Humanities - History
Students will learn about a range of contemporary and historical global issues. This is to help students understand that Humanities has a holistic element to the subjects and also to deepen understanding of how the UK and Plymouth links to the wider world such as discovery and reasons of migration, values of democracy and freedom & how Plymouth played a role in the UK becoming a key international player.
Intent
At Tor Bridge High we believe understanding History is crucial in helping our students develop a sense of identity. We believe that History is fundamentally the study of people, their motives, actions and responses which makes it excellently suited towards helping students to position themselves in society, supporting their understanding of their own identity, choices and role as a citizen.
We aim to foster a genuine interest in History, both as an academic discipline but also as a means by which our students can understand the world they live in. To this end, our curriculum provides an agreed core of Historical knowledge, supported by a conceptual understanding of the work carried out by Historians. At KS3, learning in sequenced chronologically and focusses on giving students a clear understanding of formational periods of British History. These are structured around thematic enquiry questions, to help students understand the ‘Big picture’ and support them in making links/building up their own schema of knowledge. Our curriculum also seeks to broaden our student’s cultural capital through engagement with Histories that are beyond their immediate context, but parallel to the period they are studying. This gives students a deeper understanding of world History and introduces them to current events in modern Historiography, but more importantly helps imbed key values such as tolerance and empathy which we believe will help students thrive in the future. Whilst our curriculum is rich with knowledge, it also helps students develop a conceptual understanding of key features of the modern world such as power and the emergence of democracy; change and continuity in society, religion and culture; the interaction between authority and popular protest as a cause of change and finally, colonialism and its impact on the World. To support students’ understanding of ‘the Work of the Historian’ our enquiries challenge students to work as Historians do in a variety of ways. Typical lessons will see students gather evidence to produce evidence-based decisions, critically interrogate Historical sources to extract and construct an understanding of the past, whilst certain sequences of lessons challenge students to apply their knowledge to the Interpretations of professional Historians, evaluating the extent to which they believe that representation of the past. In its simplest terms, this schema of knowledge and skills supports students in accessing the themes and concepts taught at KS4, but it also helps students develop an analytical toolkit and frame of mind that will allow them to thrive in their later studies and beyond.
Year 9 is a pivotal year in our curriculum, continuing to develop students’ Historical understanding by transitioning into the study of a more international History. Students gain a conceptual understanding of the challenges posed by dictatorships and their consequences for human rights, through enquiries that address why the Second World War occurred so quickly after the first, and what makes a Cold War. The second cycle of Year 9 focusses around the concept of “significance”, using a variety of engaging case studies to give students a deep understanding of the different ways in which significance can be measured and understood. The combination of these two cycles help students gain a clear understanding of two of the more challenging concepts that they will engage with if they study History at KS4. The final cycle marks the beginning of our first GCSE unit, The Norman Conquest and its impact. We have decided to begin delivery of GCSE content at this point as we believe that students are by that point suitable prepared for the conceptual demands of the course, allowing us to gain time that can be used to model high-quality revision later on. The Norman unit also requires students to be highly analytical through interaction which Historical interpretations, thus further developing the analytical mindset we seek to develop in students. This ensures that those students who opt not to study GCSE History will also benefit from these lessons.
At KS4, we have selected the OCR B Schools History Project specification because of its academic rigour and challenge. Structured around five units, the course enables students to explicitly build upon and develop the knowledge and skills they have acquired from KS3, and immerse themselves in the History of local site: Buckland Abbey. As at KS3 we deliver the units in a chronological fashion, to aid student understanding of the ‘Historical narrative. Our units have been carefully selected to provide students with an immersive experience in which they can engage with various different Historical styles and studies. In this sense we offer GCSE students a varied experience of what the study of History can involve that, when combined high expectations around aspirations and reference to potential careers, we hope will result in students continuing their love of History into KS5 and beyond.
