History Curriculum OverviewContext of the department Ks3All students in Key Stage 3 study history. Students are taught 4 lessons over the fortnight. All seven members ofthe History Department teach at least some Key Stage 3 history. Many members of the history department haveadditional responsibilities. Mr T. Best is the Head of Department, Mr J. Sharpe is the acting Deputy Head, Mr M.Melville is the Assistant Head of Sixth Form, Mrs E. Wooldridge is Head of PSHCE and Careers and Dr Langstaff isin charge of EPQ, Oxbridge and High Starters.Intent at KS3At Key Stage 3 we want all pupils to develop a knowledge and understanding of the creation of modern dayBritain, and for them to know their rights and responsibilities in this culturally, religiously and ethnically diversenation, based on parliamentary democracy and the rule of law, thereby supporting the fundamental Britishvalues. We want pupils to develop their analytical and evaluative skills, so that they can become critical thinkers.Our objectives are clearly set out through our rationale which is stuck in the front of exercise books.Pupils undertake one summative assessment each term, which is designed to assess the rigorous historical skillsthat pupils have been developing, such as cause and consequence, evidence and interpretation, and change andcontinuity. The summative assessments are graded using 1 – 9 numbers to facilitate tracking and measureprogress more simply and clearly. The summative assessments are accompanied by historically rigoroussignificant pieces of work, which will be completed three times per term, and are taken from the department’sshared SPoW menu.It is the responsibility of the class teacher differentiate to ensure that all pupils are appropriately challenged andsupported. This may be through 1:1 support within the lesson, the groups pupils work in, level of questioning,availability of scaffolding, and a varied nature of activities set.We intend that pupils should develop a range of breadth and depth of knowledge. We aim to achieve this byteaching the course in a largely chronological manner, in which we integrate the ‘big picture’ in to the sequenceof lessons with reference to overarching enquiry questions. The lessons will then be structured around smallerenquiry questions which feed in to the larger enquiry questions. Within all enquiry questions, we endeavour toundertake some ‘deep diving’ into recurring themes and issues which are prevalent throughout the course, suchas the nature of political power, the role of religion, and the changing nature of Britain.To reflect the CHRIST values we intend to demonstrate when compassion, humility, respect, integrity, serviceand tolerance have been a motivating force for goodness and progression in history, and when the rejection ofthese values in past events has seen humanity suffer e.g. how greed and manipulation can lead to catastrophicevents such as the slave trade and WW1, and how cooperation and democracy can limit suffering e.g. theabolition of the slave trade. Support Fundamental British Values :See comments on aims of the department What is your intention regarding your curriculum catering for disadvantaged or minority groups?It is our intention to meet the needs of disadvantaged and minority groups so that any gaps in progress andattainment will be narrowed.We aim to develop good learning habits and skills by having them modelled in lessons. We aim to embedmetacognitive thinking in our lessons, ensure that pupils are aware of activity success criteria as well as generalhistorical qualities such as detail, analysis and evaluation. Teachers will model good work and good practice andwe aim to encourage them to be reflective learners who always seek to improve the quality of their own work.
