Foundation Statement

1, How does the school’s ethos underpin this subject, and what virtues have potential to be developed in our students through its study?

History as a school discipline has two key dimensions.  Firstly, school History gives us the knowledge and skills deemed central to ‘historical literacy’ and social participation.  In this way school History seeks to reveal both the fascinating variety of human experience, and also how the historian’s method of identifying, deciphering and evaluating sources establishes many of the facts of our past.  To promote respect for truth and to provide students with a foundation in certainty, History teaching begins by emphasising that factual knowledge underpins the subject, before moving to consider the role of worldview in the further explication of past action and experience.

The second dimension of school History explores the ways in which the creation, selection and interpretation of historical evidence is recognised as being influenced by the perspectives, beliefs and virtues of the historian.  As students mature, they come to understand that contemporary historical sources reflect the worldview of their originator, and that consideration of the historical significance and meaning of a common set of facts may result in different interpretations.  For example, historians within different traditions may differently assess the importance of opinions and variously emphasise particular facts over others.  Over time, students learn to recognise that the selection of facts may reveal only part of the overall picture and ultimately become able to recognise the impact of historian’s cultural background and personal beliefs, as well as that of their own worldview.

From a Christian worldview, students will come to understand both the loving and wayward behaviours of humanity; mankind’s role in stewardship; mankind’s fallibility and tendencies; and the interpretation of patterns of prosperity and adversity.

Virtues to be developed include:  integrity; justice; responsible stewardship; compassion; authenticity; meaningfulness, validity; discernment; perseverance; precision; judgement in interpretation; responsible use of quantitative and qualitative data.


2, What goals do we desire for our students in their study of this subject?

a. Understand that the historical discipline is rooted in certain facts which go undisputed despite variations in worldview, and that historians seek to establish such facts before they attempt to interpret and hypothesise cause, consequence, motive and merit.

b. Develop skills such as the ability to locate, evaluate and interpret data; to detect bias (including one’s own); to understand cause and effect; to draw and evidence valid conclusions concerning human activity in the past.

c. Understand the significance of an historian’s worldview on both the selection of significant data and on its interpretation.

d. Understand the process of cultural formation, both past and present, and the significance of a culture’s dominant worldview for its formation.

e. Recognise a sense of where the student has come from and where they are rooted within their family, and later within their local, national and global community.

f. Engage with the history of the student’s own culture, together with the histories of a variety of other cultures and understand a Christian worldview on historical study; consider and articulate one’s personal perspectives and worldview, and right response to study of history.

g. Stimulate interest in the study of the past through recognition of its ongoing value and importance.

h. Link history with other curriculum areas in order to develop students’ appreciation of the unity of knowledge whilst also enriching their deeper understanding of history and other subjects.


Curriculum Overview

Year 7 to 8
Year 9
Year 10 to 11
Sixth Form – History
Sixth Form – Government & Politics
Sixth Form – Sociology