Our history curriculum is intended to encourage students to gain knowledge and understanding of Britain’s past, the history of the wider world and to consider Britain’s role in past and current international affairs. We are steered by the National Curriculum and use its guidance to ensure our students explore ‘the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time’ (NC page 245).

We believe that a high-quality history curriculum encourages students to use the past to understand how the present has been influenced by history. Activities in history lessons therefore prompt students to ask how history has shaped modern culture for example, in the Crime and Punishment module, students consider how previous viewpoints about prisons influences the current judicial system.

Our intention is that during their time at the school, students will gain greater knowledge, skills and understanding of the following key historical concepts and learning:

⦁ Chronological understanding of British history including 1066 and the Battle of Hastings, the Black Death, the English conquest of Wales and Scotland, and the changing landscape since the Iron Age;
⦁ Local history including the influence and significance of the City of Oxford;
⦁ Britain’s influence on the wider world including as the first industrial nation, the abolition of the transatlantic slave trade and contribution to the 1960s space race;
⦁ The impact of WW2 including Churchill’s leadership, the Holocaust and the creation of the welfare state;
⦁ The influence of the wider world on British culture including Japan, migration from the Caribbean to Britain and the impact of British rule in India;
⦁ Continuity and change including changes to the judicial system, LGBTQ+ rights and female suffrage.


In Key Stage 3, history is taught as part of our Thematic Approaches to Learning programme (please see the TAL Policy for more information).

We are keen to ensure that the teaching of reading is explicit in all areas of the curriculum: in history this includes learning key historical terms, understanding historical documents including the use of archaic language and identifying the difference between fact and opinion.


We monitor the impact of our teaching of history through in-class assessments as well as via our monitoring of the Quality of Education throughout the school.