Curriculum Intent Statement for History
At Chase Terrace Academy we aspire for all of our pupils to achieve greater things than they ever thought possible.
We pride ourselves on being a warm and welcoming school that places community at the heart of everything we do. Our ambitious curriculum is enriching and inclusive, providing challenge and breadth for all. This empowers our pupils to become compassionate, confident and creative individuals who are resilient, respectful and equipped with a desire to take up a fulfilling role in society and the wider world.
In History we aspire to provide outstanding lessons for our pupils that inspire them and instil in them the sense of community that is at the heart of the Chase Terrace Academy ethos. History is a subject that can help to develop this sense of community as it is a study of our shared past. We feel that it is vital that pupils learn about how our country and communities were formed and shaped – from a local and national level at Year 7, to an international level in Year 8 and 9. Above all, we want pupils to know about the past, so that they can shape the future – and their individual role within their local, regional, national and international community.
In lessons, pupils experience a wide range of activities that cater for all learners’ needs, and aim to push and challenge each and every pupil. At the heart of all we do is the aim to inspire a lifelong love of history and learning. Our aim of providing outstanding lessons also helps us to prepare pupils in the best ways possible to gain valuable qualifications that will benefit their futures.
Specifically, we take our pupils on a journey of the past by studying history from a chronological perspective, with an emphasis on different reoccurring themes – from Magna Carta to Civil Rights, the Norman Conquest to the Nazis, and from the Crusades to the War on Terror – our topics are delicately weaved together to give our pupils a deep, multi-layered and meaningful understanding of history. Our KS3 curriculum covers aspects of the Ancient Period, through to the Dark and Middle Ages, Medieval and Modern Period – establishing the building blocks of a good historical understanding, in preparation for GCSE, A-Level and life beyond as a historian.
Through careful planning and implementation, we have identified the core substantive knowledge that we need pupils to know, which substantive concepts they need to harness to make sense of this knowledge, and the disciplinary knowledge to apply it successfully.
| Year 10 | Curriculum Implementation Plan |
| Knowledge Organisers | |
| Term 1A, 1B, 2A | |
| Medicine | |
| Term 2B, 3A, 3B | |
| World War One |
| Year 11 | Curriculum Implementation Plan |
| Examination Specification Guide | |
| Knowledge Organisers | |
| Term 1A and 1B | |
| Democracy and Dictatorship | |
| Term 2A and 2B | |
| Elizabethan England |
| Sixth Form – Year 12 and Year 13 | Examination Specification Guide |
| Curriculum Implementation Plan – Year 12 | |
| Curriculum Implementation Plan – Year 13 | |
| Knowledge Organisers – Year 12 and 13 | |
| Germany: Democracy and Nazism | |
| Tudors | |
| 1. Henry VII, 1485-1509 | |
| 2. Henry VIII, 1509-1547 | |
| 3. Instability and Consolidation | |
| 4. The Triumph of Elizabeth |