Our vision is to promote and instill a love and a fascination of history within the students at IWEF. Our aim is to ensure that all students are inspired to be curious about the events of the past and how that impacts on our lives today. This is so that pupils can look at events of the past and draw inspiration from them or by seeing the mistakes of the past and learning from them so that we underpin the federative values of respect and equality. We want to harness the inquisitive nature of students to provide them with a rich diet of history which helps them to identify the diversity of society, how major events and individuals have shaped and changed our world and to encourage them to develop analytical, critical and judgmental skills. We want our students to have a coherent knowledge and understanding of key aspects of Britain’s past and the wider world. The hope is that students at IWEF will have a solid grounding of complex and diverse events and topics in history which they can then carry forward into the wider world.

AMBITION – We want IWEF students to be ambitious and strive to achieve, to explore the rich and diverse stories of history and consider potential careers in this sector.
SUCCESS – IWEF students will celebrate success and show resilience to challenges. They will be successful learners who enjoy learning and achieve excellence.
PROGRESS – IWEF students will study an extensive and broad curriculum which enables them to make progress confidently by challenging them with ambitious content.
INSPIRATION – IWEF students will investigate key events and figures throughout history which inspired change and have shaped the modern world. They will aim to be responsible citizens who make a positive contribution to society.
RESPECT – IWEF students show respect for our classroom environment and for the diverse range of cultures and backgrounds we study. They will challenge misconceptions and promote respect for all.
EQUALITY – IWEF students are given the same opportunities. The History curriculum ensures every student receives high quality adaptive teaching which challenges discrimination and issues from the past in a sensitive and supportive manner.

What do we expect students to get from History?

We believe that students deserve a broad and ambitious History curriculum, rich in skills and knowledge, which immerses students in a range of cultures and engenders an enquiring and critical outlook on the world. Students will challenge themselves in lessons to address misconceptions and look critically at events of the past. Students will become confident learners and global citizens.

How does learning develop over the five years?

Year 7:

The aim of Year 7 History is to provide pupils with a coherent and chronological narrative of Britain and its place in the medieval world.

As pupils have various KS2 knowledge, we start with invaders to enable us to lay the foundations for understanding the local, national and global narrative within British history. The key theme throughout this year is comparing the control and authority of the crown V the church.

Year 8:

The aim for Year 8 history is to understand the challenges for Britain, Europe and the wider world. We begin with medieval Africa in order to build upon the foundations laid in Year 7. The key themes throughout this year are ensuring pupils have a good understanding of the ideas of political power, industry and empire. Pupils will understand how control and authority shaped the modern world through governments and ideologies.

Year 9:

The aim of Year 9 History is to look at history ‘from below’ – through the eyes of specific groups. Throughout the topics pupils will focus on identity and how events have shaped our lives. The units within Year 9 allow pupils to understand the social and cultural changes the world faced and the impact these have on our lives today. These topics reflect the diversity we enjoy and are directly relevant to our lives in the modern world. The final units within Year 9 are bridge building for GCSE, providing students with the appropriate background to approach GCSE.

Year 10/11:

This GCSE History course enables students to study different periods, engage with key issues such as conflict, gain an understanding of what drives change and how our past influences the present. You will study four elements, split over two exams:

• One period study
• One thematic study
• One wider world depth study
• One British depth study including the historic environment.

At GCSE there are two exams – Paper 1 and 2 are each worth 50%. These exams consist of short answer questions and longer, essay type questions.

How is the timetabled curriculum supplemented or enriched by other approaches to learning?

Our pedagogy and timetabled curriculum is underpinned by:

• Enquiry based studies set within a broader historical context.
• A focus on developing students’ analytical writing by focussing on description, explanation and evaluation.
• The regular use of live modelling and exemplar answers to demonstrate processes, standards and expectations.
• A range of strategies to deepen knowledge so that it is committed to long term memory.
• The importance of giving students regular opportunities to improve work· interrogating current historical debates.
• Students understanding what they are doing well and how they need to improve.
• Students will develop new skills through a variety of interesting contexts to foster enjoyment.
• Students will develop a rich and deep subject knowledge.

We will enrich our curriculum by establishing cross-curricular links and providing on and off-site subject or topic related experiences when possible. We will build upon their understanding of the importance of British values, including democracy, the rule of law, individual liberty and tolerance and respect. We aim to improve their spiritual, social, moral and cultural understanding by ensuring pupils study a diverse curriculum which covers LGBT+, women, different cultures and reflects a modern world.

In what ways does our curriculum help to develop students?

Our curriculum helps to develop well rounded and global citizens of the future. Our students are challenged with controversial and topical subjects which provoke thought and reflection and encourages our students to address misconceptions and challenge traditional views. Our students will be confident learners who can articulate and justify their responses to the big enquiry questions.

What forms do assessments take? What is the purpose of assessment?

Formative assessments include class based self and peer assessments, including 6 formal assessment points during each half term and termly shorter knowledge retrieval tests. These are all resource based or exam question style assessments.

Informal assessments take place on a lesson by lesson basis, using Rosenshine principles to guide retrieval practice and critical thinking based tasks.

How do we know if we have a successful curriculum?

Student Voice will provide information on the success of the curriculum.

• Assessment data will provide information on progression.
• Pupils will choose History as a GCSE option and will show progress on a lesson by lesson basis.
• Pupils will also be engaged and enthusiastic about their learning within History and can confidently and accurately articulate their understanding.

How do we support ‘High Attaining’ pupils?

We always teaching to the top, scaffolding down to those who need extra support. This way our expectations are clear for all. We provide intervention strategies for students who are targeted to achieve the highest grades. Targeted questioning in class to push and extend the knowledge of those who are high attaining.