History

Intent  

We aim to make our history curriculum inclusive and accessible, so every child can engage, learn, and succeed. It meets the National Curriculum for History by providing a broad, balanced, and differentiated programme, underpinned by British Values. Through this, pupils develop a coherent knowledge and understanding of Britain’s past and that of the wider world, while being inspired to explore and learn more about history. As pupils progress, they become increasingly equipped to ask perceptive questions, think critically, evaluate evidence, sift arguments and develop informed perspectives and sound judgement.  

Implementation  

We use an enquiry-led approach to history that develops pupils as confident young historians. Skills are carefully sequenced to build historical knowledge, understanding, critical thinking, and subject-specific vocabulary year on year. Learning is interactive and practical, with opportunities for independent, paired and group work in and beyond the classroom.  

Early Years Foundation Stage (EYFS): 
Children start learning about the past by exploring their own experiences and familiar events. They use stories, photographs, and role play to understand how things change over time and make simple “then and now” comparisons. 

Key Stage 1 (KS1): 
Pupils explore significant people, local history, and important national events. They ask questions, examine simple sources, and begin to make conclusions about the past. Learning is hands-on and includes independent, paired, and group work. Pupils also start to use basic historical vocabulary and understand the order of events. 

Key Stage 2 (KS2): 
Pupils study a wider range of periods, civilisations, and societies. They analyse different sources—artefacts, images, documents, data, and film—to draw conclusions and make judgements. Learning is practical and interactive, including debates, presentations, drama, and writing in different styles.  

Learning is recorded in varied ways such as presentations, debates, drama and different writing genres to ensure knowledge is secure and progressive. Oracy is a key focus, with pupils immersed in rich historical language to articulate interpretations and deepen understanding. Timelines are used to embed chronology and help pupils understand links between historical periods. Cross-curricular links are made to other subjects, particular in English, where key texts are linked, making it a fully immersed experience for pupils. Technology is an important part of how we teach history. Every child has access to an iPad, which they use to explore resources, take virtual tours, complete quizzes, and present their findings. Interactive tools make learning more engaging and allow activities to be tailored to each child’s needs. Historical learning at Academy 360 is further enriched through carefully planned trips, educational visitors and workshops. 

How We Support SEND Children in History  

At Academy 360, we ensure that every pupil can access and enjoy history. Lessons are carefully adapted and scaffolded, with vocabulary banks, teacher support, and collaborative learning to help all pupils succeed. iPads and digital tools are used to providing personalised, engaging learning experiences. 

How we support SEND children in History: 

• Adapted tasks and scaffolding to break learning into manageable steps  

• Vocabulary banks to build subject-specific language 

• iPads and digital tools for research, virtual tours, quizzes, and presentations  

• Collaborative learning to encourage peer support and discussion 

• Teacher and teaching assistant support during independent and group work  

• Hands-on, practical activities such as artefacts, role play, and drama 

• Differentiated questioning to challenge pupils at their level  

• Alternative recording methods (oral, visual, digital) to demonstrate learning 

• Regular feedback and encouragement to build confidence and engagement 

How we support vulnerable learners in History: 

• Removing Literacy Barriers: Use alternative recording methods, writing scaffolds, and assistive technology to make historical learning accessible.  

• Multi-Sensory Engagement: Incorporate artefacts, visual supports, role-play, and virtual experiences to make abstract concepts tangible. 

• Explicit Vocabulary Support: Pre-teach key historical terms and provide visual word banks for reference.  

• Classroom Environment and Routines: Use predictable routines, low-stakes questioning, and flexible grouping to support learning. 

• Emotional and Social Support: Ensure lessons are sensitive to pupils’ experiences and celebrate achievements to build confidence. 

Skills Builder Links: 

• Listening: Listening to historical stories, explanations and viewpoints  

• Speaking: Explaining historical ideas, causes and consequences, presenting 

• Problems Solving: Historical enquiry and interpretation  

• Creativity: Interpreting and representing the past 

• Aiming High: Producing high-quality historical work  

• Leadership: Understanding leadership in historical contexts 

• Teamwork: Collaborative enquiry and discussion

Impact 

As a result of the history curriculum at Academy 360, pupils enjoy learning about the past and understand how change shapes the world. They develop knowledge of key events, explore different viewpoints, and question sources to build a fuller picture of history. Impact is measured through knowledge organisers, quizzes, and termly assessments. Progression is tracked across key stages, and pupil voice is used to evaluate engagement and understanding. Evidence of learning is visible in books, displays, and discussions, showing that children are developing the skills and knowledge to become confident, informed historians, equipped for secondary school and later life 

Please see the link below for an overview on the content curriculum, action plan and handbook for History.

History Content Overview

Curriculum Intent - History 

At Academy 360 in history, we aim to provide all students with a rich and varied understanding of the past, equipping them with the skills necessary to understand the complexities of the modern world. By examining historical figures and events from multiple perspectives, students will learn to appreciate the complexity of the past and the diversity of human experience. This will promote an understanding of different cultures, values, and ideologies and will deliver a diverse curriculum. By fostering critical thinking, empathy, and curiosity, we aim to help students become informed, reflective, and responsible citizens, capable of applying their historical knowledge to the world around them. Students will develop the skills that are necessary to think, write and talk like a historian.  

