Why do we learn history?
Ark Acton we believe that the principal function of history is to develop ‘historically literate’ pupils who do not view the past as dead and buried but as a means to examine the world. As they progress through KS3 and into KS4 and 5, students learn to orient themselves in time and critically contextualise issues of the past to see their relevance today.
Head of Department
Mr H Al-Khoee
Our approach
Our curriculum aims to develop an extensive general knowledge of the past underpinned by strong understanding of historical concepts, such as Empire; and a strong conceptual understand underpinned by second order concepts such as interpretations.
We also need to understand that history should serve to develop inclusive communities, one where pupils can affirm their emerging identities with the curriculum and see their learning as meaningful. In order to do this, our curriculum incorporates world history, such as the Mali Empire, local history such as the Industrial Revolution and Acton and history of migration.
Subject Areas
Absolute Monarchy, Capitalism, Caliphate, Civil Liberties, Cleric, Church , Colonialism, Communism, Dictator, Executive, Fascism, Feminism Feudalism, Heresy, Imperialism, Industrialisation, Liberty, Papacy, Parliament, Patriarchy, Pilgrimage, Propaganda, Racism, Reform, Resistance, Revolution, Totalitarian, Treaty, Tyranny
Key Concepts
- Causation
- Interpretations
- Significance
- Change and Continuity
- Similarity and Difference
Year 7
| Autumn 1 | Autumn 2 |
|---|---|
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How have migrants shaped Britain over the last 1000 years? |
Chaos, Commerce and Conflict~ What is the significance of the Silk Road? |
| Spring 1 | Spring 2 |
|---|---|
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How far did the Normans bring revolution to England? |
Where did power really reside in medieval England? Mini- enquiry: ‘Monster or Man’. Why do historians disagree about how we should remember King John? |
| Summer 1 | Summer 2 |
|---|---|
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‘Tyranny vs Democracy’ – what is the story behind the English Civil War? |
How different are women’s lives today when compared with Victorian Britain? |
Year 7 Curriculum Map
Year 8
| Autumn 1 | Autumn 2 |
|---|---|
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Was Anglo-Saxon England really that different to the Byzantine Empire? |
What made peasants in medieval Europe and Asia rebel against their rulers? |
| Spring 1 | Spring 2 |
|---|---|
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How ‘dark’ was the story of Africa before the slave trade? |
Did the Industrial Revolution improve the life of ordinary people in Britain? ‘Money or Morals?’ Why did the British actually abolish slavery? |
| Summer 1 | Summer 2 |
|---|---|
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Baguettes, liberty and the guillotine. What is the story behind the French revolution? |
The remarkable story of Toussaint L'Ouverture: how did he defeat Napoleon? Did Russia swap one dictatorship for another? |
Year 9
| Autumn 1 | Autumn 2 |
|---|---|
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'Algebra, scalpels and astronomy' - How has the Islamic Golden Age shaped our world? |
'Pride and Prejudice' - How similar was British rule across the world? |
| Spring 1 | Spring 2 |
|---|---|
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Was the First World War really the ‘Great’ War? |
How far was Hitler solely to blame for the oubreak of World War Two? How should we write the history of the Holocaust? |
| Summer 1 | Summer 2 |
|---|---|
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How far has society progressed since 1945? |
‘Beer and Sandwiches’ to strikes: How did the decline of the trade unions change Britain? |
Year 10
| Autumn 1 | Autumn 2 |
|---|---|
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Which was the greatest problem facing Elizabeth in 1558? |
Does Elizabeth deserve her successful reputation? |
| Spring 1 | Spring 2 |
|---|---|
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How far did ideas about medicine change in the years 1250-1900? |
To what extent did attitudes in society prove to be the turning point in medicine in the industrial period? |
| Summer 1 | Summer 2 |
|---|---|
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To what extent was there progress in the treatment of illness on the Western Front during World War One? |
How far did ideas about medicine change in the years after 1900? |
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
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How successful was the Weimar Republic? |
How did Hitler successfully establish his Nazi dictatorship? |
| Spring 1 | Spring 2 |
|---|---|
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Who is to blame for the Cold War? |
To what extent did the role of individuals lead to the end of the Cold War? |
| Summer 1 | Summer 2 |
|---|---|
| External exams | External exams |
Year 12
| Autumn 1 | Autumn 2 |
|---|---|
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How far was the Communist government in the USSR transformed from 1917-85? How successfully did each leader make a socialist economy work? (1917-85) |
To what extent did the CCP depend on violence in their early consolodation of power 1949- 1956? What can we learn from historical sources about the impact of Mao's Agricultural and Industrial reforms? |
| Spring 1 | Spring 2 |
|---|---|
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To what extent was the Communist government in total control of the people from 1917-85? How far did life improve for everyone from 1917- 85? What explains the fall of the USSR c.1985-91? |
How and Why are there conflicting interpretations regarding the causes, key events and consequences of the Cultural Revolution? Which social groups were the winners and losers after 27 years of communism in China? |
| Summer 1 | Summer 2 |
|---|---|
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How successful was the impetus for change in public health in the years 1780-1939? |
How significant was the role of individuals for changes in public health in the years 1780- 1939? |
Year 13
| Autumn 1 | Autumn 2 |
|---|---|
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How successful was the impetus for change in public health in the years 1780-1939? |
How significant was the role of individuals for changes in public health in the years 1780- 1939? |
| Spring 1 | Spring 2 |
|---|---|
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To what extent was there improvements in the way poor people lived in Britain in the years 1780-1847? |
How far did the government successfully implement social and welfare reforms in the years 1847-1939? |
| Summer 1 | Summer 2 |
|---|---|
| External exams | External exams |