History - Secondary

While at NIA students will learn a broad and varied curriculum, covering both key British and world history. Each topic will have a political, social and economic focus, encouraging students across all three key stages to appreciate how events and individuals have shaped our world today. Over all three key stages we encourage students to develop their own identities through an understanding of history at a local, national and international level through learning about how and why the world and society has changed and the different experiences of a variety of groups of people in the past.

Key Stage 3 offers a particularly broad choice of topics that cover different areas of chronological importance, all of which have links to fundamental British Values. From 1066 to modern history students will learn how our country was shaped by learning topics through a range of knowledge and source skills. Students are able to engage in discussion and debate over the cause and consequences of events and actions along with the significance of these.

Moreover, Key Stages 4 and 5 begin to focus on specific topics, allowing more of a depth study and opportunity to improve knowledge, application and source skills. These topics again vary in chronology and country focus, most of which have links with each other and previous topics learnt, allowing students to make links between events, factors and outcomes. Furthermore, students again are able to relate this knowledge and understanding to their lives and environment.

Students will use a variety of skills to learn historical content and consider the impact this has had on our modern world. All key stages will learn and improve on core historical skills such as being able to describe events or individuals, explain the cause and consequences of the learnt area and be able to reach supported, educated judgments that analyse information learnt from a variety of evidence. 


All skills learnt in history will set students up with skills they can use across a wide range of jobs and careers in the future. Students will be encouraged to recognise where historical content and skills would benefit them in their future careers and tasks such as structured debates within the lessons will show students the practicality of the usefulness of skills in careers.


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