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Coastal Academy Trust

History

CURRICULUM INTENT STATEMENT

Globally Diverse Ambitious for the Future Inquistive Learners

History curriculum allows students to

  • Develop a sense of democratic values and rights including the evolution of democracy, law and order.  

  • Be mindful of the events which have shaped minority groups and challenge prejudice and discrimination based on historically accurate information. 

  • Challenge provenance of information both historical and current to shape a world view of events which surround them past, present and future

  • Be knowledgeable about their own local community and how the history of where we live has shaped our lives today through our local historical study 

  • Approach history with a modern world view and investigate further areas of the past which have previously been overlooked eg women in history, civil rights and minority culture.

History curriculum allows students to

  • Develop a sense of change and continuity over time. 

  • Express their ideas and arguments articulately and with clarity; using academic language 

  • Give our pupils the opportunity to challenge modern day misconceptions. 

  • Think, speak and critically evaluate events like historians in their field using  historical vocabulary and history skill set. 

  • Be open minded and question interpretations of global and local  historical events and change over time.  

  • Be confident in expressing judgements and constructing well informed and historically accurate views on world events throughout time 

  • Be able to recall and build upon previous subject knowledge through a chronological walk through history whilst embedding and developing history skills from year 7 through to 13

History curriculum allows students to

  • Acquire and articulate a chronological understanding of local, national and global history.

  • Fire their curiosity, inspire a thirst for knowledge and develop critical thinkers with our pupils critically understanding how history is constructed. 

  • Not just learn but ‘experience’ history through trips, visits and expert speakers, providing cultural capital and encouraging an interest in bringing the past to life by visiting museums, places of interest and historical sites throughout their lifetime

  • Create an understanding of wider historical culture including changes in art, religion, politics, society, education, medicine and law.

 

History Learning Journey Page 2

History Learning Journey Page 1

Key Stage 3

In key stage 3, students acquire and articulate a chronological understanding of local, national and global history. We aim to fire their curiosity, inspire a thirst for knowledge and develop critical thinkers, with our students critically understanding how history is constructed. We encourage students' natural inquisitiveness through enquiry questions about events they already know about. For Example: Why did a sandwich start WW1?

We aim to provide students with a toolkit to be able to exercise their voice by giving supportive techniques for constructing viewpoints and using evidence to support their views. Key stage 3 students also start to tackle the skill of analysing non fictional texts such as historical sources, religious texts and interpretations which enable students to start to point out flaws or misinformation etc. This is key in helping students to develop the skills they need to be critical of what the media tells them and what information they are fed through various news and media outlets.

We ensure that the teaching of History is thorough and embedded throughout the school, not just in History lessons. We share information about the Holocaust for memorial day and other important historic dates in the calendar, so that students are responsible for recognising important events from the past and seeing their importance in their modern culture.

 

Key Stage 4

In Key stage 4, students can continue to study history in the GCSE History course. This is where we introduce the idea of 'gratification of knowledge’, in order to show gaining knowledge is a reward in itself, regardless of exams, but to also improve students’ confidence in articulating their views and opinions. We aim to inspire a love of history outside of the classroom by visiting historical sites and experiencing history through engaging and exciting events such as visitors from the Holocaust Survivors group and visiting the Imperial War Museum.

Students are encouraged to challenge themselves during lessons, ask questions and become independent thinkers/learners. In lessons we aim to make it a safe space where students feel comfortable to share their ideas and opinions on important issues (historical events, modern day issues, current affairs etc). 

We encourage students to find and use their voice in the right way, ensuring they feel confident enough to speak up in ethnically and culturally challenging circumstances.

The GCSE course covers a variety of historical topics that span different time periods: Nazi Germany, Cold War, Elizabeth I and Medicine Through Time. This aims to ensure that students develop empathy and realise the dangers of manipulation, propaganda and dictators. Their experiences in our subjects sometimes delicate and controversial (Holocaust / British Empire / Slavery / Civil Rights)  allow students to study a diverse range of important world events and more critically how change has taken place through the power of humanity and human nature. We aim to promote British values with a focus on democracy, tolerance and equality, values which we feel will create mindful members of society who are passionate about being an active member of their community and society.

 

Key Stage 5

In key stage 5 students can continue with their studies through the IB History course. The IB directly addresses Theory Of Knowledge and explicitly discusses the  benefits of being lifelong learners in History. We link History with careers they would usually associate with the subject and the variety of History courses available both ancient and modern. We share with students inspirational examples for example that Sacha Baron Cohen and Louis Theroux have History degrees from top Universities such as Cambridge. It inspires them to see History as a subject that opens doors.

Students are encouraged through the use of the IB to be globally diverse and responsible citizens who promote the ethics of academic honesty. We discuss the careers linked to studying History at University degree level and where this can lead them on a career path.

We ensure that our curriculum is diverse and incorporates a variety of units which explore Global Historical themes. It allows students to see history from a more global perspective and can see the ways in which history has had an impact and shaped the world as a whole both politically, socially and economically.