History

History Documents

History at Dartmouth Academy

“History is who we are and why we are the way we are.” David MaCullough.

History, at Dartmouth Academy, aims to inspire pupils to deepen their understanding of the people, periods and events studied and enable them to think critically, weigh evidence, sift arguments, make informed decisions and develop perspective and judgement. These skills are highly prized and will prepare young people for their role in society as informed, thoughtful and active citizens.

Our KS3 curriculum is designed to give pupils the foundation required to develop critical, analytical skills and build literacy. We cover a broad sweep of British, European and World History from mostly medieval times through to the twenty first century. Local history is planned into the learning to add relevance and context. We develop and enrich contextual knowledge to help pupils understand and appreciate trends across time in the arts, sciences, the humanities and literature as well as in history. We explore different factors for change; political, economic, religious, cultural, technological, social. We look at history from a range of different perspectives such as women, medieval peasants, migrants to Britain post Second World War and people living within the British Empire such as Indians during the time of the East India Company and British Raj. We build up essential skills such as extended writing, chronological frameworks and source analysis. The curriculum builds on the primary curriculum and key concepts such as the migration, empire and church, spiral through the students’ learning at different ages and stages to help deepen understanding. We encounter historians and their different interpretations, helping students understand that interpretations of history matter and the study of history matters. We aim to keep abreast of the debate around how history is remembered – what is elevated in the collective memory and what is erased or ignored. Who tells the story matters: “Until the lion tells the story, the hunter will always be the hero.” (African proverb)

The subject plays a central role in spiritual, moral, social and cultural development as well as helping to embed British Values and following the Rights Respecting Schools agenda. Weaving through the curriculum are the core values of respect for, celebration and tolerance of peoples of different backgrounds, faiths, race, gender. Black and women’s history is not something that is taught once, as part of a discreet unit, but opportunities are found for telling the story of inspirational individuals. These histories, that student encounter, help to challenge misunderstandings, stereotypes and prejudice as well as to inspire and develop pride.

We follow the three-cycle approach in years 7, 8 and 9 with mid-cycle and end of cycle assessments that test core knowledge, key vocab and key concepts. As well as knowledge-based tests, students will answer questions in extended writing form and learn to interpret and evaluate historical sources. Core knowledge and key vocab is learnt and revised through home learning and DINs (Do it Now’s), as well as checks within the lesson. To support revision, knowledge organisers are used within lessons as well as for home learnings.

At GCSE for years 10 and 11 OCR Schools History Project is taught. The Schools History Project teaches history focusing on a range of disciplinary skills for history; examining aspects of change and continuity and chronology (People’s History, Making of America and Exeter Cathedral units), historical interpretations (the Norman Conquest), source work analysis (Norman Conquest, Living under Nazi Rule) as well as historical significance, diversity, causation and consequence.

 “The more you know of your history the more liberated you are.” Maya Angelou