Intent 

  1. Students will be able to analyse a variety of sources, applying concepts including usefulness, reliability and typicality.
  2. Students will be able to identify causal factors and the consequences of significant events in history.
  3. Students will demonstrate independent learning skills. They will achieve this by listening well to teacher guidance and developing strategies to improve their chances of responding confidently to the full range of tasks.
  4. Students will be able to show an appreciation of the benefits of a society which values the rule of law and the development of individual liberty.
  5. Students will demonstrate understanding of political and socio-economic concepts including democracy and dictatorship.
  6. Students will demonstrate an understanding of a variety of beliefs and cultures, highlighting mutual respect for all.
  7. Students will display balance in their arguments and will demonstrate the value of tolerance for others.
  8. Students will express their opinions and consider differing views in order to reach substantiated judgements.

How the JMHS History curriculum uses and further develops the National Curriculum

*Understanding of British, local and world history

We develop students understanding of local, British and world history through a range of units that cover these themes e.g. Industrial Revolution, Ludlow Castle and Black Peoples of the Americas. We further develop this understanding by linking modules to show the importance of the impact of History. Links to local history are embedded wherever they are relevant.   Examples of this include:

  • The British history elements of the curriculum are delivered chronologically between Yr 7 and 9. This provides an accessible framework for students to develop an understanding of social, political, religious and technological change over time.
  • Using local areas mentioned in the Domesday Book to show how these are part of a national picture with a theme of power and authority. Local canals and railways are covered in the Yr8 Industrial Revolution unit. Local war casualties are touched upon in the Yr 9 study of the Second World War.
  • Using the Industrial Revolution to link to the economic and political brutality of the slave trade. This is underpinned by considering British Values such as democracy and individual liberty.

*Use historical terms and concepts in increasingly sophisticated ways

At JMHS, whilst modules are based on chronology, the teaching of History is completed through linking concepts which reinforce conceptual understanding. Themes are reinforced and emphasised with links to previous learning. For example, changes in the nature of government are visited throughout the course from the Feudal System through the rise of Parliament in the early modern period to modern democracy in the 20th Century.

The use of the Humanities differentiation strategy develops the level of challenge in a sophisticated way to stretch students at differing ability levels. A wide range of strategies are used to reinforce the historical terms and concepts such as writing substantiated judgements, evaluation of causal factors and decision-making exercises based on consequences.

*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

We utilise a wide range of source materials both as a means of presenting information and to build students’ source-handling skills. Interpretation, analytical and evaluation skills are developed through frequent utilisation of source-based activities. Students are consistently required to analyse sources to make judgements of their own about historical issues.  We use creative empathy-based activities in order to develop the ability to see the past through the eyes of historical figures and understand why biased interpretations occur.

*Teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content

At John Masefield the History department has planned thoughtfully to deliver the content in a way that best suits the nature of each topic.  For instance, development over time is considered in our study of ‘The Black Peoples’ of the Americas in Year 7, whilst within that students will look in depth at the lives of slaves on southern plantations. Similarly, a 150 year study of the Industrial Revolution in Year 8 includes a lesson comparing the impact of a number of inventors and entrepreneurs.

History Department approach to support and challenge for all

Support for low-achieving students:

  • Seating plans that ensure struggling students are easily accessed by the teacher and positioned near positive role-models.
  • All tasked are differentiated, using ‘shaped’ criteria to ensure that work is pitched in order to be accessible for all, providing a foundation for more ambitious learning.
  • Writing frames are provided to support those with weak literacy.
  • Tasks are varied to ensure that the verbal, creative, artistic strengths of those with weak literacy are given a chance to be expressed.
  • Sentence starters routinely provided in lessons to encourage all students to work towards the PEE structure.
  • Use of visual prompts to support key vocabulary and instructions or tasks.
  • Differentiated questioning to ensure accessibility for all.
  • PowerPoints highlighted for key words and information to support students with weak literacy.
  • Extensive modelling of individual tasks with shape differentiation used to highlight the different requirements for each stage.
  • Discussion and group tasks provide students the opportunity to verbally express ideas which supports some students with written responses.
  • Revision sheets provided for assessments to support students who may have gaps in their learning so are unable to prepare thoroughly.
  • Use of word banks for literacy tasks and written work.
  • All homework shape differentiated to ensure work is the appropriate pitch.

Challenge for high-achieving students:

  • GCSE skills incorporated into KS3 with opportunities for GCSE style knowledge and source questions.
  • Rectangle task pitched at a challenging level for more ambitious learners.
  • Abstract questioning to encourage wider thinking and links with other topics and current affairs.
  • Extended passages with challenging literacy included in tasks for students to utilise, to summarise and make judgements.
  • Use of word banks to demonstrate ambitious vocabulary and key historical terms.
  • Students are encouraged to regularly use green pen to review and to self – assess their progress so that they are able to identify where they are on the mark scheme.
  • Extensive modelling of individual tasks with shape differentiation used to highlight how to reach the highest levels.
  • All homework shape differentiated to ensure it provides opportunities for ambitious learners.

Curriculum Overviews by Year Group/Stage

Y7 Curriculum Overview

Y8 Curriculum Overview

Y9 Curriculum Overview

GCSE Curriculum Overview