Curriculum Intent

Our History curriculum at Frederick Gent School gives students the opportunity to learn about where they are from, how we have got here and how we can shape the future from the lessons of the past. Through the study of History, we look to not only equip our students with knowledge of the world around them but also equip them with the necessary skills to become inquisitive and rational lifelong learners.

Our Humanities curriculum intends to provide students with a comprehensive and detailed understanding of different societies through the study of key historical events, varied geographical locations and a breadth of cultural and religious backgrounds.  Students gain powerful knowledge from our engaging content that will help them to be successful not only in school but in the world beyond.  The students experience a broad and balanced curriculum which has been carefully planned.

Our intent is for the curriculum to promote a curiosity about the world for our learners. The curriculum will enable our learners to be confident to understand and ask questions about the world around them.  The intent is to develop a holistic knowledge of humanities at Key Stage Three in order to create a platform to build on at GCSE. It is our intent for humanities to be learned inside and outside of the classroom.  We want our students to take a responsible attitude towards the world and adopt a life-long learning approach and that will support our learners to develop skills that are transferable across all subjects and employment in later life.

Key Stage 3

In History we deliver a chronological curriculum which is designed to capture students’ interest in History and develop a life long interest in the subject.  In year 7 we study the Anglo-Saxons and Normans, followed by “troubles in Medieval England” and then the Tudors.  We finish the year by studying The Stuarts and the Civil war.  In year 8 we focus on the Empire and slavery, the industrial revolution, democracy and both World Wars.  Whilst in year 9 we study The Holocaust and American Civil Rights.

Within these topics we look to engage, enthuse and encourage our students to achieve a love for History and to use the skills of a historian to aid them in viewing the world objectively. We have embedded key historical skills in a spiral curriculum, allowing students to understand and develop the crucial historical skills of chronology, causation, change and continuity, significance, the reliability and usefulness of sources and why there are different interpretations of historical events.

Year 7 History Long Term Plan

Year 8 History Long Term Plan

Year 9 History Long Term Plan

Key Stage 4

Students follow the AQA GCSE Combined (Trilogy) suite of Science Specification leading to a Double Award in Science, the equivalent of two GCSE grades examined at the end of Year 11. Students will study all three Sciences; Biology, Chemistry and Physics. Studying the Sciences provides a variety of transferable skills that can be applied to a vast range of different career paths. Throughout the curriculum there will be regular use of retrieval practice to supports students in retaining and retrieving knowledge in prep to successfully complete and achieve ambitious grades in internal and external assessments.

Year 10 History Long Term Plan

Year 11 History Long Term Plan

Year 9 Core Humanities

All students in year 9 complete a Humanities course.  This enables students to have a broad and balanced curriculum, and ensures that all of the students complete the Key Stage Three National Curriculum for History and Geography and the Derbyshire Agreed Syllabus for RS.  The units selected are more synoptic in nature, drawing upon knowledge learned in previous years.  The History units are chronologically based and are American Civil Rights and The Holocaust.  In Geography we investigate synoptic questions which also provide students with a broader understanding of geographical issues in Asia, more specifically: Russia; China and the Middle East.  Whilst in RS we embed our knowledge of different religions and beliefs through the prism of more philosophical questions including:

  • Should happiness be the purpose of life?
  • Why is there suffering? Are there any good solutions?
  • Do we need to prove God’s existence?

Year 9 Core Humanities Long Term Plan