It is our intention that pupils are engaged and enthusiastic in their history lessons. This will be achieved first andforemost of the enthusiasm of their teachers, who will aim to make the work engaging and demonstrate itsrelevance to the modern world.To develop cultural capital beyond the classroom we intend to offer a trip to a local site to study local history,and the homework will include researching local history. We intended for the trip to be compulsory and for anydisadvantaged pupils to have the cost of the trip met by the school’s Pupil Premium funding. We also intend tooffer a trip abroad to study the role of Britain in international events.Implementation at KS3 (how will you do this?)The programme of study is fundamentally organised in a chronological manner to help pupils best understandthe progression towards the shaping of modern Britain. Within this chronological framework, key developmentsin British history are studied based on overarching enquiry questions which last approximately a half term. Theselarger enquiry questions are then broken down in to individual enquiry questions for each lesson which thenbuilds up the bigger picture in a content sense. Each overarching question will have a focus on a particularhistorical skill/concept, though within the enquiry questions of the individual lesson there will be a wider varietyof historical skills and concepts that are explored/developed. These skills and concepts are revisited throughoutthe key stage, and they then continue to be refined, if the pupil choses the subject at GCSE.The summative assessment points are in the first week back of the second half-term of the Autumn, Spring andSummer Term, and the assessment is based on work that has been done in the preceding half term. The finalsummative assessment is an exception to this, and is based upon aspects of the previous year’s work. Otherformative assessments (significant pieces of work) are chosen by the teacher from set ‘menu’ and are set attimes most convenient to the interests of the class, or the work load of the individual teacher.There is no setting criteria for Key Stage 3 history, as all pupils are taught in forms, which are mixed ability.To ensure that students receive a consistent delivery of the curriculum all staff will teach the same modules, allpupils will undertake the same summative assessments and all pupils will undertake the same significant piecesof work from the departmental SPoW menu. To ensure that this is follows, we have a series of quality assurancemeasures in place, which includes learning walks, lesson observations, book looks and pupil surveys.To build cultural capital outside of the classroom we have a compulsory trip to Beamish Museum in the NorthEast of England, which focusses on life in Britain during the industrial revolution. Disadvantaged pupils have thecosts of the trip met by the school. In Year 8, pupils have the opportunity to take part in a trip to Normandy, tolearn about the Normandy landings of D-Day and to see the Bayeux Tapestry. If any disadvantaged pupils wish totake part in this trip, then Pupil Premium funding covers part of this cost.Additionally, many of the in-class work homework support further research of local history, such as the impact ofthe harrying of the north on the home towns/areas of the pupils, or the significance of historical events inrelation to the modern world, such as the role of the civil war in leading to modern British democracy, whichrequires an engagement in modern politics.Differentiation is primarily the responsibility of the individual teacher, who adapts lessons or materialsaccordingly, to ensure that all pupils have access to appropriately challenging lessons. Our general principlehowever is to teach to the higher ability, who represent about 50% of our pupils, and then provide furtherscaffolding to help other pupils reach their potential.Literacy is an integral part to the subject, and we encourage reading of developed texts and of historical evidenceand interpretation. We have assessments and significant pieces of work which place significant value on theability to produce extended pieces of writing, and to articulate ideas effectively. We promote numeracy on amore conceptual level through the promotion of chronological understanding, and we promote numeracy moredirectly through the use of data and statistics as evidence to help substantiate ideas and arguments.
History has many natural cross-curricular links, for example, the role of religion in society links with ReligiousEducation, and ideas of a British identity link well with the English department’s topic on me, myself, and I.Furthermore, English topics on adventure writing links well with adventures such as the crusades. The study ofWW1 and WW2 similarly links fantastically well with the English department’s focus on War and Conflict poetry.Disadvantaged and minority groups are a particular focus on our ‘Focus 5’ analysis which is done at datacollection points. Compulsory school trips such as Beamish are paid for, and contributions are made to optionaltrips such as Normandy, to ensure that all pupils have greater access to cultural capital.We ensure engagement and enthusiasm by planning lessons which are varied, appropriately challenging, makereal and meaningful links to the contemporary world and its issues, all delivered by teachers who areknowledgeable and passionate about the subject.To prepare students to progress, we focus on developing valuable historical skills, such as causation andconsequence, change and continuity, significance, and the use of evidence and interpretations, as these skills areintegral to many of the lessons. We help to consolidate knowledge through the setting of, and verbal feedback ofhomework. Teachers mark and give feedback on significant pieces of work and assessment, in which we expectpupils to show what they have learned, and to act upon their feedback. We revisit throughout the two years, thehistorical skills earlier mentioned, and we frequently link back to the underlying themes, and use the sameunderlying themes to give context to new learning and knowledge. The themes that we investigate