Curriculum – History

Curriculum Aims

Humanities

We aim to provide students with powerful disciplinary knowledge and subject-specific skills across the humanities, enabling them to understand and engage with the world as informed, thoughtful, and responsible global citizens in modern, diverse Britain.

History

1. Build historical knowledge, understanding and disciplinary skills

We will ensure pupils acquire secure and meaningful historical knowledge and develop the skills of historical enquiry, interpretation, analysis and critical thinking to understand how past events, people and societies have shaped the modern world.

2. Develop literacy and independent thinking through historical enquiry

We will develop pupils’ ability to communicate historical understanding confidently through reading, writing, speaking and discussion, enabling them to evaluate sources and interpretations and think critically and independently.

3. Establish the value of history to the individual, society and the wider world

We will ensure pupils understand the significance of history in shaping British heritage, values and identity, recognising how these continue to evolve within an increasingly diverse society.

4. Foster curiosity, enjoyment and a love of learning through history

We will provide opportunities for pupils to investigate the past, ask meaningful questions and engage with a diverse range of people, events and experiences, developing a lasting curiosity and enjoyment of history both within and beyond the classroom.

5. Explore ethical, cultural and moral dimensions of the past We will broaden pupils’ understanding of different societies, experiences and perspectives, enabling them to engage thoughtfully with historical and contemporary issues and understand their place within an interconnected world.

Knowledge & Skills

Key Stage 3

Knowledge:

• Develop secure substantive knowledge of Britain’s past from the medieval period to the twentieth century, understanding how political, social, economic and cultural developments have shaped the society we live in today.
• Develop knowledge of significant individuals, events, civilisations and turning points in British and world history, recognising their importance and long-term impact.
• Understand how power, authority and government have changed over time, including monarchy, parliament, empire, democracy and dictatorship.
• Explore Britain’s relationship with the wider world through migration, exploration, empire, conflict and international cooperation, recognising how these connections have influenced both Britain and the wider world.
• Develop knowledge of the experiences and contributions of diverse individuals and communities throughout history, recognising that history is shaped by a wide range of perspectives and experiences.
• Understand how conflict, protest, reform and cooperation have influenced rights, freedoms, equality and society across different historical periods.
• Develop secure chronological knowledge, enabling connections to be made across historical periods and an understanding of change and continuity over time.
• Develop knowledge of how historians construct historical narratives through the use of evidence, sources and interpretations, recognising that different conclusions may be reached about the past.
• Understand key historical concepts including power, authority, governance, empire, migration, democracy, dictatorship, identity, diversity, significance, continuity, change, conflict and interpretation.
• Make connections between local, national and global history, recognising how events within Britain both influenced and were influenced by wider international developments.
• Develop an appreciation of the complexity of the past by recognising that historical events, decisions and individuals should be understood within their historical context rather than judged through modern assumptions.

Skills:

• Apply disciplinary knowledge by using the second-order concepts of chronology, cause and consequence, change and continuity, similarity and difference, historical significance, evidence and interpretations to investigate the past.
• Ask historically valid enquiry questions and investigate them using a range of primary and secondary sources, historical scholarship and contextual knowledge.
• Describe, explain and analyse historical events, developments and individuals using accurate historical terminology and subject-specific vocabulary.
• Analyse, interpret and evaluate historical sources by considering provenance, purpose, audience, content and context to reach substantiated judgements.
• Evaluate historical interpretations, recognising that historians may reach different conclusions based on the evidence available and the questions they ask.
• Construct well-reasoned historical arguments supported by accurate knowledge, relevant evidence and clear justification.
• Identify patterns of change and continuity across different historical periods, making connections between local, national and global developments.
• Compare and contrast historical societies, events, individuals and viewpoints, recognising
• similarities, differences and the factors that influenced them.
• Develop historical literacy by reading, interpreting and evaluating a range of historical texts, sources and scholarship while communicating ideas effectively through discussion and extended writing.
• Use evidence critically to support, challenge and refine historical arguments, recognising that evidence must be interpreted rather than accepted at face value.
• Reflect upon the diversity of historical experiences and perspectives, developing informed, respectful and balanced judgements about the past.
• Communicate historical understanding confidently through written, verbal and visual forms, using precise historical vocabulary and evidence to justify conclusions.

