The Excelsior History curriculum aims to nurture a love of History and grow cultural capital through the development of key knowledge and skills. It does so by providing pupils with a coherent understanding of Britain's past and its relationship with the wider world, fostering critical thinking and analytical skills.
It emphasises both chronological narrative and thematic study, exploring concepts like continuity and change, cause and consequence, and historical significance. The curriculum also encourages pupils to analyse historical evidence, understand different perspectives, and develop their own structured accounts of the past.
Subject leader: Emma.Brown@excelsiornewcastle.org.uk
EA Foundations (Y5, Y6 and Y7)
Intent
At Excelsior Academy our intent is that our teaching of History will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world.
We aim to equip our students with the relevant knowledge and skills to enable them to enquire, research and analyse historical periods and events. Topics are underpinned by the national curriculum but remain sensitive to children’s interests, as well as the context of the local area.
Our curriculum aims to develop engaged, motivated and curious historians who can reflect on the past and make meaningful links to the present day.
We believe that developing an understanding within the subject is key for our children to appreciate their own identity, and recognise how society has evolved over time.
As such, the history curriculum at Excelsior Academy is carefully planned to ensure that students can make links and build upon prior knowledge, together with an opportunity to revisit skills against a range of different topics.
Through this approach, pupils are encouraged to question their understanding of the past and critically examine evidence and competing arguments.
Vocabulary banks are utilised throughout the school to ensure our students can effectively communicate their own opinions and ideas and, wherever possible, learning is enhanced by the use of quality texts, artefacts and exciting trips and visitors.
Excelsior Academy recognises history as a valuable tool which allows students to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups.
Implementation
To ensure high standards of teaching and learning within history, Excelsior Academy implements a curriculum which is underpinned by fundamental characteristics and associated end points attributed to each year group. This ensures that our learning throughout the school remains coherent and complements the expectations set out within the statutory frameworks.
Within history, we encourage staff to promote both subject knowledge and skill development on an equal basis.
The long-term plan aims to deliver learning which supports the school’s subject specific threshold concepts and associated milestones, but teachers are also encouraged to complete pre- and post-topic assessments to ensure their students receive a tailored approach.
Due to the nature of the students who attend Excelsior Academy, promoting language skills and vocabulary development is paramount across the curriculum. In history, this is achieved through the use of classroom displays, vocabulary banks, teacher modelling and targeted feedback within books.
‘Kind Calling Out’ is also an effective tool for staff to assess their students’ understanding and application of key terms within each topic.
Children are consistently supported with making connections between their lesson content and previous learning.
Pupils benefit from a spiral curriculum which allows them to revisit time periods in chronological order with a different focus: invasion and migration, settlements, culture, beliefs and legacy.
This allows our students to gain a multifaceted understanding of specific historical eras, as it allows them to consider life at that time from a number of different perspectives.
Impact
Children will know, remember and understand more about history.
Outcomes in topic books will evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge.
Our curriculum is planned and sequenced to demonstrate progression.
Pupils who are keeping up with the curriculum are deemed to be making expected progress.
Emphasis is placed on analytical thinking and questioning which helps pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
Teachers check recall and understanding through low-stakes tests and activities.
Curriculum Overview
| Term |
Year 5 |
Year 6 |
Year 7 |
| Autumn |
|
|
Historical Skills How did invasion impact the North pre-1066?
|
|
Early Britain: Culture and Religion
|
Early Britain: Crime, Punishment & Legacy
|
Why was 1066 a year of battles? |
| Spring |
|
|
How did William take control of England?
|
|
Anglo-Saxons and Vikings: Culture and Religion
|
Anglo-Saxons and Vikings: Crime, Punishment & Legacy
|
What were the experiences of people living in the Medieval world?
|
| Summer |
|
|
Was Religion the biggest problem for the Tudors?
|
|
Ancient Greece
|
Mayan Civilisation |
Did the world turn upside down in the Stuart reign?
|
Year 5 Curriculum
| Topics: Early Britain: Culture and Religion |
| What pupils will know |
Stone Age to the Romans
- To compare and contrast the religious beliefs from two different time periods within Early Britain.
- To consider how these beliefs were conveyed through art which helps to develop historical interpretation and critical thinking.
|
| What pupils will be able to do |
- I can add to a scaffolded timeline which places historical events and people from past societies and period in chronological order.
- I can add to a scaffolded timeline which outlines the development of specific features such as medicine, weaponry, transport or religious beliefs.
- I am beginning to devise questions about the period I am studying (with adult prompting).
