Close
History at Jesmond Park Academy

History

We teach history because we wish to foster a curiosity in and a passion for the past. We enable students to create a sense of purpose and place in order to define the past in the context of the present.

History Curriculum Philosophy Statement

We value an education in history because it allows students to make links between different cultures and across time. The study of history should humanise the narrative, making a connection with the people of the past. This collective sense of history allows students to embrace shared values of democracy, equality, justice, truth, empathy, tolerance and combatting prejudice.

We have a responsibility to expose students to differing interpretations of history that have been shaped by the context and values of the time. Through this we raise awareness of the dangers of ‘single story’ approach to history. Therefore, students are empowered and equipped with the specific, carefully selected knowledge to challenge and question the past.

Our role is to give structure to the knowledge and understanding of history, to make it memorable for students, to inspire them to build their own history, not only now but in the future.

 


 

History Curriculum content

In history we believe that the acquisition of key underpinning knowledge allows students to develop a firm and deeper understanding of all areas of the curriculum through KS3, KS4 and then on into KS5. There are several key themes that form this broad base of knowledge. An example of this is an understanding of the power of the rulers and how it affects those being ruled. This allows us to understand first order concepts like Empire, as well as second order concepts like cause and effect, change and continuity. Students must have an increasing understanding of the concepts in different historical settings. These relate to one another as key themes which will be revisited as part of our spiral curriculum every year adding complexity and seeing where they fit in with other areas of study. These are underpinned by an enquiry led ‘Big Question’ approach to each unit of work.

It is important that students see how key knowledge can be transferred between the key stages. Concepts like ‘revolution’, for example, change and alter in meaning as we move through stages of study. We will regularly revisit and revise the knowledge through low stakes testing and practising of the key vocabulary in every topic and in every lesson. We aim to ensure that the subject knowledge of history staff is as up to date as possible through regular cross departmental collaboration and external opportunities. Our teachers have an inherent desire to develop their expertise as a matter of course.

History at Jesmond Park Academy

There are many core skills which we will regularly revisit through each key stage, building confidence and expertise in the students. They must understand how to write effectively, practising source analysis, including comprehension, inference, judging reliability, being able to evaluate and explain viewpoints and interpretations, recalling, selecting and deploying factual knowledge to best effect. Literacy will be regularly reinforced through students writing extended responses and ensuring key vocabulary is accurately spelled and used in written work.

In addition to this, it is important that we encourage students to challenge different views of historical events and misconceptions. Students should learn to accept that answers to historical questions may not always be finite. We will encourage them to develop the character required to be resilient in their approach to the study of history and the challenging level of content that they will be exposed to throughout their study of the past.

 


History curriculum offer

KS3 - Students study five separate modules in each of year 7, 8 & year 9.
KS4 - Students study the following course at KS4:

  • GCSE History (AQA)

KS5 - Students can study the following A level course:

  • History A Level