At KS5, we have decided to deliver the AQA A Level History specification as we believe it contains a high level of academic rigour and challenge, whilst also enabling our subject specialists to deliver engaging lessons link to their own specialisms and interests. Our chosen units of ‘Revolution and Dictatorship in Russia’ and ‘The Tudors: 1485-1603’ also make use of foundational knowledge that students have acquired through both prior key stages. This allows students to thrive in the course. We are also proud to structure our NEA unit in such a way that students have a degree of autonomy around the Historical study they complete. Whilst pre-selected questions, linked to subject specialists’ areas of expertise, are available to support students if they wish, provided they are able to prove the existence a rich base of Historical interpretation and source material, we allow students to select their own area of study and craft a question that they then research and answer. This level of autonomy helps build motivation and develops the independent skills that students require to thrive in higher education. Once again, we hope that by exposing students to such an experience, we encourage to continue their studies at university. In this way we hope to increase the future prospects of our young people.
Demonstrating the utility of History to student’s futures is something that we are passionate about. Our curriculum clearly demonstrates to students that History represents a unique area of study that not only has a methodology which is highly transferable to wide range of professions and business situations, but that also allows them to study human behaviour and interaction in real situations. Thus, we aim to show students that History as an academic subject is highly regarded by employers in a vast range of careers and in particular in law, politics, journalism, research, and the media.
Finally, we have referenced that our curriculum aims to promote British values and help our students become active citizens of the modern world but we do not promote the view that the study of History by default fosters greater tolerance. We encourage students to ask questions and we actively engage with controversial issues, but we insist that, as good historians, students understand that they must support arguments with evidence which remains subject to scrutiny and interpretation. We continually remind students that all historical judgements, and similarly judgements about contemporary issues, are provisional and dependent on the selection of supporting evidence. We do intend that students learn to treat claims on social media with caution by examining their purpose and the evidence used to support them. Respectful debate is encouraged, as befits a healthy democracy.
Implementation
Lessons are sequenced around an enquiry question, typically involving 10 lessons at KS3 and 5-6 lessons at GCSE (reflecting the recommended delivery plan of OCR History B). Each enquiry targets multiple skills, the development of which are carefully matched to the content being taught, ensuring that skills consistently revisited throughout the entire curriculum journey. Students are set a mixture short written tasks and oracy discussions to allow for live feedback. Such tasks are also one method through which students review recent learning and prior learning. Lesson resources are carefully structured to allow for the progressive acquisition of knowledge and understanding. Teaching staff regularly review teaching materials to ensure coherence, maximum student engagement and collective understanding of how best to teach knowledge and skills.
To support specialists and non-specialists alike, all enquiries and lessons are centrally planned by subject specialists and designed with resources to ensure that all students receive a consistent experience: the key knowledge that all students must remember at the end of the lesson; notes about strategies to teach knowledge and skills (sometimes directed, sometimes with choice); more detailed explanations of the key knowledge to share; notes about previous (and sometimes unexpected) misconceptions. In lesson folders links to websites for extra detail and context are given to support the development of excellent staff subject knowledge. Learning resources are written to ensure engaging and thought-provoking narratives to allow for interactive story telling.
All learning resources are carefully planned and put-together to support student’s acquisition of core knowledge and the development of exam skills. Overviews show teachers what enquiries are taught and when, what key content to teach, the skill focus in each learning cycle and prior learning in the curriculum. Homework at KS3 requires students to produce self-quizzing questions from dedicated knowledge organisers that contain the key knowledge that students must know. Homework at KS4 is performed on the Seneca Learning platform, requiring students to revise specific content from OCR History B specification, that they have previously been taught in lessons, and answer quizzes generated by the platform. This gives teachers a clear overview of any misconceptions, and topics that need to be revisited, whilst also introducing students to the important learning habit of revising previously learned material. In Year 11 home learning takes the form of weekly exam questions to enable students to develop and fine-tune their exam technique.
Lessons typically begin with a review of prior learning through the ‘low stakes quiz’, comprised of short answer questions related to content relevant to the day’s lesson. These can easily be adjusted to consider misconceptions or areas that students are finding difficult to grasp. At KS4 students also complete a secondary recall quiz in which the questions focus solely on content from past units. In this way, key content is consistently revisited throughout the entire GCSE course, ensuring students retain it for their final exam. Teachers share new knowledge in a range of ways as is most appropriate, including: exposition supported by a presentation or dual coding using a visualiser or whiteboard; teacher-led role-play; story-telling; whole class reading; structured questioning and explanation; short feature film or video clips. During such instruction, Dual-coding opportunities are exploited, with colour used to highlight key words and phrases, and relevant images (linked to key information) incorporated into all PowerPoints to help students understand complex concepts and features of the past , of which they may not have any experience.
