History

Aims and Rationale


Rationale

At The John Wallis Academy, we deliver a high-quality history education, which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It inspires pupils’ curiosity to know more about the past. Teaching of the subject equips pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Our History curriculum helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time; for example, by reconciling contemporary politics that impact them. Skills are developed in learning how to share and debate ideas appropriately within the safe space of the History classroom.


Aims

The John Wallis Church of England History curriculum aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses

  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

  • gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales

Progression in History

Lower School Rationale

In the Lower School, pupils develop their understanding of chronology, starting with things within living memory (Toys in Time – Y1U2, Seaside, Now and then Y1U5) and then moving to significant events and people beyond living memory (Ticket to Ride Y1U3 and The Great Fire of London Y2U2). They further develop their chronological understanding through a deep dive into the lives of significant individuals (Kings and Queens Y2U2, Explorers and Voyages Y2U4).


Readiness for Middle School

The following Historical knowledge/concepts are non-negotiables for the end of Year 4 for all pupils:

  • Understand the concept of primary and secondary sources

  • Understand how life was in Tudor England

  • Awareness and understanding of local history

  • Understand the reasons for the Roman invasion

  • Understand changes in technology over time and the applications in areas such as toys and games

  • Be aware of key events in British historical timeline such at The Great Fire of London

  • Read a range of sources and judge their accuracy

  • Explain and explore the relevance of a source

  • Write and make simple judgements on sources

  • Describe and explain historical events in speech and writing, using chronological references


Intervention and Catch-Up

Any pupils not yet working able to demonstrate mastery of the knowledge/concepts listed above will receive the following support in Year 5, and 6:

  • 1-2-1 targeted support within and outside of class

  • Development of literacy and reading skills in liaison with English Faculty

  • Setting arrangements refined in Middle School (Years 7 and 8)

  • Peer support

  • Extended school day and catch up programmes and sessions

  • Targeted small group work and booklets differentiated to individuals and sub-groups

Middle School Rationale

In Middle School, the History Curriculum divides into four main strands: War and Peace, The Connected World, Power and Rebellion and Change in Society.

Within War and Peace, pupils will explore the impact of war on the people of Europe, those living in Britain, and a specific focus on the local area in Kent. Pupils will discover why the Allies were triumphant in World War I and how technology changed warfare.

Pupils will study a variety of different civilisations when they look at the Connected World, ranging from the Mayans, to the Egyptians and the Romans. Associations are clear between other Humanities subjects as pupils will explore the Silk Road and the geographical links, as well as looking into the Golden Age of Islam – with explicit links to the RE curriculum,

The topic of Power and Rebellion enables pupils to explore and learn about the concept of treason, how the Normans conquered Britain, who held power in Medieval Britain, the reign of Henry VIII and what mattered to him; as well as the way the Revolution led to change.

Within Changing Society, pupils will look at the Anglo-Saxon era, develop skills in how to become a Historian, the Samurais, the Impact of the Industrial Revolution and how sugar changed the world. Finally, pupils will discover the horrors of the Holocaust in Year 8.


Readiness for Upper School

The following Historical knowledge/concepts are non-negotiables for end of Year 8 for all pupils:

  • Discriminate on the quality and value of primary and secondary sources

  • Understand the historical impact of technology on warfare

  • Develop historical knowledge of key events and locations that have impacted society

  • Identify and analyse cross curricular links across the Humanities (for example the Silk Road and the Geographical implications)

  • Understand how society in Britain has changed and developed over time and the reasons for this

  • Analyse and evaluate the veracity of source and interpretations of sources

  • Write extended analysis of source material

  • Be aware of key events in British historical timeline

  • Write and make refined and accurate judgements on sources

  • Analyse historical events in speech and writing, using chronological references


Intervention and Catch-Up

Any pupils not yet working able to demonstrate mastery of the knowledge/concepts listed above will receive the following support in Year 9, 10 and 11:

  • 1-2-1 targeted support within and outside of class

  • Development of literacy and reading skills in liaison with English Faculty

  • Setting arrangements available on new curriculum model

  • Peer support programmes from Sixth Form

  • Extended school day and catch up programmes and sessions

  • Targeted small group work and booklets differentiated to individuals and sub-groups

Upper School Rationale

Our Upper School studies in History have been carefully mapped to further enrich and embed the skills and knowledge touched on in Middle School History. The GCSE will develop and extend pupils’ knowledge and understanding of specified key events, periods and societies in local, British and wider world history; and of the wide diversity of human experience. Pupils will continue to engage in historical enquiry, concepts familiar to them from Middle School History, to develop as independent learners and as critical and reflective thinkers. They will continue to develop their ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context. We have chosen a curriculum which will allow them to develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them. In our GCSE History studies we will be studying migration to Britain, the making of America, the lives of those living in Nazi Germany, the Elizabethan age and a local study of Chatham Dockyard. All of these topics have been chosen to allow students to organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions, whilst experiencing a rigorous, relevant and enjoyable curriculum.

Curricular-Related Pupil Experiences

Lower School

  • Trips and visits to key historic locations locally

  • Pupil reps for History department

  • Humanities club after school

  • Competitions and awards for Historical understanding


Middle School

  • Trips and visits to key historic locations, both locally and further afield

  • Pupil reps for History department

  • Humanities club after school

  • Introduction of debate club

  • Community projects linked to local history

  • Competitions and awards for Historical understanding


Upper School

  • Trips and visits to key historic locations, both locally and further afield

  • Pupil reps for History department

  • Sixth Form leads

  • Debate club and school Parliament

  • University and research links

  • Guest speakers

  • Model UN in conjunction with Benenden partnership

Evidence base for Rationale

  • Reform of National Curriculum Response form. Royal Historical Society (2013)

  • The Historic Association, https://www.history.org.uk/

  • Primary History, Schoolhistory.org.uk

  • Keystage History, www.keystagehistory.co.uk: Neil Thompson Consultancy