“In History our curriculum ensures that we cover local, national and international topics, which span a wide range of time. Our intention is for students to have knowledge and understanding of the world around
them and the relevance of the past when we look at features of society today. Furthermore, we aim to improve our students’ ability to think critically and develop perspective and judgement.”
Miss Martin ~ Leader of Learning
History - Curriculum Intent
Key Stage 3
To have a broad and engaging KS3 scheme of work. The scheme should cover the second order historical concepts, which can be built upon at GCSE.
The topics covered at KS3 need to be diverse and inclusive. For example, the struggle of the suffragettes and immigration to Britain.
The KS3 scheme also needs to cover global, national and local history as per the national curriculum.
Each scheme of work will be focussed on an overall enquiry question. Each lesson will help be an enquiry question that helps to build students understanding of the overall enquiry. This structure also enables easy sequencing of lessons and allows students to see how we are always working toward an end goal.
KS3 will be linked to GCSE in terms of skills being learnt. There may be some content overlap, but this is minimal, in order to avoid repetition.
Where relevant, there will be interleaving to support understanding of topics across the KS3 curriculum.
Key Stage 4 and 5
Lessons will also revolve around enquiry questions, and units of work will be taught in line with the specification. Curriculum will also be diverse and inclusive. KS5 need to be given the opportunity to reach have a wider understanding of the topics they are covering. Wider reading of the topics should be encouraged, and guiding students to read academic texts.
Key Principle 1 - Gospel Values
Make use of the Gospel values and Catholic virtues when teaching narratives at all key
Key Principle 2 - Powerful Knowledge
At all key stages there will be an emphasis on skills (cause, consequences, inference,
judgement, interpretation and sources). By the end of KS3 students should have some
understanding of historical terminology and how it is put into practice. For example, they should know what a historical interpretation is and how they could question an
interpretation. This will be built upon in Key Stage 4 and 5.
At KS3 different schemes of work will require students to know a different level of detail which reflects demands at GCSE. For example, a medieval scheme of work will require breadth of knowledge and an understanding of the quality of life over a long period of time. Whereas, some schemes like the Suffragettes or life in Nazi Germany will focus on more on depth knowledge of a short period of time.
All students will be provided with core knowledge to support any missed learning, learning from home and learning in lessons.
Key Principle 3 - Enrichment
At all key stages students should be building up an understanding of how topics are relevant to the world around them today- increasing their cultural capital and the relevance of their learning.
Have activities at all key stages that regularly require students to think critically, and form judgements based upon evidence.
To offer trips at all Key Stages that support their learning on the curriculum. With some trips, there is a possibility for cross curricular links and visiting key historical sites will improve student’s cultural and awareness of British values.