Churchmead History cultivates and encourages learners who are engaged and curious about our shared past.
Intent
The History Curriculum empowers learners to become curious, to develop their own opinions based on evidence, and to build a deeper understanding of the present by engaging with and questioning the past. The topics are based on content, which helps learners address fundamental issues in human history. At the heart of the History course is the desire to facilitate learner’s ability to focus on historical enquiry, evaluation of sources and interpretations, understand social and cultural diversity and develop the ability to reach substantiated judgements based on evidence. The learning experience of students is at the forefront of planning; therefore, materials are regularly reviewed, with planning of lessons building upon previous knowledge and skills gained by students. Our intention is that learning is embedded and sequential to contribute to long term memory, with learning becoming progressively more challenging through the Key Stages and focused on the following Assessment Objectives.
- AO1: Demonstrate knowledge and understanding of the key features and characteristics of the periods studied.
- AO2: Explain and analyse historical events and periods studied using second-order historical concepts
Second order historical concepts include continuity, change, cause, consequence, significance, similarity and difference.
“Life can only be understood backwards; but it must be lived forwards.” Soren Kierkegaard
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Implementation
All students extend their knowledge and understanding of key events, periods and societies through an assessment of local, British and wider world history across the Key Stages.
From years 7 to 11 pupils follow a specially designed 5-year flightpath. All pupils will complete the first 2 years and then have opportunity to choose GCSE History as option choice.
At KS3, the History National curriculum is covered in appropriate depth, over a 2-year KS3. This is implemented with thoughtful consideration to the topics chosen. All planning focuses on key enquiries to draw together series of lessons to develop students as independent learners and as critical and reflective thinkers. Lessons are designed to support the learning and progress of all students no matter their ability through quality first teaching.
Progress is monitored through six key assessment points in each year of KS3 and KS4 with a focus on testing their long-term memory, source analysis skills and ability to reach substantiated judgments. The focus of each assessment is based on one or a combination of the 4 Assessment Objectives. Regular analysis of results will help future planning and assessment. Equally important is the development of learner's ability to make valid historical claims by using a range of sources. The ability to analyse and evaluate sources in a critical manner is consistently approached through KS3-4 and will be a part of both regular sessions and assessments. At KS4 students will further develop analysis and evaluation of historical interpretations, focusing on how and why different interpretations have been constructed. Each year group has subject-specific vocabulary that is taught, embedded and tested through careful session planning. Regular planning will link current learning to past studies and where it fits in the big picture. Modelling of responses and targeted feedback will also be a key feature across the Key Stages.
KS3
Pupils will have the opportunity to study a broad range of topics beginning with life in Britain before 1066, the Norman Conquest of 1066 and how life changed for Britons through evaluation of the Feudal System, Medieval Church. Students will then study a contemporary case study on African Kingdoms to give them a global view of the Middle Ages. Further students will explore the Black Death of the 1340s and its impact, followed by a study of life during the Tudor and Stewart Houses all while building skills of source analysis, evaluating cause, consequence and developing judgments.
For students second year of KS3 students explore the British Empire, reviewing the Industrial Revolution and the interconnection to the global slave trade as well as abolition, students will then study the buildup and events of WW1 with links to Empire, the interwar years and the rise of Hitler and conclude with a focus on the key events of WW2 and the Holocaust. Pupils will have the opportunity to develop their key skills, think critically and make substantiated judgements about the past.
KS4
As students transition into KS4, they will begin GCSE context looking at America 1920-1973. The topic will be introduced slowly with a focus on skills and practice in conducting source analysis and develop judgement skills through extended writing tasks. A focus on assesses political cartoons, photographs and written accounts with focus on provenance will take place.
Students will continue their GCSE journey with the study of Conflict and Tension East meets West 1945-1972 this topic allows students to draw on common knowledge between the topics linked to communism, capitalism and America’s role as a Super Power. Elizabeth 1558-1603 and finally Power and the People 1170 to the Present day will be the final two topics again with similar links being drawn to the Tudor age. Using the AQA exam board allows students access to a wide variety of resources and past papers to boost their retrieval and revision in and outside of lesson.
Content is scheduled to be through Spring of Year 11 with a chance for students revise and further develop exam technique in Spring 2.
Students will work towards and prepare to be examined by two external papers in May/June at the end of Year 11.
Paper 1: Understanding the modern world
Written Examination: 120 minutes. Weighting: 50% of overall GCSE result.
Section A: Period studies Topic: America 1920-1973 Opportunity and Inequality
Section B: Wider world depth studies Topic: Conflict and Tension between East and West, 1945-1972
Paper 2: Shaping the nation
Written Examination: 120 minutes. Weighting: 50% of overall GCSE result.
Section A: Thematic studies Topic: Britain: Power and the people: c1170 to the present day
Section B: British depth studies including the historic environment Topic: Elizabeth, c1568-1603
Impact
We envisage students being keenly aware of the purpose of their learning and how it fits into the overall programme of study. The efficacy of the delivery of this will be evaluated by learning walks, book scrutinise, lesson observations, department meetings and student dialogue. Uptake for History at GCSE is high, with numerous students pursuing higher education studies in the field and related areas. We hope to establish a KS5 Offering from September 2025 and support students it their study of history and other humanities subjects through to University.
The study of Human History will help our pupils develop into courageous, compassionate and committed global citizens. A qualification in GCSE History will also open many doors, and pupils with this qualification may go onto to pursue careers in Archaeology, Law, Politics, The Public Sector, Research, Teaching and Academia. Pupils will also have transferable skills such as research and analysis, critical thinking, identifying causes and consequences and making substantiated judgments.
Questions to review/reflect/consider when developing Intent
- What is the curriculum we offer? What knowledge, cultural capital and skills will be gained from a student undertaking our course?
- Why have we made those curriculum choices – and how are these choices ‘ambitious’?
- How is our curriculum/scheme of work sequenced (and why was it sequenced this way)?
Questions to review/reflect/consider when developing Implementation
- How is progression built into the course/scheme of work?
- What assessments do we set and how do they help form part of the process of evaluating progress and identifying next steps?
- How does our KS3 curriculum contribute to the broader aims of the school in providing students with the cultural capital they need to succeed in life?
Questions to review/reflect/consider when developing Impact
- How do our learners develop detailed knowledge and skills, and how do we test this?
- How do we build strong literacy skills in your teaching (vocab, writing etc)
- How do we measure impact?