Students then deliberately practice new knowledge and skills through various means, including: short written activities in exercise books or on mini-whiteboards; structured ‘data-capture’ and/or revision sheets; organised summaries; past exam questions and oracy discussion tasks. In particular, the frequent (but not prescribed) use of mini-whiteboards allows teachers to challenge student misconceptions. Misconceptions are also minimised through directed questions and the use of no opt out so that students attempt to answer any question asked. Students are given time and opportunity to answer questions.
Students are challenged to think more deeply about their learning through the addition of ‘think hard’ challenges in lessons, culminating in an oracy centred discussion task. This ensures pace in lessons, as those students who complete tasks before others can always extend their learning. Students are encouraged to ask questions in lessons to explore how their learning links to current affairs and issues in society. Here learning goes beyond that which is specified by the National Curriculum and our chosen exam board.
At KS3, students are shown how to write good history. This includes the use of model answers and ‘live writing’. Key vocabulary is included, and guidance given on opening points for analytical narratives. Where explanations in answer to a question are required, PEEL (point, evidence, explanation, link to question) paragraphs are explicitly taught. It is made clear that there is not just one type of historical writing. Students are encouraged to improve their resilience by being challenged to complete or improve extended writing. Discussions about how best to support students with their writing are held at a departmental level.
When sources of evidence are considered, students are shown how to make inferences from the content, how to support these inferences with reference to the source and subsequently how to explain what can be learnt by using their prior knowledge to analyse and explain the source content. In Year 7 the process begins with a focus on helping students identify the most important/relevant parts of the source, and how to make inferences from this information which can answer specific Historical questions. In Year 8, students are taught to build on this through consideration of the context (authorship and purpose) of the source in order to help them make higher level inferences. At KS4, these foundational skills are taught with explicit emphasis on the difference between low level inferences (those that do not consider the Historical context and purpose of the source) and high-level inferences (those made by using knowledge of both the content and context of sources). Students are also explicitly taught how to explain the ‘usefulness’ of sources to historians in a positive fashion (focusing on what information can be gleaned from them), instead of focusing upon what information is not provided or is missing. Students additionally develop a strong understanding that no source is useless, and that utility changes according to the specific question asked or from different perspectives. In this fashion students are able to develop understanding of a source’s limitations, in addition to its utility.
In engaging with different Historical interpretations, students are shown how to identify key arguments within a text (as oppose to facts) and combine these together identify the central argument presented by an interpretation. In addition to this, students are taught to identify and consider the authorship of Historical Interpretations (author, target audience and purpose) in order to make informed decisions about why Interpretations might occupy the position they do, and why different interpretations might put forward seemingly radically different perspectives. This helps students to understand that at its core History is a collection different Historical Interpretations and that consequently History is dependent upon perspective, and is ever changing, rather than a set story that simply was.
In addition, engaging with sources and Historical Interpretations allows students to learn how to scrutinise information and develop the critical faculties that are crucial in the fast-moving world of mass media, helping students: quickly gain an understanding of what information they are presented with; to think critically about its origin and purpose; and ultimately, make an informed decision about which sources of information they can trust and which might be distortions of the truth. In this regard it forms a key tool in helping students become 21st century citizens.
Assessments at all Key Stages reflect a graduated approach to developing historical skills. They cover the full range of topics taught, and like public examinations, are unseen. As with public examinations, questions are written to provide for a full range of responses and are reviewed and improved in the light of student performance. The typical format includes a series of multiple-choice questions, in order to test student retention of key knowledge, and an extended writing task(s) that require students to demonstrating specific concepts and/or Historical skills.
Weekly Home Learning drop-ins, and study prep sessions for GCSE students, focus upon helping students develop a growth mind-set and the resilience necessary to revise a large body of content. This, combined with the aforementioned regular recall opportunities, help students see that the schematic acquisition of knowledge is a worthwhile and satisfying intellectual pursuit in itself.
With regard to quality assurance, lesson drop-ins, learning walks, student voice panels and book scrutinising, ensure consistency in the department and also share best practice. In addition to this, both History specialists are instructional coaches for colleagues around the school, allowing the assimilation and dissemination of good practice within the department. Significant department meeting time is given to reviewing learning and adjusting lesson cycles, lesson resources and assessments as necessary. These processes are overseen by the Humanities SLT Link who offers constructive feedback and solutions as necessary.
