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Subject Vision Statement: To enable students to make sense of the world around them, develop their own voice in making judgements about the past, and to engage critically with History as a discipline.
| Power | Who has had power in the world? Who has challenged this power? | ||||
| Worldview | What ideas have framed how people understand the world? | ||||
| Conflict | How has war changed Britain? How has the experience of conflict changed over time? | ||||
| Society | What has life been like for ordinary people? | ||||
| Phases 3 and 4 | Developing passions and increasing independence | ||||
| Phase 3 and 4 Journey | Students have an understanding of the four time periods of British History – Medieval, Early Modern, 18th & 19th centuries and modern Britain. Students are able to place key events into chronological order. Students are able to identify key impacts on society from ‘big events’ e.g Norman Conquest. Students are able to identify and explain similarities and differences in Britain from Medieval period – 19th Century. Begin to develop use of key writing frames to help structure their answers. Use of voice to make key judgements. |
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| Phases 5 and 6 | Building choice, autonomy and empowered professionalism | ||||
| Phase 5 and 6 Journey | Being able to identify and explain similarities and differences in key areas of focus over time e.g. USSR, Crime and Punishment in Britain. Students are able to place key events in chronological order. Students are able to identify enquiry questions and create answers that answer the key questions. Students are able to dissect sources in order to identify how they support enquiry questions. Students are able to make judgements on the usefulness of a source/interpretation based on their contextual understanding of a time period. Able to articulate judgement through different mediums. |
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School 21,
Pitchford Street,
Stratford,
London,
E15 4RZ
Big Education Trust,
Sugar House Lane,
Stratford,
London,
E15 2QS
