Curriculum Aims And Values

The study of History inspires pupils’ curiosity about the past, encouraging them to ask critical questions and develop a deeper understanding of Britain and the wider world. Through the exploration of historical events, people and societies, pupils gain a stronger sense of their own identity whilst developing an appreciation of cultures, beliefs and experiences beyond their own.

History enables pupils to understand chronology, recognise patterns of change and continuity, and appreciate how both local and global communities have evolved over time. Through the study of key historical concepts such as causation, significance, interpretation and evidence, pupils learn to construct well-reasoned arguments and become analytical, informed citizens.

Our curriculum develops independent thinkers who can critically evaluate evidence, challenge interpretations and reach substantiated judgements. By engaging with a range of historical sources and perspectives, pupils develop the confidence to question, analyse and draw informed conclusions.

The curriculum is designed to inspire curiosity, deepen understanding and foster critical thinking. Pupils investigate how and why the world has changed, whilst considering the lessons that can be learned from the past to help shape a better future.

British Values are embedded throughout the History curriculum, promoting democracy, individual liberty, mutual respect and tolerance of different faiths and beliefs. In addition, History develops a wide range of transferable skills that support future education and employment, including:

· Critical thinking and problem-solving

· Analysis and evaluation

· Effective communication

· Research and enquiry

· Constructing and supporting arguments

· Decision making and judgement

· Literacy and extended writing skills

Curriculum Organisation And Delivery

History is taught in mixed-ability groups at both Key Stage 3 and Key Stage 4. This approach reflects our belief that all pupils can achieve and benefit from access to a broad and ambitious curriculum. Skilled questioning and regular assessment enable teachers to identify misconceptions, provide timely support and stretch pupils’ understanding.

All pupils study History throughout Key Stage 3, with a strong uptake at Key Stage 4. Students begin their GCSE History programme in Year 9, following a three-year course that allows for greater depth of study and knowledge retention.

The History curriculum is structured chronologically, providing pupils with a secure understanding of historical developments over time. This chronological framework enables students to make meaningful connections between different periods, themes and events, while developing both breadth and depth of historical knowledge.

Lessons are built around enquiry-based learning, encouraging pupils to investigate historical questions, analyse evidence and evaluate differing interpretations. Students are regularly challenged to think critically, justify their opinions and reach informed conclusions.

Assessment is integrated throughout the curriculum and is used to evaluate both current understanding and the retention of previously taught content. This informs teaching, supports curriculum planning and ensures that pupils are able to revisit and strengthen key knowledge and concepts over time, securing long-term progress and achievement

Year Group	Lesson Time Per Fortnight
Year 7	3 hours over the fortnight
Year 8	3 hours over the fortnight
Year 9	4 hours over the fortnight
Year 10	4 hours over the fortnight
Year 11	5 hours over the fortnight

 

 

Key Stage 3

Our Key Stage 3 History curriculum follows a clear chronological journey through the past, with each lesson building upon prior learning to strengthen knowledge, understanding and historical skills over time.

The curriculum has been carefully designed following collaboration with Key Stage 2 colleagues, ensuring smooth progression from primary school topics such as influential individuals and significant events.

Historical mystery enquiries, source investigations and debate-rich lessons help pupils develop the analytical and evidential skills that are essential for success at GCSE and beyond.

GCSE-style questions are embedded within lesson activities and end-of-topic assessments, allowing pupils to become familiar with examination techniques from an early stage.

Knowledge organiser retrieval tests further support long-term memory and knowledge retention.

Based firmly on the National Curriculum, our programme develops a rich understanding of British, local and world history, enabling pupils to identify connections, similarities and contrasts across different periods and societies.

Key Stage 4

At Key Stage 4, students follow the Pearson Edexcel GCSE History specification. Our curriculum has been carefully sequenced to balance chronological understanding with accessibility, ensuring that students develop confidence, knowledge and examination skills throughout the course.

Students study the following units:

• Year 9: Medicine Through Time
• Year 10: Weimar and Nazi Germany; The Cold War
• Year 11: Early Elizabethan England

This sequence has been deliberately chosen to support progression and maximise student success. Medicine Through Time provides an excellent introduction to GCSE History, building upon knowledge and concepts encountered at Key Stage 3 whilst developing an understanding of change and continuity over a long period of time.

