are not makers of history. We are made by history."

- Martin Luther King, Jr.

OUR CURRICULUM INTENT

The intention of the History curriculum is to create confident historians who are original, critical and reflective thinkers. Our vision is that, through a concept-focused, enquiry-based curriculum, our students are absorbed into the stories of past worlds. These stories spark their imagination and lead them to see how past stories shape present and future experiences. Students investigate how the events and ideas contained within those stories affected the world then and affect us now. They learn how they can use those stories to better understand why people act in certain ways and how people’s experiences connect across time. Our curriculum will also teach our students how to critique and hold voices of authority to account and will build their confidence to respectfully consider and debate a range of views and then form their own individual, considered, well-informed and passionate judgements of historical debates.

THEMES

Politics (how power changes and is maintained over time)
Society (how society changes and the extent to which society coheres or divides, including over race and sex)
Economics (how the economy becomes a form of power and control and the changes the economy can create in wider society)
International relations and empire
Religion
Health (changes and continuity over time)
Culture

SKILLS

Evidential understanding;

Interpretations
Cause and consequence
Change and continuity
Similarity and difference
Significance.

ASSESSMENT

ILT assessments each half term
2 DCs in a year per year group
Continuous one to one verbal feedback in lessons
Peer and self-assessment in lessons

STRETCH & CHALLENGE

In every lesson, every task has a stretch and challenge task which pushes students to compare topics and make connections or make judgements.
All homework set also has a stretch and challenge task which pushes students to further apply their knowledge to a new task.

Key Stage 3 : Modules Taught

Year 7

How can we learn about Roman Enfield?
Who can tell us the most about the Silk Roads?
Why was Abbasid Baghdad so brilliant?
How did William gain control of England?
How did William hold on to his power?
How did life change under the Normans?
How did the First Crusaders make it all the way into Jerusalem?
Why was the murder of Thomas Becket so shocking?
Why was the Peasants' Revolt significant?
How was Tudor England a 'rollercoaster of change'?
What was life like in Tudor England? (Black Tudors)
What caused the English Civil War?

Year 8

What can we learn about medieval Mali?
What can we learn about the Transatlantic slave trade by following the journey of the Akan Drum?
Why was the Trans-Atlantic slave trade abolished?
Why is the transatlantic slave trade remembered so differently in Britain and Haiti?
How can local history help us challenge generalisations of the Transatlantic slave trade?
How did British rule in India rise and fall?
How did different colonies experience the British Empire?
Why do historians disagree about the impact of the Empire?
Why was the Industrial Revolution a 'rollercoaster of change'?
Was one man really to blame for WWI?
How did different people experience WWI?
What was the biggest change in warfare during WWI?
Was Hitler really to blame for WW2?

Year 9

How did the Nazis get into power in 1933?
Why did the Allies win WW2?
How can we find out about the experiences of Jewish people during the Holocaust?
Why do historians disagree about the causes of the Holocaust?
What helped the fight for rights and freedoms in 20th century America?
What helped the fight for rights and freedoms in 20th century Britain?
What were the suffrage campaigners fighting for?
What’s the story of the women’s suffrage campaign?
What was the experience of migrants to Britain over time?