History

Pupils learn to:

• know and understand the history of the British Isles as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
• gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales

The following principles underpin the history curriculum:

• Substantive and disciplinary knowledge develop simultaneously and are carefully integrated.
• Highly generative core knowledge is identified, and curriculum design ensure regular and meaningful encounters.
• ‘Fingertip knowledge’ of topics is carefully chosen which historicises substantive core knowledge and gives meaningful examples and secure contexts.
• Combination of overview and depth studies secure chronological knowledge.
• Depth and complexity of pupils’ disciplinary understanding is developed over time and accurately represents the complexity of academic history. It avoids simplistic or reductive approaches to disciplinary knowledge that might encourage misconceptions.
• The curriculum introduces pupils to diverse interpretations, not only academic ones, but also popular and public forms of history, so that pupils understand fully the complex social processes that cause certain stories to be told about the past and others not to be told.
• Regular opportunities to discuss topic, content and further detail selection and its purposes.

Year 7

Through the use of narratives pupils gain a thematic understanding of the development of Britain through the lens of religion, state and society during the medieval period and Reformation. Pupils know how Britain evolved from a Catholic state to a Protestant one, and the existence of multiple forms of Protestantism. Pupils know how key events in Britain connected to the wider world, as well as having a chronological timeline, and the long-term impacts that resonate today bringing the past into the present.

Year 8

Through the use of narratives pupils gain a thematic understanding of the development of Britain through the lens of religion, state, industry, empire and society during the Early Modern Era and the Modern Era. Pupils know how Britain developed from an absolute monarchy to a Republic and onto a constitutional monarchy. Pupils know the origins of the British Empire, and the impact of colonisation on the conquered and the conquerors, as well as the impact of industrialisation on Britain.

Year 9

Through the use of narratives pupils gain a thematic understanding of the development of Britain through ideas, political power, trade and empire in the Modern Era. Pupils gain a thematic understanding of the challenges for Britain, Europe and the wider world in the Modern Era. Pupils know the significance of both world wars in shaping our present day, therefore bringing the past into the present. More explicitly, pupils should take away knowledge of how ideas such as communism, fascism and suffrage led to tangible change throughout Europe.

Through the use of narratives pupils will know the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them. The wider world depth study enables pupils to know the complex and diverse interests of different states and individuals and the ideologies they represented. It considers revolutionary movements during this time. Pupils will know the impact of key individuals and groups on international relations.

The thematic study will enable pupils to know how the identity of the people of Britain has been shaped by their interaction with the wider world. Pupils will know the impact and legacy of Empire upon the ruled and the ruling in the context of Britain’s acquisition and retreat from Empire. Pupils will know in depth a specified period, the last 35 years of Elizabeth I’s reign.

AQA GCSE History 8145

Paper 1: Understanding the modern world

Paper 2: Challenges in the human environment

There are many trips outside of the classroom to provide a tangible experience in history, such as Berlin, Skipton castle.

Studying history can lead to a great number of excellent careers as diverse as:

• Media
• Government
• Heritage organisations
• Conservation
• Teaching
• Archives, museums and galleries
• Police

• AQA History
• Home – BBC Bitesize
• Encyclopaedia Britannica | Britannica
• Homepage | Sky HISTORY UK TV Channel
• Seneca Learning