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St Thomas Aquinas

Year 6 Transition


Head of Faculty - Miss Stephanie Hallett

History at STACS intends to help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. At STACS, History is a vocation, not just a seven year qualification. As Cicero said, “We study history not to be clever in another time, but to be wise always”. Our curriculum responds to the background of our pupils and changing current events.

A rigorous History curriculum supports our pupils in understanding our world today. Our curriculum has responded to current events with further development of Cold War resources that give pupils invaluable background knowledge on the war in Ukraine. Similarly, understanding the Zionist movement after the Second World War enlightens pupils about the Palestinian conflict. In equal measure, our curriculum reflects the demographic of our pupils; an understanding of the cultural wealth of African Kingdoms before the Transatlantic Slave Trade, the revival of Christianity by the Anglo-Saxons, Commonwealth immigration from 1948 and two local studies on Birmingham help to shape pupils' identity of who they are today.

The curriculum is sequenced chronologically at Key Stage Three and A Level. In Key Stage 3, our approach is to provide a coherent, chronological narrative of the history of Britain and the world from Anglo Saxon times to the Twenty-first Century. We look at the development of the UK and its impact on the Wider World, including Parliament, wars, empire, trade and power. This demonstrates how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.

At GCSE, sequencing is based on building knowledge and confidence whilst mastering breadth and depth studies. Results and exam skills also inform sequencing choices with source based exams taught first (US) to ensure mastery of source analysis which is vital for the rest of the course. The more challenging breadth studies follow giving greater time and opportunity for interleaving revision. The final British depth study is taught last as pupils are able to engage with the content of this exam best following extensive work on this topic at both primary and Key Stage Three. GCSE units have been selected to inform pupils about the origins of the world they see today, to reflect a diverse history and embed key analytical skills.

Where appropriate to enhance cultural capital, schemes move away from the topic of study to celebrate national and worldwide events such as Remembrance Day and Holocaust Memorial Day. Trips are used to enhance the learning process with dedicated sites visited that support learning and increase aspirations, for example Berlin in Sixth Form.

Through our lessons we aim to develop understanding of key historical concepts such as continuity and change, significance and cause and consequence. Pupils scrutinise sources and interpretations to build a picture of the past from their own understanding. We build pupils' transferable skills through a seven year curriculum that creates a coherent knowledge of British and world history, outstanding disciplinary skills and lived experience of the footprints of the past.



History Curriculum Map 2023-2024

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KS3 Overview 


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Ks4 Overview 



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KS5 Overview

YEAR 12 (History Learning Journey)

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YEAR 13 (History Lerning Journey)

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TUDORS (Scheme of Learning)

history ks5 tudors scheme of learning.pdf

 COLD WAR (Scheme of Learning)

history ks5 cold war scheme of learning.pdf


History is a popular and successful academic subject at A Level. We study AQA A level History. Students are taught Unit 1C on Tudor England and 2R the Cold War. The specification is available at: https://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042/specification-at-a-glance.

This course encourages students to:

  • develop their interest in, and enthusiasm for, history and an understanding of its intrinsic value and significance
  • build on their understanding of the past through experiencing a broad and balanced course of study
  • improve as effective and independent students and as critical and reflective thinkers with curious and enquiring minds
  • develop the ability to ask relevant and significant questions about the past and to research them
  • acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and that historical judgements are provisional
  • develop their use and understanding of historical terms, concepts and skills
  • organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.