At Academy 360, in the History Department, we aim to develop knowledgeable, critical and inquisitive students who understand the past and its influence on the modern world. Through the study of History, pupils acquire powerful substantive knowledge of key historical periods, people and events, alongside disciplinary knowledge that enables them to think historically, analyse evidence, evaluate interpretations and construct reasoned arguments. Our curriculum fosters curiosity, respect for different perspectives and a deep understanding of how societies are shaped over time. 

Our history curriculum aligns with the Academy’s overarching goals by ensuring pupils achieve strong outcomes, develop positive character traits, maintain good mental wellbeing and engage with rich cultural experiences. History plays a distinctive role within the curriculum by enabling pupils to explore themes such as power, democracy, conflict, migration and identity. The curriculum is ambitious and inclusive, introducing all pupils to challenging historical concepts and narratives they may not otherwise encounter. Carefully sequenced learning ensures pupils build secure foundational, substantive and disciplinary knowledge, enabling clear progression from Key Stage 3 to Key Stage 4. 

Our history curriculum is deliberately ambitious and underpinned by the principle that there is no ceiling on achievement. High expectations are secured for all learners, including disadvantaged pupils and those with SEND, through adaptive teaching and targeted support. Assessment is used diagnostically to identify misconceptions, inform next steps and secure long-term retention. Cultural capital is intentionally developed through exposure to diverse histories, case studies and interpretations, with purposeful links made to English, Geography and Religious Studies where appropriate. 

Impact 

• Students are engaged and motivated historians who demonstrate curiosity and confidence in discussing the past.  

• Pupils retain and recall key historical knowledge through regular retrieval practice and low-stakes assessment. 

• Clear progression from KS3 to KS4 prepares pupils for the analytical and extended writing demands of GCSE History.  

• Disadvantaged pupils and those with additional needs make strong progress through targeted intervention and inclusive curriculum design. 

• Students develop transferable skills such as critical thinking, evaluation and structured argument that support success across the curriculum and beyond. 

• The fundamental aims of the History department are to: 

• Develop pupils’ understanding of key historical periods, events and concepts. 

• Teach pupils how historians construct knowledge using sources, evidence and interpretations.  

• Encourage critical thinking, questioning and debate about the past. 

• Enable pupils to communicate historical understanding clearly through speaking and extended writing.  

• Foster respect for different cultures, perspectives and experiences. 

In History, we contribute to our whole school intent 

How does our curriculum cater for disadvantaged students and those from minority groups?

Students who are disadvantaged, including those with multiple barriers, are actively considered in curriculum planning and sequencing to ensure equitable access, targeted support, and the best possible outcomes for all. 

The History department designs and sequences its curriculum with disadvantaged pupils, including those who encounter multiple and complex barriers, as a central priority. It ensures that every learner can access well defined disciplinary, substantive and foundational historical knowledge through clear instruction, responsive support and purposeful assessment. Targeted provision offered through the yellow pathway, Engage and LSC is built on carefully crafted curricula that address individual needs, dismantle obstacles to understanding the past and help pupils reconnect with learning. This personalised approach enables all students, regardless of their starting point, to make strong and sustained progress while maintaining ambitious expectations across the subject. 

Literacy Skills

Students develop strong literacy skills within English through deliberate opportunities to read, write, speak, and listen using subject-specific vocabulary and language, enabling them to communicate and think critically with confidence. 

The History department intentionally builds regular and meaningful opportunities for pupils to read, write, discuss and question, ensuring that historical literacy is explicitly taught and progressively strengthened. Pupils work with a broad range of historical sources and interpretations, developing the subject specific vocabulary needed to analyse evidence, explain causation, evaluate significance and construct well reasoned arguments. Guided discussion, teacher modelling and structured extended writing tasks enable pupils to test ideas, refine their thinking and communicate with accuracy and confidence. This sustained focus on disciplinary language and historical literacy equips pupils to think critically about the past, articulate interpretations with precision and apply these analytical skills across the wider curriculum. 

Qualifications

Students leave our academy with excellent qualifications that give them a wide range of choices and opportunities as they move into the next stage of education and adult life.

The History curriculum is ambitious and coherently sequenced History curriculum, supported by consistently high quality teaching, pupils leave the academy not only with strong qualifications but with the resilience, confidence and wellbeing needed to thrive beyond school. Engaging with challenging historical ideas, debating interpretations and producing extended arguments helps pupils strengthen their critical thinking and intellectual independence, while structured collaboration, discussion and reflection promote positive relationships, emotional maturity and a sense of belonging. This balanced approach ensures that pupils develop healthy habits of mind, sustain positive mental health and build the self discipline, motivation and confidence that support both their academic success and their wider physical and personal development as they move into further education, training and adult life. 

