About History

History Curriculum Intent: Understanding History’s Curriculum DREAM 

Purpose: This document sets out how the History Department approaches Curriculum Intent at Eaton Bank Academy. 

Design  How have you designed your curriculum to be broad, balanced and ambitious? 
The KS3 Curriculum follows the National Curriculum, covering a wide chronology of history from Ancient Invaders to the Making of Modern Britain, allowing students to study a breadth of historical periods. Year 7 principally consists of Medieval and Early Modern History, Year 8 covers the 17th-early 20th centuries, whilst Year 9 focuses on Twentieth Century History, whilst also taking both a thematic and wider world approach that supports the transition to KS4.  


Furthermore, a range of types of history are studied from political studies of the Stuarts and military studies of WW2 to social history with Life in the Middle Ages and a more religious approach when considering the Tudors, encouraging students to develop their own historical passions. Content is built upon chronologically in our knowledge-rich curriculum, whilst core historical skills are embedded throughout the curriculum, consistently aiming to deepen students’ understanding of History. 


Balance and breadth are retained at KS4, where the AQA GCSE History unit allows the study of both Modern and Medieval History, as well as focus on British, European and World History. Furthermore, at KS5, the focus on American History via both Westward Expansion and US Civil Rights contrasts with our Early Tudors unit, temporally, geographically and in terms of historical approach.  

Rationale  What is the rationale behind your curriculum design and ordering of content over time? 
Our History Curriculum is designed to expose students to a wide range of different historical periods, approaches, events and perspectives, providing them with a broad and enriching grasp of history. Our curriculum aims both to inform our students about the nation that we live in, whilst allowing them to study different cultures and societies to enhance their understanding of the wider world.  


The KS3 Curriculum adopts a chronological approach to allow students to recognise the changes and continuities over time, whilst also allowing students to sequence their study into a clear overarching historical narrative. Curriculum delivery encourages students to perceive History as a whole, drawing links and parallels between different historical periods, rather than simply studying topics in isolation. This is reiterated by our emphasis on interleaving throughout the curriculum, both in terms of teaching and assessment.  


Furthermore, the History Curriculum covers several critical topics including the statutory unit of the Holocaust, a study of the Transatlantic Slave Trade and units to further broaden students’ perspectives on India, USA and Women’s History. These units provide students a supportive environment to learn about, consider and discuss important and sensitive topics, which support their wider social and emotional intelligence, as well as deepening their historical understanding. 

Equality  How is your curriculum accessible and purposeful for all students, including SEND, Disadvantaged and Higher Ability Learners? 
Throughout all Key Stages, the History Curriculum is delivered in mixed ability groups. Therefore, differentiation is at the heart of the curriculum, featuring throughout all facets of planning, delivery and assessment to support the progress of all students. The Year 7 Curriculum focuses on developing the core historical skills of all students, which are then embedded throughout all key stages in an interleaved manner. Moreover, significant emphasis is placed on enhancing literacy skills, due to the importance of extended writing in our subject. 


Ambition and challenge are key features of the History Curriculum, whilst the chronological curriculum design supports the accessibility of content due to the chronological narrative. Furthermore, there is a consistent focus on high quality teaching and learning as an integral form of differentiation which enhances the learning experience of all students, particularly utilising the vehicle of modelling throughout the Curriculum. 


Significant emphasis is placed on discussion, with our curriculum designed to allow students to engage with important and sensitive topics in a safe environment. These verbal discussions provide further accessibility and purpose for all students, whilst providing ample opportunity to deepen thinking and develop higher level challenge. High quality revision and consolidation resources further support all students, with every Key Stage 3 student receiving a knowledge organiser for each unit, whilst detailed knowledge organisers, chilli challenges and the consistent use of GCSEPod resources further supports all students at GCSE. 

Aims, Vision & Values  What is the aim of your curriculum and how does this support the aims and values of the school? 
Our Curriculum aims to inspire a passion and love for History within our students. In turn, this aims to encourage a high uptake in the subject at KS4 and KS5, as well as beyond school both in terms of formal University education and as more informal long-term interest in History. Moreover, our curriculum aims to develop well-rounded students who have a broad understanding of the world they live in, have deepened their historical knowledge and have embedded a range of historical skills to enable them to maximise their potential. 


The History Curriculum strongly serves to reiterate core British Values, whilst also emphasising the importance of key virtues such as tolerance, respect, kindness and honesty in a historical context.  Historical studies provide clear examples of the dangers of failing to uphold such values. 


As well as developing students’ academic knowledge, we aim to develop students’ understanding of the wider world, helping them to grasp how the world has evolved over time and how the country that we live in has been shaped by events from our past. Alongside this, the curriculum develops a cultural understanding of other societies, aiming to enhance students’ cultural capital and wider worldliness. 

Misconceptions  How do you address misconceptions in your subject to support students’ learning? 
Misconceptions are clearly preidentified in planning, allowing these to be clearly addressed within the delivery of the lesson. For example, one common misconception at Key Stage 3 is that modern sources by historians are not reliable since they were written a long time after the event being studied. By being aware of common misconceptions such as this, we take a proactive approach to dealing with these misconceptions.  


These misconceptions extend not only to historical content but also the application of knowledge and skills in assessments. For example, on our Health & the People course students regularly conflate different themes such as Surgery and Public Health, so consequently teaching and assessment is focused on consistently highlighting common mistakes. We support staff to become experts in the specifications delivered, whilst our collaborative approach to planning supports this by sharing common misconceptions. Modelling is frequently used as a method to tackle misconceptions, showing high level responses and examples which contain misconceptions for students to identify. 


All our lessons are built around ‘Key Questions’, which structure the learning and are reviewed throughout. These Key Questions also help to identify, unpick and address misconceptions whilst providing a structure to students’ learning. This, supported by interleaving, consistent use of formative assessment both in lessons and through Forms Quizzes and high quality pre-planned revision resources, support students in tackling misconceptions.  


History Curriculum Map

Meet the Teachers

Mrs Wright

Mr Davies

Mr Hickey

Mr Washington