Sequences historical concepts in lessons to build on pupil’s prior knowledge and skills. In Year 7 this begins with developing skills of inference and interpretation to build on skills acquired at Key Stage 2. The scheme of learning makes links to the world around us and to current affairs. Pupils will see the relevance of historical study by making these links to the present. Pupils will understand that without an understanding of the past we cannot make sense of the present.
Links with the present day so that pupils are able to build on prior knowledge to develop understanding of historical concepts.
The history of our locality will support the content of lessons. Throughout the scheme of learning teachers’ will make specific references to local history at every available opportunity. The scheme of learning will develop a sense of community by looking at how people lived and will help pupils to understand the second order concept of change and continuity.
Ensure that complex, subject specific vocabulary is introduced throughout. The use of accurate vocabulary is embedded in lessons and pupils are encouraged to use correct historical terms to show developed contextual knowledge. The use of tier 2 words is encouraged to develop contextual understanding and the quality of pupils’ written work.
Has retrieval practice embedded through a variety of assessment for learning strategies. Pupils are encouraged to build on prior learning to make links between events. Second order concepts such as cause and consequence, significance and interpretation build on prior knowledge.
Has feedback embedded in a variety of ways including whole class feedback, peer and self assessment using mark schemes in pupil friendly language, live feedback in the classroom and teacher assessed feedback of longer pieces of writing. The variety of feedback means that pupils can build on knowledge and skills to enhance learning.
Emphasises rights and responsibilities in terms of the law and ethics. Pupils will understand the legal, moral ethical implications of historical decisions. The history curriculum will give pupils a political knowledge and awareness, they understand how politics has developed over time.
We prioritise depth of knowledge. The development of broad historical skills will give pupils a deep knowledge and understanding of historical concepts. Learning pathways will focus on understanding how the past impacts the present and will have a thematic approach that may at times deviate from chronology to develop a deep understanding of historical ideas and concepts.
There are high expectations of literacy in all lessons. Teachers model Standard English in written and spoken form. Pupils are given opportunities to write at length in a creative and structured form, utilising skills developed in English to express historical ideas and concepts.
When opportunities arise for numeracy skill development within the history curriculum teachers will support pupils e.g. timelines.
Pupils will be given the opportunity to make links to local history throughout the curriculum. Pupils will develop an understanding of their local history and will be proud of Merseyside’s place in world history. Pupils will be given the opportunity to visit sites of local historical interest to develop an understanding of local as well as national and international history.
Pupils will be given the opportunity to express their historical knowledge in a creative form to use skills learnt in other subject areas to develop their historical understanding. The study of art history and political cartoons are an important feature of history lessons and is studied across both key stages. Introducing this builds on pupil’s cultural capital.
Links will be made to current affairs, and the implications that decisions made in the past have on us today.
Pupils will make links between historical skills and the skills of different careers e.g. significance and medicine, research and journalism. SMSC is embedded throughout the curriculum pupils are encouraged to reflect on the social and moral implications of historical events.
Support is given to allow those working below their chronological age to enable them to develop literacy skills in history.
Reading tasks are embedded in the curriculum for example, guided reading of academic texts, encouraging reading for pleasure of historical fiction, skimming and scanning of sources and interpretations. Pupils are encouraged to read aloud, silently and in pairs to develop historical and literacy skills.
Pupils are encouraged writing fluently and communicate in a variety of written mediums.
We use opportunities for cross-curricular work to develop transferable skills and to allow pupils to see the links across a range of areas. Working closely with RS, Geography, English, and Business Studies for example to make cross curricular links.
Key Stage 3 Pathways:
Year 7 Term 1 Church, State and Society: Local history study of Bootle, Norman Conquest and how William controlled England.
Year 7 Term 2 Church State and Society: The medieval church, religion and life in medieval times.
Year 7 Term 3 Church, State and Society: The Tudors
Year 8 Term 1 Church state and society: The Stuarts
Ideas political ideas Industry and Empire: Industrial Revolution.
Year 8 Term 2 Ideas political ideas Industry and Empire: Empire and Slave Trade.
Year 8 Term 3 Challenges for Britain Europe and the Wider World. Women and the Vote and WWI.
(2020- 2021) Year 9
Y9 Term 1 Challenges for Britain Europe and the Wider World: Interwar period and the rise of dictators. Life in Nazi Germany.
Y9 Term 2 Challenges for Britain Europe and the Wider World: Causes and events of WW2 and the creation of the Welfare State.
Y9 Term 3 Significant society in world history and its interconnections with other world developments: Intolerance in 20th century USA.
Key Stage 4 Pathways:
Year 9 Paper 2 Britain Health and the People and Elizabeth I
10 Paper 1 Conflict and Tension 1894-1918.Paper 2 Elizabeth I
Year 11 Paper 2 Britain, Health and the People c1000-present day, Elizabeth the Golden Age
The history department provide a range of enrichment opportunities for pupils including opportunities to travel abroad (New York and Battlefields in previous academic years) to enable pupils to put their studies into a real world context and will be able to understand the cultural sensitivities of past events. Pupils are given the opportunity to build cultural capital by taking part in visits to sites of local historical interest. Within lessons enrichment opportunities are provided in terms of the study of art history, literature and film in a historical context. Pupils are given the opportunity to meet a range of professionals whom have studied history to show the career paths history can lead to. Pupils are also given an understanding of the rigours of A Level and undergraduate study by reading the work of leading historians to support their learning.
In the history department pupil’s social, moral, spiritual and cultural wellbeing is actively supported. All lessons have a SMSC focus that links to the core content. The nature of the study of history lends itself well to SMSC and pupils will consider how people work together to bring about change, how society has changed over time and how government decisions effect people. The moral implications of government decisions are considered along with an understanding of law and order, and how the government is run today. Pupil’s spiritual well being is considered as religious changes and the impact of world religions form the basis of large sections of the curriculum. An understanding of changes in British and world culture are also studied in history lessons and teachers will make comparisons with the present day to deepen understanding. SMSC is a core component of the history curriculum as it underpins the values of the history department and enables teachers to deepen understanding.
Personal Development, Behaviour and Welfare
The history department promotes a positive learning environment where pupils feel safe to express their opinions without judgement. Pupils are encouraged to explain their reasoning both verbally and in written form. Mutual respect between pupils and teachers allow pupils to share their ideas in all history lessons. History lessons are structured to promote positive routines that foster an atmosphere of learning. Positive behaviour for learning is praised and phone calls home are made regularly. Pupils respond well to this positive feedback and this further develops a learning environment based on respect and learning. Teachers have high expectations of pupils in terms of behaviour and attitude that are maintained consistently.
The history department communicates the whole school ethos of “excellence in the heart of the community” in all interactions with pupils. The department’s focus is one of excellence in learning so that pupils make the best progress that they are able to.