are; theevolution of political power, the role of religion, and the changing nature of Britain.The promotion of the CHRIST values and British values are embedded throughout the course. For example, weteach about the need for respect of democracy by studying the development of democracy throughout Britishhistory, from the Magna Carta through to the suffragettes movement. We promote tolerance and harmonybetween different cultures and religious groups etc by studying the influence and impact of different groups ofsettlers, or of the differences within Christianity, and the impact of a lack of understanding between religiousgroups e.g. the Crusades, and religious conflict associated within the reformation. We draw attention to the roleof historically minority groups in the past e.g. women, people of African descent and Asian descent.Our curriculum fully meets the need of the 2014 National Curriculum. For example, the development of Church,state and society in Medieval Britain 1066-1509 is taught through the Norman Conquest, the importance ofreligion and the Crusades, the struggle between Church and crown (Henry II and Becket), the Magna Carta, theBlack Death, the Peasants’ Revolt, Wars of the Roses & Henry VII and attempts to restore stability. Thedevelopment of Church, state and society in Britain 1509-1745 is taught through; Reformation in Britain andEurope, the causes and events of the civil wars throughout Britain, the Interregnum. Ideas, political power,industry and empire: Britain, 1745-1901 is delivered through; Britain’s transatlantic slave trade: its effects and itseventual abolition, Britain as the first industrial nation – the impact on society, extension of the franchise andsocial reform. Challenges for Britain, Europe and the wider world 1901 to the present day is delivered through;women’s suffrage, the First World War, the Second World War and the wartime leadership of Winston Churchill,social, cultural and technological change in post-war British society. Local history is studied throughout thecourse e.g. impact of earlier settlers on local environment, the role of a local town or building in the civil war.The study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledgefrom before 1066 is delivered through the impact of Celts, Romans, Anglo-Saxons and Vikings on Britain. Thestudy of a significant society or issue in world history and its interconnections with other world developments isdelivered through the ‘meanwhile, elsewhere’ resources, as well as being implicit to much of the course. Pleasesee the relevant documents for more detail. curriculum#programmes-of-study-by-subject
Impact at KS3 (how will you know this has worked?) How can you show how well students are learning the content in your curriculum?We show how well pupils are learning the content of the curriculum through summative assessments which takeplace in the lesson, the quality of their significant pieces of work and homework, as well as through informalteacher assessment in the lesson through questioning. Progress in learning the content in the curriculum will bea focus of learning walks and book looks. How can you show you have prepared students for the next key stage?We teach pupils valuable historical skills and concepts, such as essay writing, analysis, evaluation, use ofknowledge, construction of argument, cause and consequence, evidence and interpretation, use of evidence etcwhich allows pupils to perform well at GCSE should they chose to take the subject. How can you show you have removed barriers?We can show that we have removed barriers by showing a closing of the attainment gap between boys/girls,disadvantaged, non-disadvantaged etc, and by employing individualised and proactive approaches to close anyattainment gap which may still exist. How can you show that students are enthusiastic and engaged in your subject area?Enthusiasm and engagement with the subject is shown through the high up take of the subject at GCSE, the highuptake of extra-curricular trips, and their behaviour and attitude within lessons. How can you show evidence of pupils’ learning to feed into your planning and adaption of thecurriculum?We regularly review the scheme of work and the assessments, and we respond to feedback and evidence fromthe quality assurance cycles, including the department review and pupil voice. How can you show that students are learning CHRIST values, British Values and the skills required forgood learning habits?We can show students are learning the CHRIST and British values through the curriculum that we have designedin which the values are emphasised and reiterated, and we can show the good learning habits through theacademic progress that the pupils make.Department Curriculum Pro-forma KS4Context of the department KS4 How many students study the subject at KS4?History remains a popular option choice at GCSE, and is currently studied by 124 pupils in Year 9, 143 in Year 10and 116 in Year 11 (2018-19) How many lessons do they study per fortnight?In year 9 students have 5 lessons per fortnight, and in years 10-11 pupils have 4 lessons per fortnight What are outcomes like in this subject in the previous exam cycle?9 – 4: 91.8% (FFT5), 9 – 5: 82.7% (FFT5), 9 – 7: 51.8% (FFT20) How many teaching staff are there at this key stage?Six staff teach history at KS4, most of whom have additional responsibilities. Is there anyone other than the HOD with responsibility at this key stage?Mr T. Best is the Head of Department, Mr M. Melville is the Assistant Head of Sixth Form, Mrs E. Wooldridge isHead of PSHCE and Careers and Dr Langstaff is in charge of EPQ, Oxbridge and High Starters. How is your subject assessed externally?The subject is externally assessed with three examinations taken in the summer of Year 11. Paper 1, worth 30%covers Medicine in Britain, 1250 – Present with an environmental study of the British sector of the Western Frontin the First World War. Paper 2, worth 40% covers Anglo-Saxon & Norman England 1066 – 1088 and the ColdWar & International Relations 1941 – 1991. Paper 3, worth 30% covers Germany, 1918 – 1939. How is your subject graded?The subject is graded with GCSE levels from 9 – 1.
