The Oaks Academy History Curriculum Vision 2021
The History Curriculum empowers pupils to become curious and hungry to enquire, to develop their own opinions based on a respect for evidence, and to build a deeper understanding of the present by engaging with and questioning the past. Our curriculum is organised mainly from a chronological perspective which allows students to develop an understanding of the wider context of events, people, and societies. Along with the units chosen to challenge pupils we blend in the chances to explore different perspectives at local, national and international level from the Middle Ages through to the present. This allows pupils to make links not only to different time periods but also to different regions. Thematic units allow students to examine skills and concepts such as change and continuity, similarities and differences and cause and consequence whilst examining and weighing the significance of driving factors behind them. These key concepts help focus students and lead them to build a critical and analytical mindset where they can evidence their reasoning and make substantiated judgements in writing and orally. The learning experience of students is at the forefront of planning; therefore, materials are regularly reviewed, with planning of lessons building upon previous knowledge and skills gained by students. Our intention is that learning is embedded and sequential to contribute to long term memory, with learning becoming progressively more challenging through the Key Stages. We use knowledge recall starters at the beginning of every lesson to support pupils in their retention of information, preparing them for assessments.
All students extend their knowledge and understanding of key events, periods and societies through an assessment of local, national and global history across the Key Stages. At KS3, the History National curriculum is covered in appropriate depth, over a two and a half year KS3. This is implemented with thoughtful consideration to the topics chosen. All planning focuses on key enquiry questions to draw together series of lessons to develop students as independent learners and as critical and reflective thinkers. Progress is monitored through three key assessment points. Starting in year 7 with investigation and enquiry skills to engage pupils before looking at the Roman Empire before the Norman and medieval period. Year 8 looks at the monarchy of the Tudors and Stewarts in the build-up to Industrialisation. Year 9 tackles the British Empire and slavery before the most engaging topics of World War I and World War II. Each year group has subject-specific vocabulary that is taught, embedded and tested through careful session planning. Regular planning will link current learning to past studies and where it fits in the big picture.
At Key Stage 4 History builds on skills introduced at Key Stage 3 with a focus on testing their long-term memory, source analysis skills and to reach substantiated judgments. Equally important is the development of learners ability to make valid historical claims by using a range of sources. At KS4 students will further develop analysis and evaluation of historical interpretations, focusing on how and why different interpretations have been constructed. Modelling of responses and targeted feedback will also be a key feature at KS4. The Course content is started at May Half term in year 9 with Modern world Studies Democracy and Dictatorship where there is overlap from Key Stage 3. In Year 10 they move on to Medicine Through Time and then in year 11 Elizabethan England and Wider World Studies of Conflict and Tension in Asia.
- Assessment is over two exams: Paper 1 Understanding the Modern World 50% and Paper 2 Shaping the Nation 50%.
Studying the people of the past can give you real insight into people alive now. It will help you understand how and why humans behave as they do when confronted with the crises of today. Unless you become a lighthouse keeper or a hermit, you’ll need to understand other people with all their complexities. Knowledge of people is the greatest asset of all. According to the highly respected Which magazine, ‘Historians are regarded as having had an education that trains their minds to assemble, organise and present facts and opinions and this is a very useful quality in many walks of life and careers. History is an excellent preparation for very many other jobs.’
In Key Stage 3 Pupils should extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning. Pupils should identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time. They should use historical terms and concepts in increasingly sophisticated ways. They should pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response. They should understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.
Topics include: Year 7- History Skills, The Romans, The Medieval Period. Year 8- The Tudors, The Stuarts, The Industrial Age. Year 9- Slavery & Empire, World War I, World War II.
Germany, 1890–1945: Democracy and dictatorship. This period study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism. Conflict and tension in Asia, 1950–1975 This wider world depth study enables students to understand the complex and diverse interests of different states and individuals and the ideologies they represented. It considers the role of nationalist movements in causing and sustaining conflict. Britain: Health and the people: c1000 to the present day This thematic study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. Norman England, c1066–c1100 This option allows students to study in depth the arrival of the Normans and the establishment of their rule.
Students are required to develop and demonstrate a range of geographical skills, including cartographic, graphical, numerical and statistical skills, throughout their study of the specification. Skills will be assessed in all three written exams. Ordnance Survey (OS) maps or other map extracts may be used in any of the three exams. Within each skill there is often displaying key knowledge, explaining, evaluating and justifying your decision. Spelling, punctuation and Grammar is a focus to raise the importance of good literacy skills. Students should be able to communicate information in ways suitable for a range of target audiences.
What is a Knowledge Organiser?
It is a document prepared by your teachers that summarises and condenses all the most vital, useful and powerful knowledge on a single page, that you need to remember to be successful.
If you use this document to help you when you study or revise it will help you to remember the key information and learn important subject specific words which will help you in your exams and assessments.
By using the Knowledge Organisers at home to support you with study it will help you when back in the classroom. Below is a list of potential ideas and tasks that you could follow to help with any subject. You will then need to find the knowledge organisers for the subjects you wish to study, and the topics that you are studying in class to complete the tasks below or those set by your teachers.