Key Stage 4

Knowledge:

Throughout GCSE History, students develop secure substantive knowledge across four distinct historical studies. They build a chronological understanding of over 1,000 years of history whilst exploring how societies changed, how power developed and how individuals, beliefs and events shaped the modern world.

Students will know:

• The development of medicine and public health from Medieval Britain to the modern day, including key individuals, ideas and breakthroughs.
• How beliefs, science, technology and government influenced medical progress over time.
• The Norman Conquest and the consolidation of Norman control in England.
• The significance of medieval government, castles, the Church and the feudal system.
• The political, economic and social development of Germany between 1890 and 1945.
• The causes of the rise of Nazism and the experiences of different groups under Nazi rule.
• The origins, development and consequences of the Cold War between 1945 and 1972.
• The causes and significance of major international crises including Berlin, Cuba and Czechoslovakia.
• The importance of key historical concepts including causation, consequence, change, continuity and significance.
• Historical vocabulary and subject-specific terminology appropriate to GCSE study.

Skills:

Students develop the disciplinary thinking of historians by analysing evidence, constructing arguments and evaluating differing viewpoints. They become increasingly independent in selecting and deploying historical knowledge to answer increasingly complex questions.

Students will be able to:

Chronological Understanding

• Place events securely within local, British and world history.
• Make links between different historical periods and themes.
• Identify patterns of change and continuity over time.

Historical Enquiry

• Ask perceptive historical questions.
• Select, interpret and use evidence to investigate historical issues.
• Reach supported conclusions using accurate historical knowledge.

Source Analysis (AO3)

• Analyse contemporary historical sources.
• Evaluate the usefulness of sources by considering content, provenance and contextual knowledge.
• Explain how sources support investigations into the past.

Interpretation Analysis (AO4)

• Explain why historical interpretations differ.
• Evaluate the strengths and limitations of interpretations.
• Make substantiated judgements using contextual knowledge.

Historical Concepts (AO1/AO2)

• Explain historical events through:
  • causation
  • consequence
  • change
  • continuity
  • significance
• Construct analytical explanations using precise historical evidence.

Extended Writing

• Produce clear, organised and well-supported historical arguments.
• Write narratives, explanations and judgements appropriate to GCSE examination questions.
• Use precise historical terminology and evidence to justify conclusions.

Communication

• Discuss historical issues using accurate subject vocabulary.
• Present balanced arguments orally and in writing.
• Critically evaluate differing viewpoints respectfully and thoughtfully.

Why Study History?

History helps us to understand the world we live in by exploring how people, societies and events have shaped the present. At Droylsden Academy, our History curriculum encourages students to think critically about the past, question evidence and develop informed opinions about complex issues.

Students investigate Britain’s story alongside wider world history, exploring themes such as power, democracy, conflict, migration, empire, equality and diversity. Through historical enquiry, they examine a range of sources and interpretations, learning that history is not simply about remembering facts but about analysing evidence, evaluating different viewpoints and constructing well-supported arguments.

Our curriculum develops both substantive knowledge (what happened in the past) and disciplinary knowledge (how historians investigate and interpret the past), enabling students to recognise change and continuity, understand cause and consequence, and appreciate the significance of key individuals and events.

By studying History, students become more thoughtful, informed and reflective citizens who can understand different perspectives, challenge misinformation, and make sense of the complex world around them. These skills prepare them not only for further study, but for active participation in an increasingly diverse and interconnected society.

Year 7 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Pre-1066 Britain   Medieval Realms: The Norman conquest	Medieval Realms: The Norman conquest   Medieval Realms: Life in Medieval Britain	Medieval Realms: Life in Medieval Britain The Tudors: Life in Tudor England	The Tudors: Life in Tudor England	The Tudors: Life in Tudor England	Social Study: Women in History
Year 8 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	The Stuarts: Life in Stuart England   Britain as the First Industrial Nation: Manchester Case Study	Britain as the First Industrial Nation: Manchester Case Study   The British Empire: American and India	The British Empire: American and India	The Fight for Civil Rights: Slavery	The Fight for Civil Rights: Slavery   The Fight for Civil Rights:  Improving the Lives of African Americans	Social Study: Black History
Year 9 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	The Causes of WW1   Life in WW1	Life in WW1   Road to WW2	The Road to WW2   Britain’s role in WW2	Britain’s role in WW2	Britain’s role in WW2   Dictatorship Across the World: North Korea and Nazi Germany Case Studies   Life in Nazi Germany: The Holocaust Case-Study	Life in Nazi Germany: The Holocaust Case-Study

KS4

Details of specification

Exam Board: AQA Students study the following modules: 1. Germany 1890-1945: Democracy and Dictatorship 2. Conflict and Tension between the East and West: 1945-1972 3. Health and the People: c1100 to the present day 4. Norman England: c1066-1100   Students will be tested throughout Y10 and Y11 to gain a full picture on how they are doing in this subject. There are two formal exams at the end of Y11.

