Confidence
Quality first teaching
The curriculum is knowledge‑rich and sequenced similar concepts in different time periods. In Key Stage 3, students study local, British and global histories across medieval, early modern and modern periods, embedding chronology and core second‑order concepts. Substantive knowledge is interleaved with explicit teaching of historical methods: source analysis, interpretations, and writing with evidence. This is assessed in end of unit tests. Students are given personalised feedback, following the whole school policy of Confidence and Ambition statements
Key Stage 4 follows AQA. This deepens knowledge of certain time periods, while exploring a range of thematic studies. Disciplinary literacy is embedded through explicit vocabulary instruction, modelling of analytical writing and regular retrieval practice. Lessons employ enquiry questions, diverse perspectives and structured practice to ensure all learners, make strong progress.
Closing gaps
Raising Achievement and Progress meetings are held in the department following data captures for KS4 and KS5 students. Individuals are identified as under-performing in History (comparative to other subjects). Timely interventions are put in place.
Actions reviewed at next data capture and modified as necessary.
