History

The study of the past is essential in enabling young people to make sense of their own identity and the world around them today. Through the study of History at STMCA, students develop an understanding of and respect for the complexity of people’s lives, the process of change, and the diversity of experience and views within societies throughout time, both in Britain and the wider world. Furthermore, we equip young people with the powerful knowledge they need to understand and take an active part in society. Finally, our programme of study exposes students to the contributions of ordinary and extraordinary people in exciting times. We aim to foster curiosity in our students and help to inspire in them a life-long love of learning, which allows them to continue to develop long after they’ve left school. The study of historical knowledge at STMCA is underpinned by the development of key skills which will support students to be successful both academically and in their lives in the modern world. In studying History, students learn how to use and analyse evidence. We support students to develop their ability to think critically, understand differing perspectives and evaluate arguments with skill and confidence. We also teach students to communicate clearly, formulating their own arguments, presenting them persuasively, and supporting them with evidence. Our passionate team of history specialists take pride in teaching exciting lessons that support and challenge students, enabling them to achieve highly. At STMCA, the study of History in the classroom is further complemented by extra-curricular opportunities which make the most of the opportunities in our local community and the wider world. Students are provided the opportunity to see how the world today is a consequence of past decisions and the continued relevance of History through seminars, masterclasses and local and international school visits.

In Years 7 and 8, students study British history from c1000-1900 following themes such as the development of the state, church and society, political power, industry (including embedded local studies, linking to curriculum areas, on Stoke and North Staffordshire) and empire. In Y9, students follow a predominantly 20^th century course on Britain, Europe and the wider world.  We endeavour to ensure that our KS3 Curriculum is coherent, well balanced, well-sequenced and knowledge-rich. This will enable pupils to fulfil the aims of the NC for History prior to development at KS4 and KS5

• know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
• gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

All students opting for History at the end of KS3 will follow the EDEXCEL (Pearson) GCSE qualification. The principles of breadth and depth across a variety of geographical and chronological contexts established at KS3 are followed by the topics/papers studied at KS4; Paper 1 Crime and Punishment through Time, Paper 2 The American West (1835-1890), Paper 2Early Elizabethan England (1558-1588), Paper 3 Weimar and Nazi Germany (1919-39). Students gain their GCSE History accreditation through 3 examination papers at the end of Y11.

At A-Level students study topics chosen from British and World contexts and have the opportunity to follow their own chosen area of interest through the NEA/Coursework unit. We follow the EDXCEL A Level qualification. The topics studied are ‘Britain Transformed, 1918-1979’ (30%), ‘The USA, 1955-92: Conformity and Challenge’ (20%) and ‘Lancastrians, Yorkists and Henry VII, 1399-1509’ (30%).  The aforementioned coursework is taken in Y13 (20%).

The implementation of our sequenced schemes of learning is summarised by the following principles.

1. We teach ‘powerful knowledge’
2. Knowledge is sequenced and mapped according to recurring concepts. Core knowledge and subject-specific key terms are identified in SoW so that teaching is consistent and coherent
3. Rigour and depth are a priority over breadth
4. Knowledge is embedded, forgotten, and retrieved over time. Core knowledge is embedded through consolidation, and retrieval. Low stakes testing is regular and facilitated by knowledge organisers
5. Purpose is made explicit by teachers
6. Texts are appropriately demanding and of high-quality
7. Knowledge provides the basis for subject-specific skills