Year 10 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Germany	Germany	East vs West	East vs West	East vs West   Health and the People	Health and the People

Year 11 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Health and the People	Health and the People   Norman England	Norman England	Norman England   Revision	Revision	Revision

Example Scheme of Work

RSE in History

The History curriculum makes a contribution to Relationships and Sex Education by providing pupils with meaningful historical contexts through which they can explore identity, relationships, equality, diversity and their role within society. While History does not teach RSE content explicitly, it provides authentic opportunities for pupils to examine how individuals and societies have shaped, challenged and responded to social attitudes and inequalities over time.

Through the study of historical events, movements and individuals, pupils develop an understanding of respect, empathy and the importance of valuing diversity. Pupils are encouraged to consider different perspectives, challenge stereotypes and recognise the impact that prejudice, discrimination and intolerance can have on individuals and communities.

In Year 8, the study of the American Civil Rights Movement enables pupils to examine issues of discrimination, equality and social justice. Through exploring segregation, racism and campaigns for civil rights, pupils develop their understanding of respect for others and the importance of challenging prejudice and inequality. Pupils consider how individuals and groups worked to bring about positive social change and reflect on the continuing relevance of these themes in modern society.

In Year 9, pupils study the Holocaust, providing opportunities to explore the consequences of prejudice, dehumanisation and intolerance. Pupils examine how discriminatory attitudes can escalate when left unchallenged and consider the responsibilities individuals and societies have in promoting respect, acceptance and inclusion. This encourages thoughtful discussion around values, ethical decision-making and the importance of protecting human rights.

Across the curriculum, pupils are encouraged to engage with sensitive and complex issues in a safe and respectful environment. Through historical enquiry, discussion and evaluation, pupils develop skills that support the aims of RSE guidance, including empathy, respectful communication, critical thinking and an understanding of healthy relationships within wider society.

The History curriculum therefore contributes to preparing pupils to become informed, respectful and responsible citizens who understand the importance of equality, dignity and positive relationships within an increasingly diverse world.

History contribution to SMSC

The History curriculum makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development by enabling pupils to explore human experiences, beliefs, values and societies across different periods of history. Through historical enquiry, discussion and reflection, pupils develop an understanding of themselves and the wider world, while learning to appreciate different perspectives and experiences. SMSC development is embedded within the curriculum through carefully selected topics rather than being taught as an isolated component.

Spiritual development

The History curriculum supports pupils’ spiritual development by encouraging reflection on beliefs, values and human experiences across different cultures and societies. Pupils are given opportunities to consider how beliefs and ideas have shaped individuals and communities and to reflect on their own perspectives.

In Year 9, pupils studying the Holocaust case study are encouraged to reflect on profound questions relating to humanity, prejudice and individual responsibility. Pupils consider the impact of decisions and beliefs on people’s lives and are encouraged to engage thoughtfully with complex moral and emotional issues.

Across the curriculum, pupils develop curiosity and fascination about the world and the experiences of others while becoming increasingly reflective about their own ideas and beliefs.

Moral development

History makes a substantial contribution to pupils’ moral development by encouraging them to examine issues of justice, fairness, responsibility and human behaviour. Pupils are regularly required to investigate moral and ethical questions and develop reasoned judgements supported by evidence.

In Year 8, through studying the Slave Trade and the Civil Rights Movement, pupils examine examples of discrimination, inequality and injustice and consider the consequences of prejudice and unequal treatment.

In Year 9, through the Holocaust case study, pupils examine the devastating consequences of intolerance and discrimination and consider the moral choices made by individuals, groups and governments.

Across all year groups, pupils are encouraged to explore historical atrocities and significant events by asking questions such as:

• Why did these events happen?
• What were the consequences?
• How were individuals affected?
• Could different decisions have changed outcomes?

This enables pupils to distinguish between right and wrong, appreciate ethical complexity and understand the impact of actions on individuals and society.