- I can understand that no single source of evidence gives the full answer to questions about the past.
- I am more confident in spotting weaknesses in a source and explain why based on what I already know. e.g. ‘This doesn’t fit because I know…’
- I can discuss that some interpretations might be more accurate and reliable than others.
- I can rank sources in terms of usefulness.
- I can answer historical questions, using information and evidence that I have carefully considered and selected.
- I can consider how significant events in history have helped shape the country we have today.
- I can describe the religious and cultural beliefs of a specific time period.
- I can offer an opinion of the main cause for the change in religion and culture during this time.
- I can offer an opinion of the main consequence of change in religion and culture during this time.
- I can identify different types of change in religion and culture over this time period.
- I can begin to comment on pace of change.
- I can begin to understand the context e.g how the status of and experience of individuals impacted upon their attitudes at the time.
- Uses provided criteria to judge significance.
|
| Assessment |
Answer the enquiry question: How did we discover the religions and cultures during the Early Britain? |
| Topics: Anglo-Saxons and Vikings: Social, Ethnic, Cultural & Religious diversity |
| What pupils will know |
Anglo Saxons to the Vikings
- To explore the social and political structures of the Middle Ages.
- To understand key events/beliefs and people which impacted it’s evolution. Such as Edward the Confessor and William the Conqueror.
|
| What pupils will be able to do |
- I can begin to create scaled timelines to introduce the concept of duration. (supported)
- I can differentiate periods of time within a longer period e.g. Roman, Saxon and Vikings and is beginning to understand that these cultures overlapped.
- I can seek out a range of evidence in order to justify claims about the past and identify contradicting arguments (with adult support)
- I can give a reason to support a historical argument.
- I understand that a source might be useful and not useful, depending upon the question asked.
- I can discuss that some interpretations might be more accurate and reliable than others based on my existing historical knowledge.
- I can rank sources in terms of usefulness and consider explanations.
- I can answer historical questions, using information and evidence that I have carefully considered and selected.
- I can consider how significant events in history have helped shape the country we have today.
- I can describe the social and political beliefs of a specific time period.
- I can develop a balanced viewpoint by considering arguments for both sides. (Adult supported)
- I can offer an opinion of the main cause for key social and political changes during this time and explain why.
- I can offer an opinion of the main consequence of social and political changes during this time and explain why.
- I can identify different types of change in social and political over this time period.
- I can note that some aspects of society change whilst other don’t.
- I can begin to understand the context e.g how the beliefs around gender impacted attitudes at the time.
- Uses provided criteria to judge significance.
|
| Assessment |
Answer the enquiry question: Who was more important in the Middle Ages: Edward the Confessor or William the Conquerer? |
| Topics: Ancient Greece |
| What pupils will know |
- To develop an understanding on how life in Ancient Greece has shaped how we think about important parts of modern life such as gender roles and democracy.
|
| What pupils will be able to do |
- I can add to a timeline which places historical events and people from past societies and period in chronological order.
- I can begin to create scaled timelines to introduce the concept of duration. (supported)
- I can use some different sources of evidence to deduce information about the past.
- I can understand and identify propaganda.
- I can consider who produced a source, why and how this viewpoint might influence.
- I can discuss that some interpretations might be more accurate and reliable than others and support this using my existing historical knowledge.
- I can rank sources in terms of usefulness and provide explanations.
- I can appreciate that significant events in history have helped shape the country we have today.
- I can make connections, compare and contrast some of the times studied with those of the other areas of interest around the world.
- I can develop a balanced viewpoint by considering arguments for both sides.
- I can attempt to independently identify the biggest change and consequence which took place during this time – providing examples to support my explanations.
|
| Assessment |
- Answer the enquiry question: In what ways does Ancient Greece still influence our lives today?
|
Year 6 Curriculum
| Topics: Early History - Legacy & Society |
| What pupils will know |
Stone Age to the Romans
- To identify and explore how key developments and/or events have a lasting mark on our society today.
- Students will begin to develop their ability to connect history with our present.
|
| What pupils will be able to do |
- I can create a wider timeline which places historical events and people from past societies and period in chronological order.
- I can create scaled timelines to explore duration and pace of change.
- I can devise questions about change, cause, similarities and differences and significance relating to the period I am studying.
- I can use sources of information to form testable hypotheses about the past.
- I can offer substantiated (well evidenced/considered) reasons why some sources might be treated cautiously. e.g. considering the author’s motive or audience
- I can demonstrate consistent use of period-specific detail and dates for authenticity.
- I can make reference to sources to evidence my opinions.
