History

Career links

• Journalism
• Law
• Politics
• Tourism and Heritage
• Education
• Public Sector

Intent:

The purpose of learning History at Rhyddings Business and Enterprise School is to develop students’ sense of identity, helping them to understand their role as active citizens, ready to play their part in the world. We want them to explore how and why the world has changed and to evaluate the different experiences of individuals and societies alongside the impact of key historical events on our world today. By doing so, our students will develop a tolerance and a world view that will provide a foundation, not just for their historical studies but also for their wider lives – preparing every student personally, socially and culturally to understand their own identify and the challenges of their time.

Tthe role of a historian is explore the trail of the past and ignite the passion of former days. To do this, our students will be equipped with the key communication skills to interrogate and interpret historical sources, formulate their own judgement and critically engage in debate with their peers both orally and in writing. Students will develop their application of historically grounded abstract terms and concepts in order to deconstruct higher order questions which will allow them to respond in increasingly sophisticated ways.

Throughout the History Curriculum, our students will know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day; build an appreciation of how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world and evaluate significant aspects of the history of Europe and the wider world. Students will develop and understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and oral debates.

Slowing the curriculum down, looking at individual stories (particularly those pertinent to East Lancashire and its neighbours) and looking at topics in depth will encourage an engagement with the learning and a keen sense to explore beyond the classroom.

Subject progression & sequencing (topic length in weeks)