Social development

The History curriculum contributes to pupils’ social development through collaborative learning and opportunities for discussion and debate. Lessons routinely provide opportunities for pupils to work together, share ideas and listen respectfully to alternative viewpoints.

Pupils develop communication and interpersonal skills through paired tasks, group activities and structured discussions. These experiences help pupils to work effectively with others from different religious, cultural and socio-economic backgrounds while developing confidence in expressing and justifying their views respectfully.

The curriculum also promotes understanding of the values and skills required for life in modern Britain. Through studying the development of democracy, the contrast between democratic and dictatorial systems and examples of social change, pupils gain an appreciation of responsibility, participation and respect within society.

Examples include:

• Year 7: Development of early democratic ideas and Parliament
• Year 9: Inter-war international relations and political systems
• Year 10: Germany: Democracy and Dictatorship

Cultural development

History plays a central role in developing pupils’ cultural understanding by enabling them to appreciate the diverse influences that have shaped Britain and the wider world.

Across Years 7–9, pupils study a range of cultures, societies and historical experiences including:

• Roman and Medieval societies
• The British Empire
• The Slave Trade
• The Civil Rights Movement
• World Wars and the Holocaust

Through these studies, pupils develop understanding of how different cultures, beliefs and traditions have influenced societies over time and continue to shape modern Britain.

Pupils are encouraged to recognise both diversity and shared human experiences across different communities. Through exploring the experiences of individuals and groups from different backgrounds, pupils develop respect and understanding for cultural diversity and recognise the importance of equality and inclusion.

The History curriculum therefore prepares pupils to become informed, reflective and respectful individuals who understand the complexity of the modern world and are able to contribute positively to society.

History contribution to Citizenship

The History curriculum makes a significant contribution to Citizenship by enabling pupils to understand how political systems, democratic principles and societal structures have developed over time. Through the study of historical events, institutions and individuals, pupils gain an understanding of the relationship between power, government and citizens, supporting them in becoming informed, active and responsible members of society.

History provides pupils with a chronological understanding of the development of political systems and democratic institutions. Rather than studying modern structures in isolation, pupils explore how historical change has shaped the rights, responsibilities and freedoms that exist today. Through this approach, pupils understand that democracy and citizenship are not fixed concepts but have developed through challenge, reform and social change.

In Year 7, through the study of Pre-1066 Britain, Roman government and Medieval Realms, pupils begin to explore how societies were governed and how systems of power developed over time. Pupils examine the changing role of monarchy and the emergence of representative structures, including the development of early Parliament under Henry III. This provides a foundation for understanding democratic government within the United Kingdom and the relationship between citizens and those in positions of authority.

In Year 10, pupils studying Germany and Democracy and Dictatorship examine political structures including the Kaiser’s constitution and the Weimar Republic constitution. Through comparing systems of government, pupils develop understanding of democratic and non-democratic systems and consider how political structures can shape the experiences and rights of citizens. Pupils also explore the role of constitutions, elections and political participation and recognise the importance of accountability within democratic systems.

Within the study of interwar international relations, pupils examine the creation and role of international organisations such as the United Nations, enabling them to understand attempts to promote international cooperation and maintain peace. Pupils develop an appreciation of how nations interact and how global organisations can influence international decision-making.

Across all year groups, the History curriculum contributes significantly to pupils’ understanding of diversity, equality and mutual respect. Through the study of historical atrocities, discrimination and persecution, pupils examine the consequences of prejudice and intolerance and consider the experiences of different groups throughout history. Pupils are encouraged to evaluate why such events occurred, understand their impact on individuals and communities and reflect upon the importance of respect, inclusion and human rights within modern society.

History also develops wider citizenship skills through historical enquiry and critical thinking. Pupils learn to evaluate evidence, question interpretations and consider different perspectives before forming reasoned judgements. These skills support pupils in becoming informed citizens who can engage critically with information and participate thoughtfully within democratic society.

As a result, the History curriculum contributes to preparing pupils for life in modern Britain by developing their understanding of democracy, rights, responsibilities and the importance of active and respectful participation within society.

History contribution to British Values

The History curriculum makes a substantial contribution to the promotion of British Values through the study of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs. Through carefully sequenced historical study, pupils develop an understanding of how these values have evolved over time and why they remain important within modern British society.

History provides pupils with opportunities to examine how societies have been governed and how systems of power have changed over time. Rather than viewing British Values as isolated concepts, pupils understand them through authentic historical contexts, allowing them to recognise both the benefits of democratic systems and the consequences when rights and freedoms are restricted.

