‘History and RE opens your world-without a knowledge of both, your world can be very small.’ History and RE have many important benefits that help to provide identity. Both studies improve our decision making, judgement and communication skills. Students take important steps in substantive knowledge; including core concepts and how worldviews work in human life. Pupils study ‘ways of knowing’ incorporating methods from academic disciplines. History and RE provide us with models of good and responsible citizenship. Pupils build an awareness of their own presuppositions and values. We can learn from the mistakes of others and to understand change and societal development. These subjects provide us with a base from which we can understand traditions, communities, ourselves and others. Students learn how to ask questions and to have enquiring minds. They essentially become detectives of the past and notice patterns of change over time. Chronology becomes an important element whereby students question sources of the past to help to find answers. These subjects provide multi-disciplinary skills and cross-curricular links.Our History and RE topics help students to understand how the world you live in was shaped, and make you consider today’s society in a different way. People who study these subjects are fearless explorers of the past. They investigate societies, politics, cultures, conflicts and much more. They look at how things have developed and connect the dots to understand how we got where we are today. Our curriculum is based on developing a wide range of skills such as investigation, research and interpretation.
All students are welcome to study History and RE/Worldviews. We have a large uptake of these subjects at GCSE and A-level. The content of our curriculum is relevant and important for all and we deliver the curricula in a way that is fully inclusive. We break down the skills in manageable components within enquiries. In History and RE we use life examples, case studies and discussion to consistently apply and support wider understanding of the world. Our lessons are structured in such a way that there is ample opportunity to support students as well as stretch and challenge the most able. The lessons learned within our curricula are important for all students and we ensure that everyone is able to access and understand key theories, patterns and interpretations. We use a diverse range of teaching strategies and activities to suit all learners.
The use of scholarship and a variety of sources in our lessons, highlights the need for students to read and support their understanding of chronology, traditions and key events. Scholarship is embedded into lessons to further inform students, sources are utilised from past and present to gain better understanding of key events, people, topics and arguments. Historiography is a key component within both subjects. Bringing stories of the past and present to life helps to uphold Reading for Betterment
The following are suggestions of books and the historians or philosophers to consider, but the list of reading that is relevant is varied and should be adjusted to meet your own personal areas of interest.
The Norman Conquest: Marc Morris: KS3
(multiple books): Lucy Worsely
Black Tudors The Untold Story: Miranda Kaufmann
Black and British a short essential History – David Olusoga – year 8/9
The Silk Roads a New History of the World: Peter Frankopan – KS3
Eliza Rose: Lucy Worsley (Historical fiction) year 8
The Ruby in the Smoke: Philip Pullman (historical fiction) year 9
The Book Thief: Marcus Zusak (historical fiction) year 9
The Boy in the striped Pyjamas: John Boyne (historical fiction) year 9
My Story a Wartime girl’s diary 1940-41: The Blitz by Vince Cross: (historical fiction) year 9
Autobiographies: I am Malala,
To really understand the importance of History, RE/Worldviews and how these subjects bolster cultural links, we use buildings, events, and diverse sources to raise awareness of our rich cultural capital.
We hope to be able to offer the following enrichment opportunities as part of extending the History, RE and Worldviews Curriculum; to gain an insight into local communities, traditions and architecture:
Here you can browse the curriculum maps for each Key Stage. Use the tabs to select the subject and key stage you wish to view, and use the left & right arrows to browse through the slides.