The study of Weimar and Nazi Germany is followed by The Cold War because of the clear chronological links between the rise and fall of Nazi Germany and the international tensions that emerged after the Second World War. The Cold War also introduces students to a style of examination question that is unique within the GCSE specification. By teaching this unit in Year 10, students have additional time to develop both their subject knowledge and confidence with these more unfamiliar concepts.

The final unit, Early Elizabethan England, is taught in Year 11. Students often find this topic accessible due to its familiar themes, including monarchy, religion, exploration and conflict, many of which have been encountered previously at Key Stage 3. This allows students to focus on refining examination skills whilst consolidating their historical understanding.

 

Knowledge Retention and Assessment

Developing long-term knowledge retention is a key priority at both Key Stage 3 and Key Stage 4.

At GCSE, every unit is supported by a Knowledge Organiser, and students complete regular retrieval activities and knowledge tests focusing on key individuals, events, dates and concepts. Each unit concludes with an end-of-unit assessment, while annual examinations allow students to revisit and recall knowledge from across the course.

Following assessments, students complete dedicated improvement and reflection activities that address misconceptions and strengthen understanding. In Year 11, interleaving activities are used regularly to revisit content studied earlier in the course, ensuring that knowledge remains secure as students prepare for their final examinations.

At Key Stage 3, pupils follow a similar approach, completing knowledge organiser tests, end-of-unit assessments and end-of-year examinations. This consistent approach helps pupils develop effective revision habits and the ability to retain information over time.

Across both key stages, teachers use skilled questioning and retrieval practice within lessons to continually revisit prior learning, enabling misconceptions to be addressed quickly and ensuring that knowledge remains secure.

 

Developing Historical Skills

The development of historical skills is central to our curriculum at both Key Stage 3 and Key Stage 4.

These skills not only prepare students for GCSE success but also provide valuable transferable skills that support learning across the curriculum and beyond school. Through their study of History, pupils learn to communicate effectively, evaluate evidence critically, construct logical arguments and reach informed judgements.

Throughout both key stages, students develop:

• Critical thinking and analytical skills
• Effective oral and written communication
• The ability to construct and justify arguments
• Source analysis and interpretation
• Research and investigation skills
• The evaluation of evidence and interpretations
• Decision-making and reasoned judgement
• Understanding of cause, consequence and significance
• The ability to condense, expand and synthesise information

These highly transferable skills support future study and careers in a wide range of fields, including teaching, journalism, law, politics, the civil service, museums, archives, heritage, research and librarianship.

 

Key Stage 3

At KS3, pupils regularly engage in:

• Source analysis and interpretation
• Historical enquiries and mystery investigations
• Extended writing tasks
• Judgement-based questions
• Ranking and evaluating causes and consequences
• Debates and discussion activities

These activities help students develop confidence in analysing evidence, evaluating viewpoints and reaching substantiated conclusions.

Key Stage 4

At KS4, historical skills are further refined through regular engagement with GCSE examination questions. Teachers use a range of strategies to develop confidence and examination technique, including:

• Full exam-style responses
• Model answer analysis
• Peer and self-assessment using mark schemes
• Scaffolded writing activities
• Structure strips and writing frames where appropriate
• Source analysis tasks modelled on examination requirements

Students are regularly encouraged to weigh up different interpretations, consider multiple perspectives and reach balanced, evidence-based judgements. Concepts such as significance, consequence, change and continuity, and historical interpretation are embedded throughout the curriculum and revisited frequently to ensure mastery.

Through this carefully planned curriculum, students leave History as knowledgeable, articulate and critical thinkers who are equipped with the skills needed for further study, employment and active participation in society.

 

Cultural Capital

At Greenbank High School, we are committed to ensuring that every pupil has access to the knowledge, experiences and opportunities needed to thrive, regardless of their background or prior experiences. Through History, pupils develop a wider understanding of the world, an appreciation of different cultures and perspectives, and the confidence to engage with important issues both past and present.

Enrichment and Educational Visits

We believe that History is best understood when pupils can experience it beyond the classroom. A range of enrichment opportunities are offered to deepen understanding, spark curiosity and bring historical study to life.

