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History

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

 

Paper 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

Historic environment

Whitechapel, c1870–c1900: crime, policing and the inner city.

Knowledge, selection and use of sources for historical enquiries

 

Paper 2

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

 

Paper 3

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.