• en English
History

History

Our aim at St Joseph's is to encourage students to develop an appreciation and understanding of the past, evaluating a range of primary and secondary sources. Our historians will also be able to explain clearly how these sources give us an insight into how people around the world used to live and how these interpretations may differ.

At St Joseph’s RC Middle School we believe that a high quality history curriculum is essential to inspire pupils to have an independent curiosity and fascination for Britain’s past and that of the wider world we live in. Through looking at how Britain has changed moving out of the Dark Ages, through the Middle Ages and out the other end of the Industrial Revolution, we hope to embed an understanding and curiosity about Britain and its history. We also hope to ensure that pupils make links with the wider world and how it has influenced and been influenced by Britain.

Key Stage 2

  • Intention

    We aim to:

    • Give pupils a passion for the subject in and out of the classroom
    • Become increasingly critical and analytical thinkers
    • Possess a secure understanding of the chronology of ancient and modern civilisations and how they differ
    • Discover links and connections to the History they learn and the wider community and locality
    • Further their knowledge and explanations of change and continuity over time with regards to the history of the British Isles and other societies and epochs
  • Implementation
    • Give pupils the experience of learning outside the classroom with trips to Hexham Abbey and the Great North Museum
    • Differentiate between source types and explain how interpretations in History may differ
    • Ensure that chronology is at the heart of every topic and that pupils are able to understand when important eras and events happen in relation to one another using physical timelines and bringing maths into the subject
    • Lessons and assessments planned to ensure that pupils are given an understanding of the different historical strands of enquiry and how they are assessed on them
    • Draw on similarities and differences within given time frames and across previously taught History
  • Impact
    • Engaged, inspired and enthusiastic historians who want to study history both in and out of school
    • Work completed to a high standard with many opportunities to show their knowledge and skills progression through extended written work
    • Children value the importance of knowing how Britain evolved through time and show an understanding of how Britain’s democracy is structured today
    • Children’s reading is of a high standard

Key Stage 3

  • Intention

    We aim to build on this by:

    • Developing an increased awareness of the historical strands of enquiry
    • Chronologically chart Britain’s development of democracy and Parliament
    • Understand the importance of challenging the provenance of information, evaluating different interpretations and
    • Ensure that pupils are KS4 ready and have a thirst to take the subject on further
  • Implementation
    • Give pupils the experience of learning outside the classroom with trips to Warkworth Castle, Beamish and Killhope Lead Mine
    • Assessments developed in partnership with Hexham Middle, Corbridge Middle and Queen Elizabeth High School (QEHS) to ensure pupils are assessed on all the historical strands of enquiry using language and structure similar to that used in GCSEs
    • Topics to run chronologically to ensure pupils can build on their understanding of the cause and consequence of important historical events both domestically and world wide
    • Topics covered to run in parallel with other partnership middle schools as agreed with QEHS to ensure pupils are able to build on their knowledge and understanding of historical events and strands of historical enquiry
    • Pupils are given many opportunities to analyse sources and different interpretations of history and given the tools needed to begin to independently question them and develop their own interpretations of history
  • Impact

    We will measure the impact of our History curriculum through the following methods:

    • Regular monitoring of children’s work in books with feedback to move the pupil forward
    • Regular monitoring of children’s development of their skills across the different strands of historical enquiry through formal assessments
    • Children’s engagement in democratic procedures in school such as school and spiritual councillor elections as well as high demand for school’s optional Citizenship residential to London
    • High percentage of pupils taking History as a subject in KS4

Our Team