Teachers have a firm and common understanding of the curriculum and what it means for their practice in the classroom. History follows a 5-year plan, rather than a KS3/4. This is challenging and ambitious as resources and skills are taken from GCSE specification and are scaffolded from Year 7.
The learning for all is linear; knowledge must be acquired first before understanding, but the topics and skill-set required to access, interpret the information and draw conclusions are quite complex meaning most progress will be made at the end of a topic and accelerate as the pupils become more confident with their understanding of concepts. Students develop the five key concepts using evidence, interpretations, significance, change and continuity and cause and consequence starting in Year 7. This disciplinary knowledge is regularly revisited throughout the course.
The KS2 curriculum plan has been referenced so there is repetition to develop the initial skills and knowledge in Year 7 as not all students will have the same foundations. Our curriculum provision builds into this, and is structured in a way that supports and challenges thinking. Pupils are encouraged to develop a chronological framework of British History by studying a wide range of historical periods from Roman Britain to institutionalised racism in the modern-day police force. This enables students to study the past from a variety of standpoints and to make connections and comparisons over time.
We have introduced interleaving of the curriculum at KS4 to enable us to revisit substantive and disciplinary knowledge throughout the GCSE course. By using this method we are able to give them same amount of time and focus to each topic and the pupils have a greater chance of committing learning to long-term memory.
A variety of approaches are taken to teaching History so lessons are stimulating and engaging. Pupil voice is used and feedback from pupils reflected upon in working parties to improve the learning experience.
Programmes of Study
History skills, The Romans, The Norman Conquest, Medieval England, The Crusades, Magna Carta, Tudors; Henry VIII & The English Reformation, Elizabethan
Elizabethan England, The English Civil War, The transatlantic slave trade: effects and abolition, The Civil Rights Movement, The Industrial Revolution, Local History study Quarry Bank Mill.
The First World War, The Second World War, The Holocaust, Weimar Germany, Treaty of Versailles
P2 Power and the People Part1/2, P2 Elizabeth Part 1/2, P1 Germany Part 2, P1 Conflict and tension Part 2
P1 Germany Part 3, P1 Conflict and tension Part 3, P2 Power and the People Part 3/4, P2 Elizabeth Part 3 and Historical Environment
Marking and Assessment
Five Year curriculum.
Exercise books are for pupils to take down class notes and express their learning and develop thoughts. Therefore, the marking of class work is not required so is not routine practice.
Home learning tasks are set weekly/ fortnightly, and shorter tasks will be marked by the teacher or peer/ self-assessed using green pen. General and specific comments are given for pupils to then self/ peer correct. At GCSE extended writing is set once a week and shorter tasks once a week also.
Modelling of marking and feedback on home learning is done in detail to the whole class. Key ideas/ theories and misconceptions are then highlighted and corrected onto pupil work. Feedback is verbal and this is to the whole class, but individuals may be highlighted too.
At KS3 Assessment feedback sheets are used for all formal assessments which follows the PARs system of feedback.
KS4 assessments also follow the PARs system of feedback and pupils are awarded a mark according to GCSE criteria. Written work will have teacher annotation, comments, advice and/or targets for pupils, if appropriate. We are consistent in regular monitoring using a variety of methods to assess learning, E.G. peer and self-assessed marking, as well as online Kerboodle activities. Outstanding marking will encourage the use of subject specific vocabulary and applied knowledge and skills.
At the end of the topics. All follow a GCSE base. At GCSE pupils are tested on the current topic for end of unit tests, knowledge and exam based. Pupils will also start a new topic by revisiting the previous topic using a knowledge test.
Revision Guides / Resources
OUP Revision guides, revision workbooks/checklists in firefly.
Miss V Walsh- Head of History
Miss S Porter – Teacher of History
Careers and Progression
Any career will welcome History as a GCSE! Our curriculum model is a skilfully sequenced, broad and coherent knowledge pathway, which leads students to success at GCSE and A-Level.
As a student of History all pupils are taught to challenge evidence and identify bias. These skills are useful in the in the following career pathways; Law, politics, Business, marketing and economics.
History 5 year Curriculum Plan