What are the aims and purpose of our curriculum?

This curriculum inspires curiosity about the past and develops pupils’ understanding of history as a discipline. We provide a comprehensive narrative of British history situated within wider world developments. Our curriculum helps pupils understand historical concepts, methods of enquiry, and how different aspects of the past have been interpreted. We equip students to ask historical questions and make connections across different time periods.

What overarching curriculum principles inform the design of our curriculum?

This principle recognises the important role that knowledge, and vocabulary as a particularly important type of knowledge, plays in learning. In this curriculum, substantive and disciplinary knowledge are taught hand in hand. Pupils are introduced to concepts such as ‘king’, ‘empire’, ‘archaeologist’ and ‘artefact’ early in key stage 1, and then develop their understanding of these complex concepts in multiple contexts, throughout the rest of the curriculum. We map vocabulary across the curriculum, both in terms of the introduction of new vocabulary and the necessary repetition of vocabulary. The most powerful new vocabulary, called keywords, are signalled in bold in our lesson materials to indicate their importance.

A careful and purposeful sequencing of our curriculum content underpins the design of our curriculum, ensuring that pupils are able to build on and make links with existing knowledge. At its simplest, this means, for example, that pupils might first learn about the Mughal Empire in India before being introduced to the growing influence of the East India Company. Attention is paid to vertical coherence via threads, which map the developments of concepts over time, for example, in our ‘Empire, persecution and resistance’ thread pupils are first introduced to the concept of ‘empire’ in key stage 1 through various traditional stories that reference one country ruling over another. In key stage 2, this concept is broadened through exposure to other examples of empires, such as the Roman Empire. The same concept is then built upon in key stage 3 at multiple points, from the medieval Angevin Empire to the late twentieth-century British Empire. This means that pupils’ understanding of this concept is richly textured by the time that they encounter it again in key stage 4.

Our evidence-informed approach enables the rigorous application of research outcomes, the science of learning and impactful best practice both in education in general and at a subject-specific level. For example, the design of our resources reflects findings from Sweller’s cognitive load theory and Mayer’s principles of multimedia learning whilst our lesson design draws on Rosenshine’s principles of instruction. We also draw on findings from research organisations such as the Education Endowment Foundation (EEF). At the subject level, ‘enquiry questions’ are used as a catalyst for pupils to develop historical knowledge over time. This approach is grounded in the expertise of the history subject community including research by teachers such as Gorman, Riley, Burnham and Brown. The curriculum is structured in such a way as to reinforce the interplay between substantive and disciplinary knowledge, supported by the work of Wineburg and Fournier and structures substantive knowledge in a way that anticipates how it will be built on later, as discussed by Counsell. Furthermore, the diversity of our curriculum is guided by the work of Priggs and the Historical Association whereby a large number of women are met in the curriculum; the stories of minority groups show their own agency; rather than focusing on their oppression, and the pasts of pupils across the country are represented.

Our flexible approach enables schools to use our resources in a way that fits their context and meets the varying needs of teachers and their pupils. Our curriculum can be used in its entirety or units can be selected to complement existing curricula. Our curriculum often provides different options so that schools and teachers can decide what knowledge is best for their pupils, for example when teaching about the earliest civilisations in year 3 teachers can choose between the Indus and the Shang Dynasty - or teach about both. Our resources are adaptable so that, for example, teachers can edit or add checks for understanding or adapt practice tasks to better reflect the prior knowledge of their pupils. At key stage 4 teachers and pupils can select a pathway aligned to the most frequently used exam board specifications for GCSE history: AQA or Edexcel.

Our commitment to breadth and diversity in content, language, texts and media can be seen throughout the curriculum, for example with the focus on women in history. Whilst teaching about male monarchs, political leaders and military chiefs is unavoidable due to the nature of historic power structures, we ensure that female characters present at the same time are represented in the narratives our curriculum presents. Equally, where appropriate, the presence of multiple ethnic groups in British history is represented and the stories of these groups show their own agency (rather than focusing solely on oppression). This curriculum makes it clear that history is studied at various levels, not just the global and that the pasts of pupils across the country are represented.

Our curriculum is intentionally designed to facilitate high-quality teaching as a powerful lever to support pupils with SEND. Aligned with EEF guidance, our resources have a focus on clear explanations, modelling and frequent checks for understanding, with guided and independent practice. Lessons are chunked into learning cycles and redundant images and information are minimised and the narrative that accompanies historical stories and explanations is contained in a separate document, rather than on slides to manage cognitive load. We have removed reference to year groups in our resources so that they can be used when pupils are ready, regardless of their age. Our resources are purposefully created to be accessible, for example by using accessible fonts, colours with good contrast, and captions in our videos.

