Humanities

HISTORY

Intent

The history curriculum at Shaftesbury is carefully planned and structured to ensure that current learning is linked to curriculums taught in local secondary schools and that the school’s approaches are informed by current pedagogy. In line with the national curriculum the curriculum aims to ensure that all pupils:

o Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past.

o Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; Begin to understand the complexity of the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

o Develop their ability to use a wide variety of historical sources to investigate the past and are aware of how they can use these skills in the wider world.

Implementation

History is taught throughout the year, so that pupils achieve depth in their learning. After taking into account the year groups if KS3 pupils, key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. By the end of Year 9, pupils are able to draw comparisons and make connections between different time periods and their own lives. Planning is informed by and aligned with the national curriculum as taught in some local secondary schools.

Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson. Pupils develop their ability to analyse historical sources over the year. Developing from simple inference to in depth analysis that considers the provenance of a varying variety of source material. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge. There is a strong emphasis on developing analytical skills.

Topics such as History of Science and Medicine and World War 1 are chosen so that pupils should feel confident in their knowledge, should they opt for GCSE History when they return to mainstream. Pupils also study The British Empire and The Transatlantic Slave Trade with an emphasis on how both topics are relevant to the current day. In 2024-25 the additional topic of Migration will be added towards the end of the year. KS4 pupils study Edexcel GCSE History.

Impact

Outcomes in books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Pupils review the agreed successes at the end of every session and are actively encouraged to identify their own target areas, with support from their teachers. Pupils also self assess at the end of every topic – a simple 1-10 that indicates their levels of confidence around the topic.

Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

RE

Intent

The aim of the RE curriculum is to encourage students to become knowledgeable and considerate members of the society. The curriculum is written in such a way as to inspire their curiosity and widen their interest in how religion influences others. RE provides opportunities for children and young people to reflect and analyse, to discuss and debate, to explore and discover, and to learn more about the world in which they live. The RE curriculum emphasises respect for others, regardless of their beliefs, race or social status. In our diverse society, children need an understanding of other principal religions and other world views. The curriculum aims to ensure that all pupils:

• Debate and converse about issues that relate to different religions and cultures.

• Enquire and question and ask for justifications. They are inquisitive about other religions and how faith influences they way people live.

• Develop a healthy respect for other people’s faiths and cultures.

Implementation

Oracy-based skills are important in Religious Education (RE) and are often assessed to measure the impact of RE on pupils. RE lessons are currently delivered in small groups and this affords the perfect opportunity to allow the pupils to develop their enquiry skills. The emphasis is on talk and specific discussion guidelines, such as: listen with curiosity; share your own thoughts; look at the person talking to you; be confident to agree or disagree; challenge by asking questions, and so on. Pupils are guided to use all of these to reflect upon their own and their peers’ oracy skills.

Pupils will study Islam, Hinduism and a religion of their choice. They will look at the key teachings of these faiths and be encouraged to question, compare and enquire.

Impact

Children will be able to express issues and ideas, speak clearly, listen carefully, contribute to discussion, respond to questions and comments and use a wide and interesting vocabulary. When children explore learning through the varied oracy strategies, and are exposed to new vocabulary, they retain this knowledge. This leads to children using higher level language with a deeper understanding when presenting or writing.

EXAM BOARD SPECIFICATIONS

Humanities

HISTORY

Intent

The history curriculum at Shaftesbury is carefully planned and structured to ensure that current learning is linked to curriculums taught in local secondary schools and that the school’s approaches are informed by current pedagogy. In line with the national curriculum the curriculum aims to ensure that all pupils:

o Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past.

o Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; Begin to understand the complexity of the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

o Develop their ability to use a wide variety of historical sources to investigate the past and are aware of how they can use these skills in the wider world.

Implementation

History is taught throughout the year, so that pupils achieve depth in their learning. After taking into account the year groups if KS3 pupils, key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. By the end of Year 9, pupils are able to draw comparisons and make connections between different time periods and their own lives. Planning is informed by and aligned with the national curriculum as taught in some local secondary schools.

Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson. Pupils develop their ability to analyse historical sources over the year. Developing from simple inference to in depth analysis that considers the provenance of a varying variety of source material. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge. There is a strong emphasis on developing analytical skills.

Topics such as History of Science and Medicine and World War 1 are chosen so that pupils should feel confident in their knowledge, should they opt for GCSE History when they return to mainstream. Pupils also study The British Empire and The Transatlantic Slave Trade with an emphasis on how both topics are relevant to the current day. In 2024-25 the additional topic of Migration will be added towards the end of the year. KS4 pupils study Edexcel GCSE History.

Impact

Outcomes in books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Pupils review the agreed successes at the end of every session and are actively encouraged to identify their own target areas, with support from their teachers. Pupils also self assess at the end of every topic – a simple 1-10 that indicates their levels of confidence around the topic.

Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

RE

Intent

The aim of the RE curriculum is to encourage students to become knowledgeable and considerate members of the society. The curriculum is written in such a way as to inspire their curiosity and widen their interest in how religion influences others. RE provides opportunities for children and young people to reflect and analyse, to discuss and debate, to explore and discover, and to learn more about the world in which they live. The RE curriculum emphasises respect for others, regardless of their beliefs, race or social status. In our diverse society, children need an understanding of other principal religions and other world views. The curriculum aims to ensure that all pupils:

• Debate and converse about issues that relate to different religions and cultures.

• Enquire and question and ask for justifications. They are inquisitive about other religions and how faith influences they way people live.

• Develop a healthy respect for other people’s faiths and cultures.

Implementation

Oracy-based skills are important in Religious Education (RE) and are often assessed to measure the impact of RE on pupils. RE lessons are currently delivered in small groups and this affords the perfect opportunity to allow the pupils to develop their enquiry skills. The emphasis is on talk and specific discussion guidelines, such as: listen with curiosity; share your own thoughts; look at the person talking to you; be confident to agree or disagree; challenge by asking questions, and so on. Pupils are guided to use all of these to reflect upon their own and their peers’ oracy skills.

Pupils will study Islam, Hinduism and a religion of their choice. They will look at the key teachings of these faiths and be encouraged to question, compare and enquire.

Impact

Children will be able to express issues and ideas, speak clearly, listen carefully, contribute to discussion, respond to questions and comments and use a wide and interesting vocabulary. When children explore learning through the varied oracy strategies, and are exposed to new vocabulary, they retain this knowledge. This leads to children using higher level language with a deeper understanding when presenting or writing.

EXAM BOARD SPECIFICATIONS