Est. 1921

History

INTENT:

What is the curriculum aim / vision for this subject?

For students to have an enjoyment of history.
The curriculum allows students to have a rounded understanding of the past and gives an insight as to how this impacts on the present and future.
The curriculum should give students the opportunity to become critical thinkers who are able to articulate, analyse, explain and infer.

What do we expect students to get from this subject?

Understanding of different cultures, traditions and opinions to develop kindness and tolerance.

IMPLEMENTATION:

How does learning develop over the five years?

The skills required as a student transitions through the five years are built upon through clear stepping stones.
The curriculum provides students with a broad knowledge and understanding of history

What principles have guided our decision making in developing this curriculum? What is distinctive about our curriculum?

There is a clear focus on developing students' understanding of where they live.
Key events and periods are taught to give students an understanding of how these have shaped Britain and the wider world.
The skills gained on initial arrival to the school lay the foundations for deeper thinking year on year.

How is the timetabled curriculum supplemented or enriched by other approaches to learning?

In what ways does our curriculum help to develop…?

Cultural diversity and identity: Knowledge and understanding of students role in the community and the wider world
Physically and mentally healthy lifestyles: Focus of how war can have an impact on lifestyle and mental health
Community participation: Teaching aspects of the curriculum allows us to draw on the community such as Remembrance assemblies
Careers and enterprise: All of the skills taught throughout the curriculum allow for students to gain skills necessary for their future careers
Technology and the media: Use of media and awareness of the benefits and dangers of the modern media.
Creativity and critical thinking: Through engagement and love of learning and the skills required for history are intrinsically linked to critical thinking.

IMPACT:

What forms do assessments take? What is the purpose of assessment?

Self and peer assessment
Summative and formative assessments
Biannual formal assessments check whether or not students know more and are able to remember more. The assessments are robust and highlight any deficiencies in skills that staff can quickly act upon to improve knowledge and understanding in order for students to make sustained progress over time.

How do we know if we have a successful curriculum?

Students enjoy and achieve academic attainment. “they know more and can remember more”.
Feedback through students’ voice.
Feedback from parents.
Option numbers at GCSE and A Level
Staff evaluations of the curriculum.