What subject specific principles inform the design of our curriculum?

The overall selection and blend of content should match or exceed the ambition of the National Curriculum for history, represent the diversity of the past and display responsiveness to evolving historical scholarship

In key stage 2, we present three ancient civilisations as part of the main sequence and ensure that early Islamic civilisation is studied in addition to another non-European society. Evolving historical scholarship is referenced throughout key stage 3 but in particular in units such as those concerning the Peasants’ Revolt and the Black Death.

Pupils’ substantive and disciplinary journeys are shaped by rigorously historical enquiry questions, so that they can learn, systematically, to recognise and carry out differing types of historical argument, and so that medium-term analytic and narrative journeys are well-blended

All of the units in our curriculum are shaped by enquiry questions such as ‘Significant explorers: How has seafaring changed over time?’, ‘Ancient Egypt: what stayed the same across 3,000 years?’ and ‘11th-century Islamic worlds: how similar were the regions of the Islamic world?’.

The programme incrementally introduces a wide range of interpretations of the past, showing pupils how such interpretations arise and how they are constructed as well as their diverse forms, frameworks, origins and effects in the present

A range of interpretations is presented throughout. In key stage 1, we use traditional stories to introduce pupils to their first interpretations of the past. In key stage 2, we study why people have argued about the Benin Bronzes. In key stage 3, we examine why Elizabeth I has been portrayed differently over time.

Historical narrative is used to secure coherence and retention, on micro and macro levels: from world-building and hinterland secured by rich stories in individual lessons to seeing possible temporal and spatial relationships between societies, civilisations, trends and contrasts, across time

In key stage 1, we use traditional, rich stories about rulers and rebellions to introduce pupils to the relationships between different societies and civilisations. In key stage 2 and key stage 3, stories about individuals alongside wider political narratives secure pupils’ understanding of complicated developments across time and space.

How does our curriculum reflect the aims & purpose of the national curriculum?

Our curriculum has been designed to enact the aims and purpose of the national curriculum. We use clear, chronological narratives to develop pupils’ understanding of Britain’s history and its interaction with the wider world. We inspire curiosity and critical thinking about the past by supporting pupils to ask questions, analyse sources, and form judgements in our practice tasks. We have included early civilizations, empires, and non-European societies such as the Shang Dynasty, the Maya, Mali, Haiti, and India so that pupils ‘understand significant aspects of world history’. The curriculum develops pupils' knowledge ‘of historical concepts like continuity and change, using them to create structured historical accounts’. Our enquiries use a wide range of source material and interpretations to help pupils ‘learn and apply the methods of historical enquiry, understand how evidence is used, and form differing interpretations of the past’. The careful selection and sequencing of content help pupils to understand ‘the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history’.

What teaching time does our curriculum require?

Our curricula for key stages 1-3 are designed for 36 weeks of curriculum time across the school year, which leaves time for other activities both within and beyond the curriculum, such as assessments or school trips. At key stage 4, year 10 also has 36 weeks of curriculum time, but year 11 has only 24 weeks (approximately 2 terms) to recognise that schools will not be teaching new content in the run-up to the GCSE exams.

At key stages 1-2, our curriculum has been designed to teach one weekly lesson, approximately 40 minutes long in key stage 1 and 50 minutes to an hour in key stage 2. At key stage 3, our curriculum has been designed to teach two weekly lessons approximately 50 minutes to an hour. At key stage 4, our curriculum assumes two 50-minute lessons of teaching per week in both years 10 and 11. Whilst we have divided the units equally between years 10 and 11, teachers have the flexibility to begin the year 11 units in year 10.

We understand that the exact time dedicated to history can vary greatly between schools due to differences in curriculum planning, resource allocation, and school-specific priorities. Therefore, we fully expect and encourage teachers to adapt our curriculum and resources to best suit their needs and available curriculum time.

We use threads to signpost groups of units that link to one another and build a common body of knowledge over time. We use the term thread rather than vertical concepts, themes, or big ideas because it helps to bring to mind the visual concept of a thread weaving through the curriculum.

