Intent of Curriculum
History offers an inclusive curriculum with high aspirations to meet all students' individual needs through developing independence and a healthy curiosity through interesting and engaging learning throughout their journey through a range of historical eras and themes. Students are to discover their place in history and history’s place in the world through understanding of past and present, whilst understanding their relation within each other. History promotes an inquisitive mindset which enables students to discover and engage with the challenging world in which we live.
Implementation of Curriculum
History acknowledges different starting points and then builds individually on this through skills and knowledge. Learning takes the form of discussion, debate and opinion to stretch and challenge students of all abilities as well as challenging misconceptions and preconceptions. The curriculum reflects the cohort of students and is malleable to suit individual needs. The journey has a clear objective which is appropriate for all learners. History develops clear cross-curricular and key stage links to accentuate and create transferable skills across subject areas and into post-16 education. Students are further engaged through a mixture of depth, local and breadth studies. Studies will be supported by trips linked to the curriculum to enhance learning, close cultural gaps and experience history first-hand. It is imperative that we make a profound positive difference through a wide-range of interesting and engaging learning, so that students can grow, thrive and be visible.
KS3 Years 7 and 8
Topics studied at KS3
Year 7 - 1066-1653 developing knowledge of the Church, state and society in Britain, by focusing on individuals, groups and historical events.
Year 8 - 1654- 1945 will develop knowledge of Britain, Europe and the wider world, by focusing on individuals, groups and historical events.
KS4 Year 9-11
GCSE Edexcel History 9-1
Thematic study and historic environment 30% of the qualification
Crime and punishment in Britain, c1000–present Whitechapel, c1870–c1900: crime, policing and the inner city.
c1000–c1500: Crime and punishment in medieval England
c1500–c1700: Crime and punishment in early modern England
c1700–c1900: Crime and punishment in eighteenth- and nineteenth century Britain
c1900–present: Crime and punishment in modern Britain
Whitechapel, c1870–c1900: crime, policing and the inner city.
Knowledge, selection and use of sources for historical enquiries
Period study and British depth study 40% of the qualification
Early Elizabethan England, 1558–88.
Queen, government and religion, 1558–69
Challenges to Elizabeth at home and abroad, 1569–88
Elizabethan society in the Age of Exploration, 1558–88
Superpower relations and the Cold War, 1941–91
The origins of the Cold War, 1941–58
Cold War crises, 1958–70
The end of the Cold War, 1970–91
Modern depth study 30% of the qualification
The USA, 1954–75: conflict at home and abroad
The development of the civil rights movement, 1954–60
Protest, progress and radicalism, 1960–75
US involvement in the Vietnam War, 1954–75
Reactions to, and the end of, US involvement in Vietnam, 1964–75
Helping Your Child With Homework
For all humanities subjects we would encourage you to support students to read, listen or watch the news daily so they are aware of current events. We will give lists of any television programmes or series which support topics being undertaken in lessons as and when appropriate.
Students would benefit from visiting any local or national museums and exhibitions to develop their historical knowledge. We would encourage students to read around the subjects they are being taught including fiction books.