These opportunities include:

• A visit to Quarry Bank Mill as part of the Year 8 Industrial Revolution unit.
• Overseas visits to Kraków, exploring the history and legacy of the Holocaust, and Sorrento, where pupils investigate the history of Pompeii and Herculaneum.
• The opportunity to hear directly from a Holocaust survivor, allowing pupils to engage with living history and gain a personal insight into one of the most significant events of the twentieth century.
• Educational visits to places of historical interest that enrich and extend classroom learning.

These experiences help pupils develop empathy, broaden their horizons and create lasting memories that enhance their understanding of historical events and their relevance today.

Raising Aspirations and Careers Education

History develops a wide range of transferable skills that are highly valued by employers, colleges and universities. Throughout Key Stages 3 and 4, pupils gain an understanding of how History can support future pathways and careers, including:

• Law
• Teaching
• Journalism
• Politics
• The Civil Service
• Heritage and Conservation
• Museums and Archives
• Research and Academia

Through classroom discussions, options events and individual guidance, pupils are encouraged to consider how the skills developed through History can support their future ambitions.

Literacy, Numeracy and Academic Development

History makes a significant contribution to literacy development across the curriculum. Pupils regularly read, analyse, discuss and evaluate a range of historical sources, helping them to become confident readers, writers and communicators.

To support this development, we provide:

• Knowledge organisers containing key vocabulary and concepts.
• Explicit teaching of subject-specific terminology.
• Recommended reading lists for Key Stages 3 and 4.
• Humanities reading displays that encourage wider reading and independent learning.

History also supports the development of numeracy skills through the interpretation and analysis of:

• Population and census data.
• Election results.
• Graphs and charts.
• Percentages and ratios.
• Historical statistics and trends.

Support for All Learners

We are committed to ensuring that every pupil can access the History curriculum and achieve their full potential.

Support strategies include:

• Adaptive teaching and differentiated learning activities.
• Priority seating and targeted feedback where appropriate.
• Revision materials and study support sessions.
• Regular monitoring of pupil progress.
• Timely interventions to address gaps in knowledge or understanding.
• Financial support for educational visits and resources where required.

Particular attention is given to disadvantaged and vulnerable pupils to ensure they can access the same opportunities as their peers and fully participate in all aspects of the curriculum and enrichment programme.

Beyond the Classroom

Pupils are encouraged to engage with History beyond their lessons through:

• GCSE study support and revision sessions.
• History masterclasses and Sixth Form outreach events.
• Contributions to assemblies and whole-school activities.
• Commemorative activities linked to significant events such as Remembrance Day and Holocaust Memorial Day.
• Educational visits and overseas learning opportunities.

Through these experiences, pupils develop not only historical knowledge and understanding but also the confidence, resilience, empathy and cultural awareness needed to become informed, thoughtful and active citizens.

 

Personal Development

History plays an important role in supporting pupils’ personal development by helping them understand the world around them, appreciate different perspectives and develop as thoughtful, informed citizens.

Through the study of History, pupils are encouraged to be curious, ask questions and investigate how and why events in the past happened. By exploring sources, artefacts and historical evidence, they develop critical thinking skills and learn to evaluate different interpretations of events.

History helps pupils understand the experiences, beliefs and values of people from different cultures, backgrounds and time periods. In doing so, they develop empathy, respect and tolerance for others whilst gaining a deeper appreciation of the diversity that has shaped modern Britain and the wider world.

The subject provides regular opportunities for pupils to consider moral and ethical issues, exploring concepts such as justice, equality, responsibility and human rights. By examining significant historical events and the decisions made by individuals and societies, pupils are encouraged to reflect on notions of right and wrong and the consequences of actions.

Pupils also explore the similarities and differences between past and present societies, helping them to understand how society has changed over time and appreciate the opportunities and freedoms they enjoy today. Through discussions, debates and collaborative activities, students develop confidence, communication skills and the ability to express informed opinions respectfully.

By studying local, British and world history, pupils gain a greater understanding of the interconnected nature of societies and the significant contributions that different cultures have made to human development. This supports the development of cultural awareness, resilience, empathy and the values needed to become active and responsible members of society.