History

Intent

At Bramley Grange Academy we define history as the study of the past and changes that have happened within human societies.  Our history curriculum is aligned with the vision and values of London South East Academy Trust (LSEAT) alongside the expectations of the Ofsted Education Inspection Framework. Our history curriculum is knowledge-rich curriculum and has been designed to ensure each pupil—regardless of their starting point or need—is supported to succeed and thrive.

We believe academic success, personal development and lifelong interest in history is best fostered by exposing pupils to history’s 9 key concepts: community and culture, conflict and disaster, exploration and invention, hierarchy and power, cause and consequence, change and continuity, similarities and difference, evidence and interpretation and significance. We believe these concepts will best be revealed through a broad history curriculum covering the ancient, medieval and modern worlds, sited not just in the UK, but in Europe and on other continents around the world.  Our history curriculum is carefully designed to build confidence, resilience and aspiration, enabling our pupils to access the powerful knowledge, skills and cultural capital they will require for life beyond school.

In Years 7 and 8, history learning is structured to provide strong foundations in the key history concepts and in the development of specific disciplinary literacy. Our aim is to also use the history curriculum to support pupils to transition smoothly into KS4 (in any type of educational setting) and develop essential functional skills on the way.

Enrichment and personal development are integral to our intent. Drawing on our local community and on extracurricular opportunities, use of artefact and educational visits, the ambition is to ensure pupils develop independence, curiosity and self-belief, supporting success both in and beyond the classroom.

The curriculum intends to:

• Secure strong substantive and disciplinary knowledge, sequenced so pupils know more and remember more over time.
• Develop functional skills (literacy, numeracy, oracy and problem-solving) that enable pupils to apply learning confidently in real-life and examination contexts.
• Build cultural capital, broadening pupils’ experiences and understanding of the wider world.
• Promote equity and inclusion, ensuring high expectations and appropriate support for SEND, disadvantaged and vulnerable pupils.
• Prepare pupils effectively for GCSE and Functional Skills qualifications, post-16 education, employment and lifelong learning.

Implementation

The curriculum is implemented in line with LSEAT principles of strong leadership, high-quality teaching and inclusive practice, and reflects Ofsted’s focus on curriculum quality, coherence and impact.

Key features include:

• A carefully sequenced spiral curriculum, where key knowledge, concepts and skills are revisited and built upon from Year 7 to Year 8
• Clearly defined curriculum end points for each year and half term, mapped to assessment objectives appropriate to our pupils’ needs.
• High-quality teaching through explicit instruction, modelling, guided practice and independent application.
• Where subject knowledge builds on previous content or relies on prerequisite knowledge, units of learning will begin with retrieval practice and gaps being plugged.
• Regular and purposeful retrieval practice to strengthen long-term memory and build connections.
• Planned opportunities to develop and apply functional skills, including subject-specific disciplinary literacy.
• Adaptive teaching strategies and scaffolding to ensure access, challenge and success for all learners, including SEND and EAL pupils.
• A robust assessment cycle, including formative and assessment, end of unit summative assessments, informing responsive teaching and targeted intervention.

Impact

The impact of the curriculum is measured through outcomes, pupil experience and readiness for future pathways.

Evidence of impact includes:

• Pupils demonstrating secure knowledge, effective use of subject-specific vocabulary, understanding of key historical concepts as well as developed cultural capital.
• Strong progress from KS3 to KS4, with pupils prepared for History GCSE and/or Functional Skills examinations.
• Positive assessment outcomes that reflect ambitious targets and closing gaps for disadvantaged pupils.
• Positive Pupil Voice and work scrutiny featuring strong engagement, resilience and pride in work.
• Pupils will leave KS3 equipped with the knowledge, skills and understanding needed for successful progression to KS4 education and training.

Curriculum Overview: Half-Termly Content (Years 7–9)