Intent at KS4 (what do you want to achieve?) What are your guiding principles? What do you want pupils to be able to do? Are your objectives clear?At Key Stage 4 we want all pupils who study the subject to develop their knowledge and understanding of thehistory of Britain and the wider world. We hope that pupils can deepen their understanding of the people,periods and events studied. In particular, we want pupils to develop the transferable skills of analysis, evaluation,critical thinking, make informed decisions and develop perspective and judgement so that pupils develop in toarticulate and well-rounded citizens. We regularly share our objectives with pupils. What are your assessment principles?It is our intention that pupils should have regular exam practice, and that a formal, unseen summativeassessment should take place at the end of each examined module. We intend for this to be a formal mock, or anin-class assessment. It is our intention that this regular practice and multiple mocks will more effectively preparepupils for their end of key stage examinations in the summer of Y11. Differentiation/ support/ challenge / intervention?Since all classes are mixed-ability groups, it is our intention that differentiation should be largely theresponsibility of the class teacher. It is our intention that all pupils should be appropriately challenged regardlessas to their ability. It is also our intention that all pupils have access to intervention, whether this is by invite onlyor revision days during Easter/half term holidays. Engagement and enthusiasm?It is our intention that pupils are engaged and enthusiastic in their history lessons. This will be achieved first andforemost of the enthusiasm of their teachers, who will aim to make the work engaging, appropriately challengingand demonstrate its relevance to the modern world. Breadth and depth of knowledge?We aim for pupils develop a real range, breadth and breadth of knowledge through studying history from threeeras (medieval 500-1500, early modern 1450 – 1750 and modern 1750 – present day), three time scales (a depthstudy of about 20 years, a period study of about 50 years, and a thematic study of approximately 750 years)across three geographical contexts (Britain, Europe & the wider world) Reflect Christ Values? Support Fundamental British ValuesWe intend to reflect on Christ values and support the fundamental British values by teaching pupils about whatoften happens to nations, societies, communities and individuals when these values are not adhered to, or bydemonstrating the great things that can be achieved when such values are adhered to. What is your intention regarding disadvantaged or minority groups?We intend to close the gap between disadvantaged/minority pupils and non-disadvantaged/non-minority pupils.We intend to do this by ensuring that these pupils have access to high quality resources, and are always offeredthe opportunity to attend invitation only revision sessions. Teaching good learning habits and skillsWe aim to develop good learning habits and skills by having them modelled in lessons by staff. We aim to embedmetacognitive thinking in our lessons, ensure that pupils are aware of activity success criteria and mark schemecriteria as well as general historical qualities such as detail, analysis and evaluation. Teachers will model goodwork, good practice and model answers will be shared with pupils. We aim to encourage pupils to be reflectivelearners who always seek to improve the quality of their own work. Preparation for further education or world of work?To prepare pupils for further education and the world of work we aim to strengthen pupils w
History Curriculum Overview Context of the department Ks3 All students in Key Stage 3 study history. Students are taught 4 lessons over the fortnight. All seven members of the History Department teach at least some Key Stage 3 history. Many members of the history department have additional responsibilities. Mr T. Best is the Head of Department .