The History curriculum at HAGR has been carefully designed to contribute to our students’ possession of powerful knowledge that enables them to make sense of the world around them, building towards a cultural, political and national literacy.We have thought carefully about what it takes to go to university to study History and have worked backwards to build powerful knowledge and skills over time. Therefore, we hope to achieve this by enabling our students to have a strong sense of historical period, historical figures, trends, contexts and events through a largely chronological approach to the curriculum. A retention of substantive knowledge is emphasised through low-stakes quizzing in class, but also through a carefully designed curriculum which develops student understanding of first-order concepts such as ‘empire’ or ‘migration’ (i.e. students are introduced to the concept of migration through a study of Anglo-Saxon Britain which is further developed by looking at migration within the British Commonwealth during the period of decolonisation). The curriculum aims to develop a strong disciplinary knowledge of History where students are able to confidently discuss second-order concepts such as causation, continuity, change and significance. This enables our students to ‘work like a historian’ by examining sources of evidence and becoming familiar with historical arguments through examining interpretations, a valuable skill that helps our students understand what they read and therefore as a means of navigating the modern world’s mass media. Moreover, the curriculum nurtures an understanding of the British values of diversity, tolerance,equality and democracy that is developed through exciting and thoughtful enquiries of traditional topics within British History and through topics that move beyond the traditional canon of British History education. Underpinning the curriculum is an intent to move our students towards a ‘cultural literacy’ which is developed not only by the embedding of literacy, but also through experiences that take our students beyond their own contexts, for example trips to museums and historical sites, visits from Holocaust survivors or local MPs, and the introduction of ‘hinterland’ knowledge at logical points in the curriculum that broadens our students’ contextual knowledge. Above all the ‘end point’ of History education at HAGR is to shape our students’ to be well-rounded historians, and the carefulmapping of skills and knowledge in the curriculum reflects this.
Students’ understanding of British values of diversity, tolerance, equality and tolerance are developed through a balance of British and international history in Key Stage 3, so that students can look inwards and outwards to the world with an understanding of heritage and multiculturalism. In Year 7, students start their journey with a study of the concepts of ‘migration’ and ‘empires’. The curriculum is largely chronological and begins with a study of migration to and from Britain during the Dark Ages (c. 400AD – 1087AD) and a study of the Islamic Empires (c. 600AD – 1453AD). Concepts such as migration, empires, democracy and parliament are revisited in Year 8 and Year 9, while understanding of concepts such as change and causation are sequenced and applied through rigorous historical enquiry. The curriculum follows the National Curriculum through a study of the Holocaust and Genocide in Year 9, while a study of parliamentary reform with a focus on women’s suffrage develops understanding of concepts such as democracy and parliament. Concepts of migration and empires are further explored through a study of the British Empire’s era of decolonisation and the curriculum moves beyond the traditional topics of British History education with a depth study of the origins and nature of the Arab-Israeli conflict.
For those students taking History to GCSE, we aim to build upon the core knowledge and understanding of historical concepts by exploring them through a mixture of British and international studies to a more complex depth. A British depth study of the reign of Elizabeth I (1558-1603) and a study of international relations during the Interwar Years (1918-39), engender student understanding of historical concepts such as cause and consequence, change and continuity, similarity and difference. Core knowledge and understanding of concepts such as chronology are explored further, particularly through a thematic study of medicine across a thousand-year time period (Health and the People; c.1000-present), developing students’ understanding of the complexities of different factors within medicine over time.
A-Level History presents our students with the opportunity to build on the knowledge and skills they have acquired in KS3 and KS4 and refining them at a more complex and sophisticated level. We offer a study of International Relations and Global Conflict (1890-1941), a course that provides a study in depth of a period in which political ambitions and rivalries between nations plunged the world into two world wars. It develops concepts such as nationalism, militarism, and the balance of power and encourages students to reflect on the causes of war and what makes international diplomacy succeed or fail. This option develops our students’ understanding of Britain’s place in the world in post-war Britain and how our diverse society has been shaped by the Empire. Students also undertake a study of the Tudors (1485-1603), an option which allows students to study in breadth issues of change, continuity, cause and consequence in this this period through rigorous enquiry, for example by considering how effectively the Tudor dynasty developed and restored the power of the monarchy and how effectively Britain was governed in this period. This option refines our students’ understanding of concepts such as government, monarchy, parliament and democracy, and moreover the relationship between church and state in contemporary society.
Please find attached the 2019/2020 curriculum map for History