The History curriculum in KS3 has been designed to fit the requirements of both the National Curriculum and MYP. We teach what we consider to be powerful knowledge and practise the basics to the point of mastery. Cultural Capital is important, we teach knowledge that we believe has the most value. We teach a broad and balanced curriculum that has both breadth and depth.The curriculum is coherent and well sequenced. It is broad, culturally rich and powerful. It adds to the students knowledge and enables them to take part in discussions that they might be excluded from. It allows the students to think beyond the confines of their own experiences.
Module 3 – Medieval Life / Rochester Castle Local Study Project
Module 4 – Medieval Life / Rochester Castle Local Study Project
Module 5 – The Tudors
Module 6 – The Tudors
Students are taught over 1 lesson a week
Module 1 – Stuart England
Module 2 – Stuart England
Module 3 – The British Empire – Industrial Revolution and Transatlantic Slavery
Module 4 – The British Empire – Industrial Revolution and Transatlantic Slavery
Module 5 – Downfall of British Empire / Causes of WW1
Module 6 – Downfall of British Empire / Causes of WW1
Students are taught over 1 lesson a week
Module 1 – WW1 Homefront
Module 2 – WW2 Causes and Main Events
Module 3 – The Holocaust
Module 4 – Democracy and Dictatorship
Module 5 – Democracy and Dictatorship
Module 6 – International Tension Study
Implementation
At Key Stage 3, unit plans are based on ensuring full coverage of the National Curriculum through the use of our scheme of work and the MYP framework. The scheme of work aims to capture the interest of students and motivate and prepare them to have a solid grounding to begin their GCSE journey.
History follows the MYP at KS3 and ensures that learner profile attributes are taught and highlighted throughout the lessons/unit plans. We also cover a range of approaches to learning throughout the unit plans. The Statement of Enquiry is shared with the students and learner attributes are regularly signposted.
Impact
The MYP individuals and societies subject group incorporates disciplines traditionally studied under humanities and social sciences. This subject group encourages learners to respect and understand the world around them, and equips them with the necessary skills to inquire into historical, geographical, political, social, economic, and cultural factors that affect individuals, societies and environments.
The study of individuals and societies helps students to critically appreciate the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognize that
both content and methodology can be debatable and controversial, and for practising the tolerance of uncertainty.
Students will be assessed under four different criteria:
The intent of our history curriculum is to foster a deep understanding and appreciation of historical events, contexts, and perspectives that shape the world today. We aim to:
Develop Critical Thinking: Encourage students to analyse historical sources and narratives, fostering skills in critical thinking, questioning, and reasoning.
Promote Engagement and Relevance: Embed a curriculum that connects historical events to contemporary issues, making learning meaningful and relevant to our students’ lives.
Cultivate Empathy and Understanding: Instil values of empathy and cultural awareness by exposing students to diverse viewpoints and experiences, including those of marginalised groups throughout history.
Encourage Lifelong Learning: Inspire curiosity about the past and an understanding of its significance, motivating students to engage with history beyond the classroom and to consider their role in shaping the future.
Module 6 – Medicine in World War One and Course Review
Students are taught over 2 lessons a week
Module 1 – Weimar & Nazi Germany
Module 2 – Weimar & Nazi Germany
Module 3 – Weimar & Nazi Germany
Module 4 – Exam Practise and Revision
Module 5 – Exam Practise and Revision
Implementation
GCSE History provides students with a chance to expand their historical knowledge. They are given the opportunity to not only develop new knowledge and grasp essential historical concepts but they will build on skills acquired during the MYP. The curriculum has a diverse array of topics, this enables the students to explore factors which have influenced the society in which we live today. Through the practice of key source analysis, students gain confidence as historians by understanding how the provenance of sources impacts their reliability and why different interpretations may arise. The program is structured to foster critical thinking, problem-solving, and creativity, connecting these skills to real-world issues and the challenges confronting our society.
Impact
Students will be supported with a number of different types of assessment materials to ensure they reach their full potential.
The impact of our GCSE History curriculum will be evident through:
Academic Achievement: High levels of student engagement and achievement in History. They will be assessed using both summative and formative assessment. Students are assessed at the end of each topic to test knowledge and practice exam techniques taught in class.
Critical Thinking Skills: Regular assessments demonstrate that students are developing strong analytical and critical thinking skills, evidenced by their ability to evaluate sources and construct well-reasoned arguments.
Cultural Awareness: Students show an increased awareness and appreciation of diverse historical narratives and cultures, as evidenced by reflective assignments and contributions to discussions.
In this examination, students will select the option based upon the course content which has been delivered.
