History Curriculum Intent
In the study of history at Colmers students take a chronological learning journey from the Ancient to the Modern World. Students study key time periods such as Roman Britain, the Norman Conquest, the Renaissance, Reformation, Empire, the Industrial Revolution and the modern world.
Students will discover and evaluate how Britain has influenced and been influenced by the wider world as well as looking at key events in British and world history. Students will also develop key historical skills and concepts, analyse trends as well as frame historically valid questions. Diversity underpins the curriculum as students look at different groups of people, places, themes and time periods which allows them to understand the world.
Students are encouraged to think, and critically analyse periods of history to make informed decisions and to question their history and their future. We feel that it is crucial for young people in this school, to have access to a diverse, broad, and balanced curriculum, which develops their cultural capital. This will in turn help them to understand the world and their place in it to support them in their everyday lives.
We want our pupils to enjoy, think and progress in History.
Our students will…
Know more by:
Developing a chronological understanding of the past and how it has influenced the present as well as understanding how it can shape the future. Students will interpret and consider how views have evolved over time and how different cultures, diversity, British values, conflict, and politics have shaped the world.
Do more by:
Developing themselves into critical thinkers and thoughtful historians who can understand key historical concepts, develop their historical enquiry, analyse evidence, and make strong evaluations and judgements.
Be more by:
Having a love of history and to understand the part it has played in their lives, which will allow them to enjoy, think and progress in their learning journey both within and outside the classroom. This will give them the skills to become lifelong learners, who are curious about the world around them and their place in it.
Curriculum Themes/Disciplinary Knowledge: The key themes and disciplinary knowledge that run throughout the curriculum have been identified on the Curriculum Map at Key Stage 3. Enquiry questions are used for KS3 History and are highlighted on the Curriculum Map. The Assessment Objectives have been identified at Key Stage 4 and 5. Substantive, disciplinary and hinterland knowledge are present throughout the curriculum. Curriculum trips are identified in the Be More section of the History Intent and will be added to the curriculum map once finalised.
Key themes:
· Power
· Conflict and Challenge
· Religion
· Democracy
· Society
· Economy
Disciplinary Knowledge (Historical Enquiry):
Disciplinary knowledge/Historical enquiry is concerned with teaching and developing historical, rational and critical thinking by asking questions and using evidence to make a judgement. It can be categorised into the following disciplinary concepts that are systematically identified, taught and developed in our history curriculum along with chronology:
• Cause - selecting and combining information that might be deemed a cause and shaping it into a coherent causal explanation.
• Consequence - understanding the relationship between an event and other future events.
• Change and continuity - analysing the pace, nature and extent of change.
• Similarity and difference - analysing the extent and type of difference between people, groups, experiences or places in the same historical period.
• Historical significance - understanding how and why historical events, trends and individuals are thought of as being important.
• Historical interpretations and evidence - understanding how and why different accounts of the past are constructed.
• Source Analysis - using and analysing sources and evidence to construct and challenge the past to make an informed judgement.
GCSE: Edexcel History and the topics are:
· Medicine Through Time (Including WW1 Medicine), Year 10
· Weimar and Nazi Germany, Year 10
· Superpower Relations and the Cold War, Year 11
· Anglo-Saxons and the Norman Conquest, Year 11
A Level: OCR History and the topics are:
· Germany, 1919-63, moved to Year 13 for 2024-25
· Stuart England, Year 12
· Civil Rights in the USA, Year 12 (currently in Year 12 and 13 for 2024-25)
· Coursework on the Causes of WW1, Year 12 and 13
Key End Points:
Year 7:
Know more by understanding what the Ancient World achieved, the importance of religion and the change in the power of the monarchy. To begin to understand the concept of chronology and key elements of Historical Enquiry (Disciplinary Knowledge).
Do more by identifying different systems of power, impact of religion and begin to understand the concept of chronology. To begin to apply the key elements of Historical Enquiry (Disciplinary Knowledge).
Be more by having the potential opportunity to take part in trips, for example, Worcester Cathedral, Birmingham Museum, Ludlow or Kenilworth Castle.
Year 8:
Know more by understanding the growth and change in society from the English Civil War to the early 20th Century and the impact of Empire both nationally and internationally. To further develop the concept of chronology and the key elements of Historical Enquiry (Disciplinary Knowledge).
Do more by forming interpretations and opinions of the pros and cons of the Empire and Britain’s development and its place in the world. Continued development of the understanding of chronology and the key elements of Historical Enquiry (Disciplinary Knowledge).
Be more by having the potential opportunity to take part in trips, for example, Blist Hill, the Black Country Museum and the Slavery Museum.
Year 9:
Know more by understanding the impact of changing attitudes, war, and genocide on the world. To embed the concept of chronology and the key elements of Historical Enquiry (Disciplinary Knowledge).
Do more by identifying key turning points in the changing of the social and political landscape in Britain and the world and to analyse the importance of key world events. To embed an understanding of chronology and the key elements of Historical Enquiry (Disciplinary Knowledge).
Be more by having the potential opportunity to take part in trips, for example, Battlefields (with MFL), Guernsey (Island under occupation) and Beth Shalom (Holocaust Centre).
