Our History curriculum is structured through a chronological sequence of British history from the fifth century to the mid-twentieth. We teach history in chronological order so that conceptual understanding emerges organically. This is underpinned by our vision of depth through breadth, where a panoptic view of British history allows pupils to draw connections and identify disparities across time. Our intention is for pupils to engage in a rigorous study of history as a discipline through challenging reading, subject-specific terminology, and cumulative assessment. Sources are considered only when students have acquired the appropriate contextual lens through which the source should be analysed. Each year, pupils have three periods of History a week and the curriculum allows for regular opportunities to review and consolidate prior learning; indeed, the cumulative nature of the curriculum means that pupils must be able to recall knowledge to which they have previously been introduced in order properly to access new content. This focus on recall pays particular attention to the historical narrative which they have built up from the beginning of the key stage and which is a focus of our assessments. We expect our students to be knowledgeable about the people, places, dates and events that they have studied and to be able to draw on this knowledge to articulate a clear and coherent understanding of the study of the past.
The document available below shows how this is broken down by academic year and by term at KS3.