History curriculum
“Neither the life of an individual nor the history of a society can be understood without understanding both.” C. WRIGHT MILLS
Rationale:
Studying History builds coherent knowledge and understanding of Britain’s past and that of the wider world. It provides a basis from which pupils can gain a better sense of their own identity. At Sacred Heart we inspire pupils to frame their own valid historical questions, think critically, weigh evidence and develop perspective and judgment. We want pupils to understand why the past has been interpreted differently and evaluate these interpretations. Pupils will engage with historical concepts and key terms in a range of contexts. They will develop fluency in both their thinking and writing so that they can articulate their ideas clearly and persuasively. We seek to foster engagement through a study of diverse History that will enhance their lives in and beyond the classroom.
Pupils will gain a chronologically secure knowledge of British, local and world history. This will enable them to make sense of the new knowledge they acquire and will provide a well-informed context for their wider learning. Depth studies will enhance understanding of the complexity of specific aspects of content. Overview topics will help pupils appreciate the long arc of development across areas of content, fostering a sense of period and genuine connection with the bigger picture.
Why is the study of History important?
History is important because it provides perspective from which pupils can make sense of their present. The study of History encourages analysis, reflection and critical thinking, these are skills which are valued greatly in further education and employment. Moreover, our broad and knowledge-rich curriculum supports pupils in becoming better citizens through the promotion of British values. It teaches our pupils to cherish democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
Intent:
Pupils will be taught to:
- Think like an historian:
- To gain a greater understanding of the past through the application of second order concepts (cause and consequence, change and continuity, similarity and difference, significance).
- To understand the methods of historical enquiry and how historical claims are made.
- To introduce pupils to historians’ views of the past.
- Know like an historian:
- To understand and engage with the complexity of the past.
- To foster a sense of period through engaging with overview studies.
- To place their growing knowledge into different contexts – world, national and local.
- Write like an historian.
- To develop small, medium and extended written answers to specific enquiries based on second order concepts.
- To evaluate source-based evidence and interpretations in a convincing manner.
- Read like an historian.
- Focusing on the implicit and explicit teaching of specialist vocabulary.
- Disciplinary Reading: How might we read sources and interpretations differently; considering authorship, bias and context.
What enrichment opportunities do we offer in History?
We endeavour to promote a love and passion for History by ensuring our pupils have a wealth of enrichment opportunities. We offer a range of activities for pupils to get involved in; including site visits and guest speakers. Our schemes of learning embed skills and knowledge to equip our pupils to develop cultural capital. We believe these activities also give our pupils opportunities to speak publicly in front of large audiences to support the development of confident speaking and listening skills.
How can the study of History support pupils beyond school?
History develops critical reasoning and analytical skills, as well as the capacity for solving problems and intellectual creativity. The study of History enhances pupils’ capacity to construct an argument and communicate findings in a clear and persuasive manner, both orally and in writing. The subject provides a strong foundation for any job or profession that involves communication, writing and/or literary knowledge. These include advertising and marketing, writing and journalism, law, teaching, performing arts, government, linguistics, foreign languages, media and design.
Key Assessment Objectives
- AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied.
- AO2: explain and analyse historical events and periods studied using second-order historical concepts (continuity, change, cause, consequence, significance, similarity and difference).
- AO3: analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied.
- AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.
Impact:
Pupils will gain a chronologically secure knowledge of British, local and world history. This will enable them to make sense of the new knowledge they acquire and will provide a well-informed context for their wider learning. Depth studies will enhance understanding of the complexity of specific aspects of content. Overview topics will help pupils appreciate the long arc of development across areas of content, fostering a sense of period and genuine connection with the bigger picture.
We want pupils to understand why the past has been interpreted differently and evaluate these interpretations. Pupils will engage with historical concepts and key terms in a range of contexts. They will develop fluency in both their thinking and writing so that they can articulate their ideas clearly and persuasively. We seek to foster engagement in the study of History that will enhance their lives in and beyond the classroom.
Moreover, our broad and knowledge-rich curriculum supports pupils in becoming better citizens through the promotion of British values. It teaches our pupils to cherish democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
GCSE Links:
Core Knowledge Overviews:
