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History is the study of past events. History and historical thinking are valuable to the democratic education of all citizens. Understanding the past and its relevance to the present enables young people to make sense of the world they live in and explore the role they can play in it. Engaging with the histories of diverse people in the UK and their relationship to the rest of the world is of pivotal importance in the growth and development of an inclusive community. Learning the methods of historical enquiry enables young people to navigate information about the past and approach it with the necessary critical thinking.
The History curriculum will enable students to locate themselves and their world within a larger and deeper understanding of time. Students will be able to discern the changes, continuities, similarities and differences in a diverse range of histories and interpretations of the past. This curriculum will provide a path for students to develop historical thinking to understand the past, its resonance in the present and its potential significance for the future. This curriculum has been shaped by the following guiding principles; Inclusion, gender and diverse histories, respect and dialogue and balance of depth.
The Key Stage 3 History curriculum must:
- promote historical and critical thinking amongst students and to foster the understanding of the role of historical evidence to support claims
- increase students’ knowledge of a range of historical periods, people, trends and events both to develop and retain a rich knowledge of the past, and to ensure students possess powerful knowledge that makes them ‘culturally literate’
- provide opportunities to study both representative and diverse histories
- strengthen students’ ability to communicate orally and in writing through the development of historical accounts and arguments
The Key Stage 4 History curriculum must:
- develop and extend students’ understanding of key periods and events on a range of scales
- develop and extend students’ understanding of local, British and world history
- develop students’ skills as critical and reflective thinkers, including their ability to ask relevant questions about the past and the information we have about past events
- encourage students to understand why events have historical significance and how contrasting viewpoints about these events have been formed
- develop students ability to communicate their historical understanding in a range of ways and reach well evidenced substantiated conclusions