- I can answer historical questions, using information and evidence that I have carefully considered and selected, giving reasons for the choices I have made.
- I can appreciate that significant events in history have helped shape the country we have today.
- I understand that history is continuously being re-written as new evidence comes to light.
- I can discuss why and how contrasting arguments and interpretations of the past have been constructed.
- I can discuss a range of reasons and effects for developments which took place throughout this time period.
- I can explore key changes made in this time period and consider which continue to impact our life today.
- I can describe social, cultural, religious and ethnic diversity in Britain during this time period.
- Uses provided criteria to judge significance.
|
| Assessment |
- Answer the enquiry question - How has historical legacy from the Stone Age to The Romans shaped society today?
|
| Topics: Anglo Saxons to the Vikings - Legacy & Society |
| What pupils will know |
- To identify and explore how key developments and/or events have a lasting mark on our society today.
- Students will begin to develop their ability to connect history with our present.
|
| What pupils will be able to do |
- I can demonstrate the concepts of continuity and change over time and represent them on a timeline along with evidence.
- I can match images to periods studied so far and give reasons.
- I can seek out a range of evidence in order to justify claims about the past and identify contradicting arguments.
- I can show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied.
- I can create relevant, structured and evidentially supported accounts.
- I can make direct reference to sources to evidence my opinion.
- I can describe how characteristic features of the past, such as ideas, beliefs, attitudes and experiences of men, women and children continue to impact and shape our world today.
- I can describe in detail any historical events from the time period.
- I can discuss a range of reasons and effects for developments which took place throughout this time period and identify which developments had a short-term and long-term impact.
- I can identify one historical event/development and provide an in-depth analysis/explanation
- I can explore key changes made in this time period and consider which continue to impact our life today.
- I can make reference to the social, cultural, religious and ethnic diversity in Britain during this time period.
- Uses provided criteria to judge significance.
|
| Assessment |
- Answer enquiry question - Were the Vikings just raiders?
|
| Topics: Mayan Civilisation |
| What pupils will be know |
- To contrast the developments made in a non-European society with those made throughout British history.
- Such as the Maya’s advanced calendar and mathematical systems, urban planning and hieroglyphic writing.
- To develop the students understanding of diverse human achievements and perspectives across different civilizations.
|
| What pupils will be able to do |
- I can independently create/use a scaled timeline to explore duration and pace of change.
- I can independently make links between periods of time. e.g – similarities and differences.
- I can test out a hypothesis to answer a question.
- I can give more than one reason to support a historical argument.
- I can refine lines of enquiry as appropriate.
- I can create relevant, structured and evidentially supported accounts.
- I can make direct reference to sources to evidence my opinion.
- I can make connections, compare and contrast some of the times studied with those of the other areas of interest around the world.
- I can explain how some aspects of history/historical events have had an impact elsewhere in the world.
- I understand that all history is to some extent interpretation, depending on context. e.g – author’s experiences, opinions, purpose, audience and availability of evidence.
- I can attempt to independently identify the biggest change and consequence which took place during this time – providing examples to support my explanations.
- I can describe social, cultural, religious and ethnic diversity in the wider world during this time period.
- Uses provided criteria to judge significance.
|
| Assessment |
Answer the enquiry question - Why should we remember the Maya today, and how did their achievements compare to life in Anglo-Saxon Britain? |
Year 7 Curriculum
| Topic: Historical Skills |
| What pupils will know |
- Develop an understanding of the role of a Historian and be able to recognise many of the skills and tools historians use to study the past.
|
| What pupils will be able to do |
- Describe the role of a Historian, explain chronology, different types of evidence, use interpretations, understand the importance of asking the right questions and be able to use evidence effectively.
|
| Assessment |
- How - Crime Scene investigation extended writing
- When - End of module.(Autumn HT1)
|
| Topic: How did invasion impact the North pre-1066? |
| What pupils will know |
- Why people invaded England before 1066 and the impact the Romans, Anglo-Saxons and Vikings had on the north.
|
| What pupils will be able to do |
- Create a timeline of invasion, describe the impact and explain which invasion had the biggest impact
|
| Assessment |
How - Component knowledge 15 question multiple choice form
When - End of module (Autumn HT1)
Revision Sheets
|
| Topic: Why was 1066 a year people remember? |
| What pupils will know |
- Why there was a fight over the throne in England, who thought they should be, what happened at the battles of Fulford, Stamford and Hastings, who fought at Hastings and why Duke William won the battle of Hastings.