Our history threads that weave through both our primary and secondary curricula are: 

Our threads are substantive concepts that span the entire curriculum. They represent important ideas that it is necessary for pupils to return to again and again with increased complexity to gain a developed and deep understanding over time. For example, a pupil’s knowledge and understanding of ‘settlement’ will be much deeper and more nuanced by the end of key stage 3 compared with the end of key stage 1 due to mapping of the ‘Invasion, migration and settlement’ thread. Consistent threads across our primary and secondary curricula can enable a more effective transition, helping pupils to bridge their knowledge and understanding from primary to secondary.

Recommendations from subject specific reports

How does the curriculum address and enact recommendations from subject specific reports (e.g. EEF guidance reports & Ofsted Research Review)?

Enacting the recommendations from the Ofsted subject report for history, this curriculum balances depth and breadth, covering diverse periods and cultures. It integrates substantive and disciplinary knowledge, emphasising key concepts through varied contexts. Rich historical context supports learning, addresses misconceptions and represents academic history's complexity. The curriculum includes diverse interpretations. In key stage 3 these range from popular depictions of Elizabeth I to arguments about Haiti’s role in the abolition of the Transatlantic Slave Trade. These reflect the past's intricacy while avoiding negative group portrayals.

Learning about different groups' contributions to history prepares pupils for modern life. Building on existing knowledge enables pupils to construct their own historical arguments, whilst clear exposition and narrative support learning.

Our curriculum is adaptable to the needs of different pupils and emphasises British history within global contexts. For example, in key stage 2 units about life in Anglo-Saxon and Viking England emphasise the trade connections that existed between Britain and the rest of the world. This approach develops historical thinking skills, contextual understanding, and engagement with complex narratives.

How does the curriculum deal with elements that arise from the specific needs of the subject?

What key events and periods in history are featured in our curriculum?

Our curriculum teaches the following key events and periods in history:

Changes within living memory that reveal aspects of change in national life:

Historical photographs from the 1950s, 60s and 70s

Changes that took place both during and after the Second World War

Events beyond living memory that are significant nationally or globally:

The traditional stories of St Patrick, Aethelflaed, Owain Glyndwr and Robert the Bruce

The lives of significant individuals in the past who have contributed to national and international achievements:

The lives and achievements of Emily Davison and Paul Stephenson are used to compare aspects of life in different periods

Stories of significant rulers from the past: Boudica, Constantine II, King John, Suleiman the Magnificent, Eleanor of Aquitaine, Mansa Musa, Elizabeth I and Nūr Jahān

Changes in Britain from the Stone Age to the Iron Age:

Settlement in the Mesolithic and Neolithic, including a focus on Skara Brae

Changes to agriculture, settlement and trade in Bronze Age Britain

Important Iron Age archaeological finds such as the Snettisham Torc, Lindow Man and the Wetwang chariot

The Roman Empire and its impact on Britain:

Rome’s development from monarchy to republic, to empire, and its subsequent decline

Claudius’ invasion of Britain and the changes the Romans brought about

The role played by the Roman Empire in the spread of Christianity

Britain’s settlement by Anglo-Saxons and Scots:

Roman withdrawal from Britain in c. 410 AD

Anglo-Saxon kingdoms, art, culture and life

The survival of Christianity in parts of Britain such as Ireland and the later conversion of the Anglo-Saxons

The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor:

Resistance by Alfred the Great, Aethelflaed and Athelstan

The life and achievements of Captain Noel Chavasse and how the Great War affected various local communities

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066:

The Second World War as a significant turning point for the British people during it and in the decades following it

The achievements of the earliest civilisations:

An overview of where and when the first civilisations appeared, using Ancient Sumer as a lens through which to compare these civilisations

Depth studies of Ancient Egypt, the Indus Valley and the Shang Dynasty of Ancient China

A study of Greek life including depth studies of Athens and Sparta

A study of Ancient Greece’s achievements and legacy in philosophy, language and sport

The rivalry between Greece and Persia and the achievements of Alexander the Great

A non-European society that provides contrasts with British history

The rise of Islam and early Islamic civilisation, including a study of Baghdad and its connections to the wider world

Benin c. AD 900-1300 and the arguments surrounding its looted artworks and religious objects

Future Academies Trust

 have consistently shown a commitment to rich academic rigour in the curriculums developed at their dedicated curriculum centre. Future Academies Trust’s previous curricular work has prioritised coherence, sequencing and the roles of knowledge and vocabulary as powerful drivers of pupil progress, making it incredibly exciting that we are able to work with them to develop our secondary history curriculum.

