Curriculum Intent

The curriculum at James Bateman is rich in knowledge and built around clear curriculum anchors that ensure pupils develop secure understanding over time.

James Bateman Middle School provides opportunities for all pupils through a broad and ambitious curriculum alongside wider educational experiences. Our intent is to ensure all pupils make outstanding progress and that the curriculum removes barriers that may affect learning.

Across Humanities, the curriculum is united through two shared curriculum anchors:

· Substantive Knowledge – the core knowledge pupils must know and remember, carefully sequenced and revisited over time to support schema-building and long-term retention.

· Disciplinary Knowledge – enabling pupils to think like subject specialists by using evidence, evaluating interpretations, constructing arguments and applying knowledge in new contexts.

Within History, these are strengthened through the subject-specific anchor of Chronological Understanding, enabling pupils to develop secure mental timelines, understand cause and consequence, recognise change and continuity, and evaluate historical significance over time.

Subject-specifically, the curriculum is built around a progression model that ensures pupils incrementally gain deep knowledge and skills fundamental to History. Purposeful assessment is integral to the curriculum to ensure knowledge is embedded securely and areas for development are identified effectively.

Throughout the curriculum there is a strong emphasis on developing:

· a love of learning through enquiry, storytelling and curiosity about the past.

· readiness, resilience and respectfulness: the qualities required to become active and productive members of a diverse 21st century society.

· an understanding of British Values and their implications for life in modern Britain.

· pupils’ spiritual, moral, social and cultural understanding through exploration of different societies, beliefs and experiences.

· independence and the ability to become creative, critical thinkers who can question evidence and interpretations.

· an understanding of future opportunities through links to careers and the wider world.

At the heart of the curriculum is a focus on broadening pupils’ cultural horizons to ensure they are fully prepared for the next stage of their educational journey.

Implementation

At James Bateman Middle School, the History curriculum inspires students to explore the past and understand how it has shaped the modern world. Our curriculum is carefully sequenced around the curriculum anchors of substantive knowledge, disciplinary knowledge and chronological understanding.

Students study a wide range of historical themes and periods including Ancient Civilisations, Medieval Europe, Early Modern Britain, Modern World History and Local History. Through these studies, pupils build secure chronological knowledge while revisiting key substantive concepts such as empire, monarchy, conflict, society and power.

The curriculum is built around rich historical narratives and enquiry questions that encourage pupils to think critically and work as historians. Pupils develop disciplinary knowledge by:

· analysing and evaluating historical sources and interpretations,

· considering reliability and bias,

· constructing reasoned arguments,

· and applying their knowledge in unfamiliar contexts.

Chronological understanding is explicitly developed through the use of timelines, retrieval activities and connections between historical periods, helping pupils understand change, continuity, cause and consequence over time.

High-quality teaching ensures lessons are adapted to meet the needs of all learners so that every student can achieve their full potential. Adaptive teaching, retrieval practice and purposeful assessment support pupils in embedding and retaining knowledge securely.

Our curriculum is enriched by a diverse range of resources including historical texts, artefacts, documentaries, primary and secondary sources, online materials and educational visits. These resources are carefully selected to deepen engagement and provide opportunities for pupils to explore history from multiple perspectives.

The curriculum is inclusive, ensuring every student has the opportunity to succeed regardless of background or ability.

Impact

Ready, Resilient, Respectful

The History curriculum provides students with a secure understanding of the past while equipping them with the knowledge, skills and qualities needed for the future. Through the curriculum anchors of substantive knowledge, disciplinary thinking and chronological understanding, pupils become confident learners who can make connections across time and place.

The curriculum develops readiness by enabling pupils to think critically, communicate effectively and apply knowledge thoughtfully. Pupils leave lessons with a deeper understanding of historical events and the ability to interpret and evaluate evidence independently.

Our curriculum encourages resilience by teaching pupils to persevere through challenge and uncertainty. By studying the struggles, achievements and experiences of individuals and societies throughout history, students develop empathy, perspective and emotional understanding.

Respect for different cultures, beliefs and perspectives is actively promoted. We honour events such as Black History Month and significant national occasions including King Charles III’s Coronation, helping pupils understand the importance of diversity, identity and heritage in shaping modern society.

Educational visits, including trips to the Transatlantic Slavery Museum in Liverpool and Chatterley Whitfield Coal Mine, enable students to connect with history on a personal level and deepen their understanding of people and communities from the past.

Evidence of Knowledge and Skills

Assessment is an integral part of the History curriculum and supports pupils in developing both substantive and disciplinary knowledge.

Formative assessment is used regularly to identify misconceptions, strengthen retrieval and adapt teaching to meet pupils’ needs. Teachers use questioning, discussion, low-stakes quizzes and written tasks to ensure knowledge is embedded effectively.

End-of-unit assessments allow pupils to demonstrate their understanding in a variety of ways including essays, presentations, source analysis, debates and extended writing tasks. These assessments encourage pupils to apply historical knowledge, analyse evidence and construct reasoned interpretations.

Assessment also supports the development of chronological understanding by encouraging pupils to make connections between periods, evaluate historical significance and understand patterns of change and continuity over time.

Student Voice

At James Bateman Middle School, students are active participants in their own learning journey. Teachers foster a positive attitude towards History and encourage pupils to take ownership of their learning through regular retrieval, reflection and discussion.

Our learning environment is supportive, engaging and intellectually ambitious. Pupils are encouraged to ask questions, challenge ideas and think critically about the world around them.

Student voice is valued and respected. Pupils are given opportunities to share their opinions, interpretations and perspectives, helping them become confident, curious and reflective learners who understand the importance of evidence, debate and respectful discussion.

The History curriculum ultimately develops students who are knowledgeable, thoughtful and prepared to contribute positively to modern society.

Click here to view the History Progression Map