History Curriculum Overview - Sjfchs .uk

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 .