Secondary

History

Key Stage 1

Key Stage 2

Key Stage 3

Key Stage 4

Primary

Art and design

Core

GCSE

Citizenship

Computing

Cooking and nutrition

Design and technology

Edexcel

Eduqas

English

French

Edexcel B

Geography

German

Maths

Music

Physical education

Religious education

RSHE (PSHE)

Science

Spanish

Empire, persecution and resistance

Invasion, migration and settlement

Power, government and religion

Trade, ideas and communication

Warfare and conflict

Understanding of the key features and characteristics of the periods studied in relation to second order historical concepts of cause and consequence

The ability to understand and use critically and constructively a range of contemporary source material appropriate to the period

Understanding of how evidence is used rigorously to make historical claims, discerning how and why different interpretations of the past have been constructed

Students should study one thematic study involving the study of people, events and developments drawn  from all three specified historical eras (Medieval (500-1500), Early Modern (1450-1750) and Modern (1700-present day)

Understanding of the key features and characteristics of the periods studied in relation to second order historical concepts of change and continuity

Students should study the historic environment through the study of a particular site in its historical context 

Students should study at least one British depth study chosen from the specified historical eras (Medieval (500-1500), Early Modern (1450-1750) and Modern (1700-present day)

In this unit, pupils learn about either migrants in Britain or medicine in Britain over a period of roughly 1000 years. They examine one of these themes, analysing the impact it had in Medieval, Early Modern, Industrial and Modern Britain, with a particular focus on change and continuity.

The Viking conquest

Case study: Viking York

The Norman Conquest

Jewish migration in medieval England

Merchants and craftspeople in medieval England

Migration in medieval England

England in the early modern period

Case study: Flemish and Walloon migrants in Sandwich and Canterbury

African migrants in the early British Empire

Jewish migrants in the early modern period

Case study: Huguenots

Palatine refugees in the early 1700s

Migration to early modern England

The Industrial Revolution and internal migration

European migration in the 18th and 19th centuries

The British Empire and migration to Britain in the 18th and 19th centuries

Case study: Liverpool in the 19th century

Case study: Jewish migrants in the East End

Migration to 18th and 19th century Britain

The World Wars and colonial migrants

Post-war migration to Britain

The end of empire, the Commonwealth and changing patterns of migration

Race relations in 20th century Britain

The EU and changing patterns of migration

Refugees and asylum seekers in modern Britain

Case studies: Bristol and Leicester

Migration to modern Britain

Thematic studies

Medicine in Britain, c1250–present

Migrants in Britain, c800–present

In this unit, pupils study a specific historical environment. They learn about the local context of this area and the way in which it interacted with national issues and the themes they have studied in their thematic study.

The historical context of medicine in the early 20th century

The British sector of the Western Front

Conditions requiring medical treatment on the Western Front

The Chain of Evacuation on the Western Front

Medical treatment in Casualty Clearing Stations and Base Hospitals

The significance of the Western Front for experiments in surgery and medicine

Historic environments

Notting Hill, c1948–c1970

The British sector of the Western Front, 1914–18

In this unit, pupils study an aspect of British medieval history in depth. They learn about the social, economic, religious and political events that influenced the lives of those who lived in this period.

Anglo-Saxon society

The Anglo-Saxon monarchy

Earldoms and local government in Anglo-Saxon England

The Anglo-Saxon economy and the role of the Church

Edward the Confessor and the House of Godwin

The uprising against Earl Tostig Godwinson

Claimants to the throne in 1066

The battles of Gate Fulford and Stamford Bridge

The Battle of Hastings

Reasons for William’s victory at the Battle of Hastings

The submission of the earls in 1066

Rewarding followers and the Marcher earldoms

Motte-and-bailey castles

The Northern and East Anglian rebellions

The Harrying of the North

The legacy of Anglo-Saxon resistance

The revolt of the earls in 1075

The feudal system in Norman England

The Anglo-Norman Church

Change and continuity in Norman England

The significance of Domesday Book

The Norman aristocracy

Bishop Odo of Bayeux

William I and his successors

British depth study: Anglo-Saxon and Norman England, c1060–88

Students should study a period study into British, European or wider world history from the specified historical eras (Medieval (500-1500), Early Modern (1450-1750) and Modern (1700-present day)

Students should study at least one European or wider world depth study chosen from the specified historical eras (Medieval (500-1500), Early Modern (1450-1750) and Modern (1700-present day)

In this unit pupils undergo a period study which tells a story about a period that shaped the world we live in today: the Cold War. They look at the key events, developments, people and stories that defined the relationship between the USA and the USSR in this period.

KS3 & KS4 history curriculum

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