Impact
Students consistently show progress in internal and external assessments. Students make significant progress in KS3 and continue to make progress through KS4 making particularly rapid progress in the final stages of the course. There is no gap between the progress of disadvantaged and other students.
Regular use of low-stakes testing and quizzing supports all students to develop their subject knowledge. Repetition of key content and skills ensures that knowledge moves from short-term memory to long term memory. Students become increasingly familiar with historical concepts. Their ability to write good history is clear evidence that social disadvantage is being challenged. The fact that students can not only access, but also enjoy, learning about complex historical events and concepts at KS4, demonstrates that the study of history has increased their cultural capital. This has been achieved by breaking down concepts and by providing powerful expositions supported by carefully selected examples. Moreover, an emphasis on subject-specific and wider vocabulary, language and meaning, has given students the necessary tools to become independent learners.
Students have built up a schema of knowledge based on a range of substantive concepts, including systems of government, the notion of empire and the concept of revolution. Students value a body of knowledge which enables them to make sense of the world around them, to understand more nuanced debate and to contribute to discussion from a solid frame of reference.
The determination shown by students, and the value they place upon the subject, is demonstrated by the high-quality work in their exercise books and in the progress they make in their learning. Students have an opportunity to formally display their knowledge and skills in regular assessments. In lessons, there are high levels of engagement and students ask interesting and pertinent questions. They engage with contemporary issues whilst referencing the past. They show a particular interest in topics that engage with social justice and the role that Plymouth played in Britain’s national story. Indeed, many Year 11 students have commented that they ‘love History’, not just because they have found narratives interesting, but because of their greater appreciation of their own identity and their place in the world.
Students understand the diversity in human experience in the past and can transfer this to their understanding of the present. Having analysed evidence and forming their own judgements whilst considering challenges to these judgements. Additionally, student voice meetings regularly report back that students feel well support in History lessons, understanding what they are learning and why. This is especially the case in Year 11 when students feel they are fully informed about what is expected of them in mocks/their exams and what they need to do to prepare for these
KS3 Curriculum Content
What Will I Study?
In Yr7 we focus on Mayflower 400 thematic SoL – which covers History key skills such as cause/consequence, chronology, similarity/difference and significance. Furthermore, coverage of topics such as the Reformation helps prepare students for later study in History. The Norman Invasion and its consequences. Human Trafficking in the 17th-19th Centuries –introduces students to skills required to analyse and evaluate primary sources and historical interpretations. This fits the ‘ideas, political power, industry and empire: Britain, 1745-1901’ element of the national curriculum. Developments in Medicine Through Time – Designed as a breadth study this is intended to further develop students key skills of change, continuity, similarity and difference. Britain and the First World War –covers the ‘challenges to Britain, Europe and the wider world 1901-present’ requirement in the national curriculum.
How Will I Be Assessed?
Students will be provided with a range of assessments ranging from Low Stake Tests, at the start of every lesson, to develop knowledge recall and retention through to end of unit assessments (which will be similar to GCSE style exams). We also provide opportunities for students to be assessed through presentations, reports etc
Year 7
Year 8
Year 9
KS4 Curriculum Content
History is an optional subject that enables our students to learn about past events and the people who’ve influenced history. It will allow them to understand how the world got to the point it’s at now and how it may continue to develop in the future.
What Will I Study?
Yr9 the students cover the units of The People’s Health and the Elizabethans. In Yr10 the students follow the units of The Making of America and the Local Site Study and in yr11 they finish with the theme of Life in Nazi Germany.
How Will I Be Assessed?
Students will be provided with a range of assessments ranging from Low Stake Tests, at the start of every lesson, to develop knowledge recall and retention through to end of unit assessments (which will be similar to GCSE style exams). Students sit mock examinations at the end of yr10, in November & March of their Yr11 studies.
Other History Experiences
Residential opportunity to one of three pre-determined sites: Auschwitz, Munich or the Battlefields of WWI which consolidate History learned at KS3 and fit with the Nazi GCSE unit. History Local Study fieldwork visit to Buckland Abbey. Visit to American History Museum and Gardens, near Bath, to enrich learning of the Making of America unit.
Year 10
Year 11
KS5 Curriculum Content
No Course Available
Year 12