Curriculum
History

Intent

The intent of the History curriculum at St Luke’s C of E School is to enable students to grow into young people who are informed, inquisitive and inspired to make a difference to the world around them. We want students to be able to live life to the full through:

  • Developing an investigative character. This includes being able to form enquiries, make use of evidence, analyse sources and recognise why different opinions exist, not taking statements at face value but taking responsibility to search for the truth.
  • Being inspired by people and events in the past to take responsibility through stand up against injustice, protest about issues they care about, participate in democratic processes and movements and in doing so give hope to others.
  • Understanding, accepting and showing respect to people and cultures who are different to themselves, and in doing so being inclusive people.
  • Understanding why people have different opinions to themselves. Engaging in respectful dialogue and debate with others, so that others feel included and to understand there is often a need to compromise.
  • Developing an ability to articulate ideas confidently and clearly, support statements with evidence and make links and connections and form a persuasive argument.
  • Developing strong literacy skills so that they can achieve their best now and in the future.
  • Understanding and being able to explain why significant events happened, and how today’s world is shaped by past events.
  • Using knowledge about the past to articulate informed opinions about current events and issues, and make wise and responsible decisions in the future.
  • Growing in humility due to an awareness that nobody’s influence lasts forever and an understanding of our ‘smallness’ in the scale of history. Such an attitude results in respect for others and the planet. At the same time, growing in appreciation of and respecting the value of all human life and our potential to do good, which gives great hope.
  • Engaging with big questions that exist for humans.
  • Gaining knowledge, skills and qualifications that open opportunities in their future and enable students to achieve their best. This includes working hard and being able to organise their work and time.

 

In order to ‘measure’ these aims, students will be assessed on their ability to:

  1. Describe in detail key features of historical time periods and events.
  2. Explain using second order concepts, including similarity, difference, change, continuity, causation, consequence and significance.
  3. Evaluate and make a judgment about the main reason for an historical event or development.
  4. Explain the main message of sources and interpretations of the past.
  5. Explain why a source/interpretation is useful to an historian and why it is convincing.
  6. Evaluate the provenance of sources and interpretations.

 

These objectives are based on the four GCSE History assessment objectives:

AO1 Demonstrate knowledge and understanding of key features and characteristics of different time periods.

AO2 Explain and analyse historical events and time periods using second order concepts: changes, continuities, causes, consequences, similarities, differences.

AO3 Analyse, evaluate and use sources from historical time periods to make judgements.

AO4 Analyse, evaluate and make judgments about interpretations of the past.

Implementation

The intent of our curriculum is implemented through: 

Quality first teaching, including:

  • Teachers being passionate about the past and provoking curiosity and a desire to investigate events and people.
  • A strong focus on literacy, for example through reference to tier 2 and 3 vocabulary, reading as a whole class and modelling.
  • Teachers regularly modelling how to structure explanations and essays, including when answering various types of exam questions.
  • Students regularly completing pieces of extended writing.
  • Teachers giving timely and effective feedback, which enables students to make improvements.
  • Teachers referring to current news or use engaging stories in order to provoke interest in the core curriculum. They refer to big questions and themes in order to encourage students to think about the big picture and encourage spiritual, moral, social and cultural development.

Clearly structured and sequenced planning that includes:

  • Topics already covered in class continue being included in knowledge organiser homework tasks, in order to build long-term memory and refresh important information.
  • A knowledge test every week which is based on the previous week’s homework. Teachers collect scores to emphasise the importance of learning information.
  • An assessment at the end of each cycle. In yr 7-8 this is in the form of a short-answer knowledge test and an essay question. In yr 9-11 this is in the form of a section of or a full past exam paper.
Impact

The Impact of our curriculum will be:

  • A positive progress 8 score.
  • The % of students who achieve 9-4 is above national average.
  • Students have an overview of the past 1000 years of British history and demonstrate knowledge of key topics they have studied (evidenced, for example, through knowledge tests).
  • A number of students go on to study History at A Level.
  • Students can articulate the reason that they study History.
  • A high % of students enjoy studying History.
  • Students demonstrate respect for others and a desire to be inclusive.
  • Students demonstrate a willingness to listen to others’ opinions.
  • Students are able to assess the credibility of a source and evaluate all evidence available before making a conclusion.
  • Students go on to participate in democratic processes, in particular voting in elections.
The big questions

The big questions posed by our curriculum are:

  • Why is religion important to people?
  • Why was the Church of England set up?
  • What makes a good leader?
  • How do we avoid growth at a cost to people and the planet?
  • How should I treat others who appear different to me?
  • Why does conflict happen?
  • Why is it hard to make peace?
  • Why do people turn to extremist leaders?
  • Why do evil things happen?
  • Why is forgiveness and reconciliation important?
  • What is the most effective way to protest against authority?
  • What inspires people to stand up for change?
  • How did democracy develop in the UK?
  • What does it feel like to move to a new country?
  • Why is it important to understand other people’s experiences?
  • Is war sometimes inevitable?
5 Year Plan

 

St Luke’s is a wonderful place.
A school full of staff who are dedicated to improving the life chances of every student that attends the school.

Kealey Sherwood, Headteacher