Character Development

Students develop strong character traits that will support them to adapt and thrive in a rapidly changing world.

The History department supports pupils to develop the character traits and values needed to thrive in a rapidly changing world. Through the study of complex historical events, diverse cultures and key concepts such as conflict, governance and social change, pupils examine issues of justice, power, identity and collective responsibility. This exploration nurtures empathy, resilience and a thoughtful curiosity about how societies evolve and how individuals shape the world around them. Structured discussion, debate and analytical writing enable pupils to express viewpoints with respect, evaluate differing perspectives and think critically about contemporary issues through a historical lens. This sustained engagement helps pupils build confidence, adaptability and a strong moral awareness, preparing them to participate actively and responsibly in modern society. 

Physical and Mental Health

Our students develop their physical and mental health, alongside their intellectual growth.

Students engage with high quality careers information and guidance across all key stages. The History department supports pupils’ mental and emotional wellbeing, alongside their intellectual growth, by offering a curriculum that encourages reflection, perspective taking and an understanding of human experiences across time. Exploring diverse societies, beliefs and historical challenges helps pupils develop empathy, emotional awareness and a deeper sense of identity. Regular opportunities for discussion, debate and analytical writing enable pupils to express ideas clearly, build confidence and form positive relationships through respectful dialogue. High expectations, consistent routines and supportive classroom practice foster resilience, perseverance and a calm, secure learning environment, ensuring pupils are equipped to handle challenge, maintain positive mental health and develop into thoughtful, well rounded individuals. 

Cultural Experiences and Opportunities

Students have access to high-quality cultural experiences and extra-curricular opportunities.

The History department provides pupils with access to high quality cultural experiences and extracurricular opportunities through a rich and ambitious curriculum that broadens cultural capital and deepens pupils’ understanding of the past. These opportunities are strengthened through visits to universities and heritage institutions, where pupils engage directly with historical texts, archives and primary sources, helping them appreciate how historians work and how evidence shapes our understanding of events. Enrichment activities such as history clubs, guest speakers, museum visits and themed projects allow pupils to explore historical ideas beyond the classroom, fostering curiosity, critical thinking and a genuine enthusiasm for the subject. This sustained exposure to diverse historical experiences supports pupils in developing a well rounded understanding of the world and their place within it. 

Careers Information

Students engage with high-quality careers information and guidance across all key stages.

The History department supports pupils’ engagement with high quality careers information and guidance by explicitly highlighting the transferable skills developed through historical study—such as critical analysis, evidence based judgement, constructing arguments, evaluating interpretations and understanding complex texts. Pupils learn how these skills underpin a wide range of future pathways, from law, politics and public service to heritage, archaeology, education, research, journalism and roles within the cultural and creative sectors. Across all key stages, careers linked to History are introduced through curriculum content, encounters with historical scholarship, enrichment opportunities and purposeful discussion within lessons. This sustained exposure helps pupils recognise how historical thinking supports progression into further education, training and employment, enabling them to make informed decisions about their next steps and understand the value of History in the modern world. 

British Values

Students have a highly developed understanding of the fundamental British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance.

The History department develops pupils’ understanding of the Fundamental British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance through a curriculum that examines how these principles have evolved over time. By studying key moments in British history—such as the development of parliamentary democracy, struggles for civil rights, campaigns for equality and the expansion and legacy of empire—pupils explore how ideas of justice, freedom and citizenship have been shaped, challenged and redefined. Engagement with diverse historical narratives, including work with texts such as Empireland, helps pupils understand the complexity of multicultural Britain and the contributions of different communities to its development. Through structured discussion, debate and analytical writing, pupils learn to evaluate contrasting viewpoints, question assumptions and appreciate the importance of fairness, accountability and respect within society. This sustained engagement with the past equips pupils to recognise the relevance of British Values today and supports them in becoming informed, thoughtful and active citizens in modern Britain. 

Protected Characteristics

Students have a strong understanding and appreciation of all protected characteristics, including race, gender, religion, disability and sexual orientation.

The History department ensures pupils develop a strong understanding and appreciation of all protected characteristics through an inclusive, ambitious and carefully curated curriculum. Across a wide range of historical periods and enquiries, pupils encounter diverse voices, experiences and perspectives that illuminate how race, gender, sexuality, disability, belief and identity have shaped societies over time. Through units such as the Civil Rights Movement, the history of women’s activism, LGBT histories, Black Tudors, the development of plastic surgery in WW1 and the experiences of disabled people across different eras, pupils explore themes of power, inequality, representation and social change in meaningful and age appropriate ways. Structured discussion, respectful debate and analytical writing enable pupils to question assumptions, challenge stereotypes and evaluate differing viewpoints with empathy and maturity. This sustained engagement with diverse histories equips pupils with a secure understanding of equality, human rights and social justice, ensuring they leave the academy with the knowledge, attitudes and respect needed to contribute positively to modern Britain. 

Click the link below to see our Secondary History Curriculum

History-5-year-curriculum-map-.pdf