History

KS3

Rationale

Studying History builds coherent knowledge and understanding of Britain’s past and that of the wider world. It provides a basis from which pupils can gain a better sense of their own identity. At St Peter’s we inspire pupils to frame their own valid historical questions, think critically, weigh evidence and develop perspective and judgement. We want pupils to understand why the past has been interpreted differently and evaluate these interpretations. Pupils will engage with historical concepts and key terms in a range of contexts. They will develop fluency in their thinking, reading and writing so that they can articulate their ideas clearly and persuasively. We seek to foster engagement through a study of diverse History that will enhance their lives in and beyond the classroom.

Pupils will gain a chronologically secure knowledge of British, local and world history. This will enable them to make sense of the new knowledge they acquire and will provide a well-informed context for their wider learning. Depth studies will enhance understanding of the complexity of specific aspects of content. Overview topics will help pupils appreciate the long arc of development across areas of content, fostering a sense of period and genuine connection with the bigger picture. 

History is important because it provides perspective from which pupils can make sense of their present. The study of History encourages analysis, reflection and critical thinking, these are skills which are valued greatly in further education and employment. Moreover, our broad and knowledge-rich curriculum supports pupils in becoming better citizens through the promotion of British values. It teaches our pupils to cherish democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. 

Intent 

 We want our pupils to

• Think like an historian: 
  • To gain a greater understanding of the past through the application of second order concepts (cause and consequence, change and continuity, similarity and difference, significance). 
  • To understand the methods of historical enquiry and how historical claims are made.
  • To introduce pupils to historians’ views of the past. 
• Know like an historian: 
  • To understand and engage with the complexity of the past through repeated meaningful encounters with key concepts, such as empire. 
  • To foster a sense of period through engaging with overview studies. 
  • To develop cultural capital by placing their growing knowledge into different contexts – world, national and local. 
• Write like an historian. 
  • To develop small, medium and extended written answers to specific enquiries based on second order concepts.
  • To evaluate source-based evidence and interpretations in a convincing manner.
• Read like an historian. 
  • Focusing on the implicit and explicit teaching of specialist vocabulary.
  • Disciplinary Reading: How might we read sources and interpretations differently; considering authorship, bias and context. 

Impact 

Pupils are assessed continuously through low-stakes strategies like recall tasks, question and answer sessions, one to one teacher-pupil discussions, informal quizzes and maintenance marking. The valuable data which teachers receive from these sources are used to inform intervention; such as adapting lessons, revisiting key material, setting homeworks and utilising recall tasks. 

Key Stage Three pupils will receive written teacher feedback on one piece of work per half term, whether that be a formal AP (Assessment Point) or a Learning Consolidation Task. Pupil performance in these assessments will also be used to inform in-class intervention. Time has been built into the curriculum for pupils to respond to teacher feedback, redrafting their work. 

Teachers will also carry out maintenance checks on pupil books to ensure they are understanding the curriculum content and that pride is being taken in the presentation of written work. 

Key Assessment Objectives 

• AO1: demonstrate knowledge and understanding of the key features and characteristics of

the period studied.

• AO2: explain and analyse historical events and periods studied using second-order historical

concepts (continuity, change, cause, consequence, significance, similarity and difference).

• AO3: analyse, evaluate and use sources (contemporary to the period) to make substantiated

judgements, in the context of historical events studied.

• AO4: analyse, evaluate and make substantiated judgements about interpretations (including

how and why interpretations may differ) in the context of historical events studied.