The curriculum develops pupils’ understanding of democracy through the study of the emergence and development of political systems. In Year 7, pupils studying Pre-1066 Britain, Roman government and Medieval Realms examine early systems of government and the development of Parliament under Henry III. Pupils begin to understand how democratic structures developed over time and recognise the significance of representation and accountability within British society.

In Year 10, pupils further develop this understanding through Germany: Democracy and Dictatorship, where they examine the Kaiser’s constitution and the Weimar Republic constitution. By comparing democratic and non-democratic systems, pupils gain an appreciation of democratic participation and understand how citizens can influence decision-making processes. Pupils also consider the dangers associated with the erosion of democratic structures and individual freedoms.

The History curriculum contributes strongly to pupils’ understanding of individual liberty and the rule of law by enabling them to examine societies where rights and freedoms were restricted. Through evaluating historical examples, pupils understand the importance of laws and institutions in protecting citizens and maintaining fairness and stability within society.

The curriculum promotes mutual respect and tolerance through the study of different cultures, beliefs and experiences across time periods. In Year 8, through the study of the British Empire, America, India and the Civil Rights Movement, pupils examine the experiences of different ethnic, cultural and social groups and explore how discrimination, inequality and prejudice affected individuals and communities. Pupils develop an understanding of the impact of injustice and consider the importance of respecting different identities and perspectives.

Across Years 8 and 9, pupils engage with topics involving historical persecution, discrimination and atrocities. Through studying why such events occurred, their impact on individuals and communities and the consequences of intolerance, pupils develop an understanding of the importance of challenging discrimination and promoting equality. This supports pupils in recognising that differences in faith, belief, ethnicity and culture should be respected and valued.

The History curriculum also develops pupils’ self-awareness, confidence and ability to form reasoned judgements. Through historical enquiry pupils learn to evaluate evidence critically, consider alternative viewpoints and articulate informed arguments respectfully. These skills support pupils in becoming thoughtful, responsible and active citizens.

As a result, History supports pupils in understanding not only what British Values are, but also why they matter. Pupils leave with an appreciation of the historical struggles and developments that have shaped modern Britain and a greater understanding of their own responsibilities within a diverse democratic society.

History contribution to Health Education

The History curriculum contributes to statutory Health Education through carefully sequenced study of medicine, public health and healthcare systems. Through the GCSE Health and the People unit in Year 11, Term 2, pupils explore how medical understanding and approaches to healthcare have developed over time, providing authentic contexts through which statutory Health Education themes are reinforced and deepened.

Historical study enables pupils to understand that knowledge surrounding health and wellbeing evolves through scientific discovery, technological advancement and changing social attitudes. Pupils examine how societies have responded to health challenges and consider the role of evidence in improving outcomes for individuals and communities.

The study of Hippocratic beliefs and modern NHS campaigns supports pupils in understanding how attitudes towards healthy lifestyles and prevention have changed over time. Pupils consider how public health campaigns aim to influence behaviour and improve outcomes relating to diet, physical health and lifestyle choices. Through evaluating the effectiveness of these campaigns, pupils develop an understanding of personal responsibility and informed health decision-making.

The study ofmodern NHS campaignsprovides opportunities for pupils to understand the relationship between lifestyle choices and long-term health outcomes. Historical and contemporary public health initiatives allow pupils to recognise how governments and healthcare organisations seek to reduce preventable illness and improve public wellbeing through education and intervention.

Within the study of antibiotic resistance, pupils develop an understanding of the relationship between bacteria, infection and medical treatment. They explore how scientific developments have transformed healthcare while recognising the continuing challenges posed by antimicrobial resistance. This reinforces understanding of infection prevention and responsible healthcare practices.

The study of Edward Jenner and the Smallpox vaccine enables pupils to explore the development of vaccination and immunisation programmes and understand how scientific evidence has contributed to improvements in public health. Pupils consider why medical developments can face resistance and evaluate how evidence, innovation and public trust influence healthcare decisions.

Across these areas, pupils develop disciplinary skills central to both History and Health Education, including evaluating evidence, questioning information critically and understanding how individual and societal decisions affect health outcomes. As a result, pupils are better equipped to become informed citizens who understand the importance of prevention, public health measures and informed decision-making regarding their own wellbeing.