Statement of Intent

The History team at St Gregory's support all students to study a diverse and aspirational curriculum which is broad both in terms of chronological range and national and international scope. The path of study from Year 7 to Year 13 enables students to analyse the complexity of interactions between nations, groups and individuals which have shaped our society thus far.

On completion of Year 9, students will have studied numerous examples of political and societal change and be able to articulate the significance of different styles of leadership. They will also understand the importance of protest and how this has been responded to across the centuries. Development of literacy, oracy and extended writing is core to all students' success. Literacy development in the History curriculum is promoted throughout all key stages. Time is invested in supporting guided reading of appropriately challenging texts including the judicious use of dual coding to enable all students to access tier-three vocabulary in academic texts. Students learn how to develop answers which consider change and continuity, similarity and difference, significance and causation. Students will also learn how to analyse sources and interpretations of historical events to determine their utility and validity.

Through the History curriculum, students are also taught what British values represent and how these can best be preserved in a world of challenge and change. Our inclusive approach means that students who progress to studying GCSE and A Level are supported by the work they have completed in their first years here to pursue examination syllabuses that reinforce the issues of leadership, challenge and innovation that will empower them to ask questions of the status quo and go out into the world as well informed critical thinkers and productive citizens. 

Purpose

The purpose of the History curriculum at St Gregory’s is to provide students with a chronological overview of the history of Britain and countries with whom we have interacted over the past millennium, in order to give context at Years 7-9 to the topics studied at GCSE and A Level. Through increasing familiarity with the key themes of political, social, economic and cultural change as part of the broad and balanced Year 7-9 curriculum, students will be prepared to work independently to analyse key historical events at GCSE and beyond. Students will be provided with judiciously selected texts in order to enhance their vocabulary use and understanding of historical controversies to support them in meeting the challenges and demands of the curriculum to Year 13.

Cultural Capital

In History, we make use of sources and interpretations of historical events to enhance understanding of places and time periods from the past. This includes sources which shed light on the experiences people had at different points in time such as during the Black Death epidemic and how living in Tudor England was experienced by different groups in society.  We also explore different interpretations of historical events such as the Battle of the Somme and the Civil Rights movement both in the USA and in Britain.  We explore diversity in History through the experiences of different groups of people such as those gaining equal rights, particularly political rights, or those whose lives have been impacted by migration. We consider the changing lives of migrants in the UK and consider the positive impact of migration on Britain today.  We allow students the opportunity to consider moral and ethical issues of, for example, slavery and the building of empires. We explore the connections that History has with the present and discuss the importance of commemorating events such as Remembrance Day and Holocaust Memorial Day.  We look at economic problems around the globe and consider the impact these have had for example by looking at how the Wall Street Crash created the conditions in Germany which were exploited by Hitler to take power.  We look at historical conflict around the globe (from the Crusades to the Cold War) and relate this to current experiences.

Literacy

Literacy development in the History curriculum is supported through critical reading of primary and secondary sources, structured writing tasks like essays and reports, and verbal skills developed through discussions and presentations. Students learn to analyse texts, form arguments, and express ideas clearly, improving their ability to evaluate evidence, structure their writing, and communicate effectively.