|
| What pupils will be able to do |
- Create a timeline of events, make a judgement over who had the best claim to the throne, describe the events of the battles of 1066 and make a judgement why William won the battle fo Hastings.
|
| Assessment |
How - Component knowledge 15 question multiple choice form, test
When - End of module.(Autumn HT2)
Knowledge Organiser
|
| Topic: How did William take control of England? |
| What pupils will know |
- How the Normans consolidated power and their conquest of England after the Battle of Hastings through building Castles, the Harrying of the North, The Domesday Book, and the Feudal system.
|
| What pupils will be able to do |
- Create a timeline of events, make a judgement over which was the most effective form of control, and make a judgement as to what the biggest impact the Normans had on England.
|
| Assessment |
How - Component knowledge 15 question multiple choice form
When - End of module (Spring HT1)
Revision Sheets
|
| Topic: What were the experiences of people living in the Medieval world? |
| What pupils will know |
- Where the Medieval period fits in history and what life was like for peasants, including their homes, work and leisure.
- How Medieval towns and villages were organised, including markets, churches and the importance of religion.
- The impact of the Black Death and how Medieval England compares with the Empire of Mali and the Islamic Golden Age.
|
| What pupils will be able to do |
- Explain key themes of the period, including religion, empire and medicine.
- Compare life in Medieval towns and villages.
- Compare Medieval England with Mali and the Islamic Caliphate.
|
| Assessment |
How - Component knowledge 15 question multiple choice form, test
When - End of module.(Spring HT1)
Revision Sheets
|
| Topic: Was Religion the biggest problem for the Tudors? |
| What pupils will know |
- How Henry VIII’s break with the Catholic Church and his descendants changed religion in England.
- How Henry VIII’s children shaped religion in England, including Elizabeth I’s rise and her rivalry with Mary.
- How England responded to the threat of the Spanish Armada and how poverty led to the development of the Poor Laws.
|
| What pupils will be able to do |
- Judge which was the biggest problem faced by the Tudors.
- Describe key events and explain their causes.
- Make simple inferences from historical sources.
|
| Assessment |
How - Formal 30 mark assessment containing chronology, source and judgement based questions
15 mark general knowledge test.
When - End of module.(Spring HT2)
Revision Sheets
|
EA Horizons (Y8, Y9, Y10 and Y11)
Aims of the EA Horizons History Curriculum
Across Years 8, 9, 10 and 11, our History curriculum develops pupils' understanding of the past and its significance in shaping the world they live in today. Through the study of British, local and world history, pupils gain a secure chronological understanding of key events, individuals and developments whilst developing the skills needed to think critically, analyse evidence and construct well-supported historical arguments.
Throughout EA Horizons, pupils explore how societies, cultures and political systems have changed over time. Learning builds upon prior knowledge and follows a broad chronological journey through history, beginning with medieval England and the impact of the Norman Conquest before exploring significant periods including the Tudor and Stuart eras, the Industrial Revolution and the major events and developments of the twentieth century.
Pupils investigate topics such as the World Wars, Nazi Germany, the Holocaust, the Cold War and the development of the welfare state in Britain. Through these studies, they examine the causes and consequences of historical events while developing an understanding of how the actions of individuals, groups and governments have shaped communities and nations.
Alongside chronological study, pupils engage with thematic enquiries including health and medicine, migration, religion and power. These themes allow pupils to identify patterns of continuity and change across different periods and make meaningful links between the past and modern society. Through comparison, interpretation and debate, pupils develop a greater appreciation of historical complexity and the diversity of human experiences.
As pupils progress through Years 10 and 11, they deepen their understanding of British and world history through GCSE study. The curriculum develops their ability to analyse sources, evaluate interpretations and form independent judgements based on historical evidence.
Pupils explore significant developments in medicine through time, examining how advances in science, technology and public health have transformed people's lives and contributed to developments such as modern healthcare and antibiotics. They also undertake in-depth study of twentieth-century topics including Nazi Germany and the Cold War, enabling them to understand the political, social and economic forces that shaped the modern world.
The curriculum concludes with the study of Anglo-Saxon and Norman England, helping pupils develop a deeper understanding of how modern England was formed and how historical events continue to influence local and national identity, including the origins of Newcastle and the wider North East.
By the end of Year 11, pupils will have developed a secure understanding of chronology, cause and consequence, continuity and change, significance, interpretation and evidence. They will be equipped with the analytical, evaluative and communication skills needed for further study, employment and active participation in society, alongside a lasting appreciation of the importance of history in understanding both the past and the present.
History Curriculum
