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The Piggott School

A Church of England Academy



Increased knowledge of the past helps inform the identity of our young people; this curriculum will give them both the confidence to build a strong, well-supported argument and the flexibility to incorporate new perspectives into their thinking. The Piggott History curriculum will help students question and influence the people and communities around them in a positive way. Our History curriculum will develop and empower young people and help them build positive and fulfilled futures.

Curriculum Aims
  • To provide a caring environment based on our Christian Vision and Values
  • To develop enquiring minds capable of independent thought
  • To promote the value of lifelong learning
  • To be open to new ideas
  • To encourage respect and tolerance
Curriculum Intent

The Piggott School curriculum offer provides a caring environment based on our Christian Vision and Values. Children are encouraged to help each other and receive help when they need it, as exemplified by our school’s Christian Vision to

‘Go and do Likewise’, Luke 10:37, The Parable of the Good Samaritan.

The school aims are:

  • To provide a caring environment based on our Christian Vision and Values
  • To develop enquiring minds capable of independent thought
  • To promote the value of lifelong learning
  • To be open to new ideas
  • To encourage respect and tolerance


The History Department provides a curriculum which:

  • Is as rich, inspiring and broad as possible and includes student led choice, to allow students to widen their horizons in each subject. This is done by teaching a wide range of history from KS3 to KS5:
    •  non-white history integrated within curriculum coverage throughout KS3; black American and Native American history at KS4 and KS5; women’s history at KS5
    • Local history and women’s history interwoven at KS3
    • history from non-Western countries such as India, China and South Africa in Years 7-9; African Kingdoms at KS5
    • KS5 students given their wn choice of coursework topic
  • Provides the depth that enables students to master the essential key knowledge and skills:
    • Providing a thematic approach at KS3 which enables students to develop a strong understanding of concepts such as democracy, power, religion, persecution
    • Providing the opportunity to revisit essential skills such as causation, chronology, interpretation, source analysis, significance
  • Is well designed, inclusive and carefully sequenced to provide all students with a rigorous foundation for success and future progression:-
    • Students start t develop the skills needed to do well at KS4 and KS5 from the beginning of KS3
  • Fosters the development of students’ spirituality, character, personal development, health and wellbeing, preparing them to make a valuable contribution to society and to keep healthy and safe:
    • Students examine key aspects f society such as democracy, rights and equality
  • Engenders high expectations and challenge, together with support and resilience, in order to build perseverance and self-belief:
    • Students are provided with challenging activities which are scaffolded at an appropriate level
  • Provides students with opportunities to take their learning beyond the classroom to develop their advocacy, character, cultural capital, love of learning, independence and creative thinking:
    • Homework activities give students the opportunity to consolidate knowledge and explore some aspects in more depth
  • Offers students a wide range of opportunities to own and personalise their curriculum in order to develop existing talents and interests, and discover new ones:
    • Opportunities to be creative in History such as designing exhibits, independent coursework at KS5
  • Enables students to maximise their potential, achieving the highest levels of academic success widening future pathways and instilling a lifelong love of learning:
    • Students are encouraged to evaluate upon their own work through guided self-assessment
    • Sample answers are used t remind students of high standards to aspire to
    • An enquiry-based approach is used in lessons
  • Raises students’ aspirations and equips them with the knowledge and skills to flourish in their future careers as responsible citizens:
    • Ambitious targets are set for students and they are guided towards achieving these
  • Supports all students to become confident, articulate and erudite, and are able to lead, persuade, inspire and challenge others:
    • Students are given a wide range f ways in which to show their understanding, both written and oral-based


Delivery of the History curriculum:

  • Lessons are centrally planned but teachers are also given the freedom to use their professional expertise in developing alternative lessons
  • The use of centrally planned lessons and student self-assessment helps to manage the workload of staff.
  • Schemes of Work are carefully planned and sequenced in order to build knowledge and skills over time through re-visiting, making links between units and progression.
  • Students are shown examples of high-quality work on a regular basis in order to engender high expectations.
  • Students’ resilience, confidence, wisdom and self-belief is developed through small group work and a positive learning environment which respects and values different opinions.
  • Is delivered by subject experts, with the HoD being a GCSE examiner. Membership of the Historical Association provides a wide range of evidence-based practice to follow.
  • Encourages students to discuss and reflect upon each other’s mistakes in order to develop their learning.
  • Students are encouraged to be courageous in seeking, and giving, help with the use of the ‘brain, book, buddy, boss’ approach.
  • Assessment is used on a regular basis to check progress in certain key historical skills and to inform future teaching and learning.
  • Feedback is given regularly in a variety of forms (verbal, non-verbal, written, digital etc), so that students know their strengths, areas for development, and next steps, and are given opportunities to address these. This is done through regular DIRT opportunities using sample answers in order to maximise progress and to manage staff workload.
  • Uses relevant digital platforms such as SMHW, Google Classroom and GCSEPod.
  • Students’ literacy skills are developed through the use of oral discussion and different forms of writing as well as a Google Classroom providing access to a range of History articles.


History Curriculum Implementation

Key Stage 3

Students broadly follow the National Curriculum beginning with a pre-1066 unit on the Vikings followed by Britain 1066-1509 and then Britain 1509-1745. This is followed by Britain 1745-1901 and The World Since 1901. Students end Year 8 with an in-depth study of the Holocaust. Units are designed in such a way as to incorporate black history, women’s history and local history and to facilitate links within and across topic areas as well as to ensure that students understand Britain’s place in the world.


Key Stage 4

Students who choose to follow History at KS4 complete the course of The World Since 1901 before following the Edexcel course with options on Civil Rights and Vietnam, Early Elizabethan England, The American West and Crime and Punishment.

Those who do not choose History continue to be provided History lessons in Year 9 through a carousel arrangement studying the environment, diversity and the Olympic Games in a historical context as well as World War Two. Those following the GCSE are also included in this.


Key Stage 5

Students follow the OCR course with a focus on Civil Rights in the USA, Britain 1930-97, African Kingdoms 1400-1800 and their own choice of coursework investigation.

Curriculum Impact

Examination results at both KS4 and KS5 are consistently high, providing students with the qualifications they need to pursue their chosen future pathway.

History Learning Journey