How it’s assessed
Written Exam
1 hour 30 minutes
30% of overall grade for History GCSE
Throughout years 10 and 11, students will be regularly assessed. This can take the form of short tests, exam style questions, classwork activities and/or homework tasks that have been set. At the end of year 10 students will sit a set of mock examinations in all subjects. Then in year 11, students will have two sets of mock examinations; one in module 2 and one in module 3.
Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.
In our KS5 History curriculum, we aim to cultivate a deep understanding of historical events, contexts, and perspectives that shape our world today. Our intent is to:
Foster Critical Thinking: Encourage students to engage with history analytically, formulating arguments and examining evidence rigorously. Students will learn to critically evaluate sources to understand bias, motive, and context.
Promote Historical Enquiry: Inspire students to develop a passion for history through inquiry-based learning, which promotes curiosity about the past and its relevance to contemporary issues.
Encourage Cultural Understanding: Equip students with a comprehensive understanding of the diverse narratives and experiences that inform the British and global historical landscape. This includes the examination of social, political, and economic structures across time and space.
Support Academic Growth: Prepare students for higher education and future careers by equipping them with a solid foundation in historical knowledge, research skills, and effective communication.
Develop Inclusivity and Interconnectedness: Ensure that all students appreciate the interconnections between historical events and themes, promoting an understanding of how the past impacts present and future societal structures.
Module 1 – A challenging economic and political environment (British) / 1. The North Berwick witches in Scotland, 1590–91 and the aftermath to 1597
Module 2 – A challenging economic and political environment (British) / 2. The Lancashire witches of 1604–13
Module 3 – Creating a Welfare State (British) 3. The Great Witch Hunt, in Bamberg, Germany, 1623–32
Module 4 – Society in Transition (British) 4. Matthew Hopkins and the East Anglian witch craze, 1645–47
Module 5 – The Changing Quality of Life (British) 5. Cotton Mather and the Salem witch hunt, 1692–93
Module 6 – Margaret Thatcher Case study and Coursework Introduction
Students are taught over 5 lessons a week
Module 1 – Paper 2, Option 2H.2: The USA, 1955–92: conformity and challenge 1 Affluence
and conformity, 1955–63/ Coursework: Appeasement / 1 Changing attitudes to witchcraft in Britain
Module 2 – 2 Protest and reaction, 1963–72 / 2 The wider intellectual context: the coming of the age of science and reason/ Coursework first review
Module 3 – 3 Social and political change, 1973–80
Module 4 – 4 Republican dominance and its opponents, 1981–92
Module 5 – Exam Preparation
Implementation
To achieve our intent, we implement a structured and dynamic History curriculum that includes:
Rigorous Curriculum Design: A thoughtfully sequenced curriculum covering a broad range of topics. Each topic is designed to build on prior learning and encourage connections between different periods and cultures.
Assessment for Learning: Regular formative assessments such as including essays, inform teaching and provide students with constructive feedback. Summative assessments ensure that knowledge retention is measured accurately.
Research Skills Development: Training on research methodologies, encouraging students to independently investigate historical topics using primary and secondary sources. We also incorporate digital literacy skills, preparing students to navigate the complexities of online information.
Encouragement of Independent Study: Supporting students in self-directed learning through extended projects and coursework that cater to their interests and aspirations, thereby stimulating a lifelong passion for history.
Expert Guidance and Mentorship: Students benefit from access to teachers who are subject experts and who foster a culture of questioning and curiosity.
Impact
Students will be supported with a number of different types of assessment materials to ensure they reach their full potential.
The impact of our History curriculum is measured through multiple channels:
Academic Achievement: High percentages of students achieve A-levels in History, with many progressing to study history or related disciplines at leading universities.
Skill Development: Students demonstrate high levels of critical thinking, analytical writing, and research skills.
Cultural Appreciation: Students express a nuanced understanding of historical narratives, with surveys indicating increased awareness of diverse perspectives. Engagement in discussions demonstrates their ability to connect past events with current societal issues.
Students complete a single assignment on a question set by the centre.
The assignment will assess the ability to carry out a historical enquiry, analysing and evaluating historical interpretations, and organising and communicating the findings (AO1/AO3).
How it’s assessed
Non-Exam Assessment (NEA)
20% of overall grade
Throughout years 12 and 13, students will be regularly assessed. This can take the form of short tests, exam style questions, classwork activities and/or homework tasks that have been set. At the end of year 12 students will sit a set of mock examinations in all subjects. Then in year 13, students will have two sets of mock examinations; one in module 2 and one in module 3.
Assessment Objectives
AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.
AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.
AO3: Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.
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