The History Department is committed to providing a rich and comprehensive curriculum that inspires and engages our pupils, fostering a deep understanding of the past and its influence on the present and future. Our curriculum is designed to develop critical thinking, analytical skills, and a lifelong passion for history through a structured and supportive learning environment.

We provide pupils with a broad and balanced understanding of historical events, periods, and themes. By exploring diverse perspectives and contexts, pupils will gain a comprehensive view of history that is both inclusive and reflective of our global society. Through the study of history, pupils will learn to critically evaluate sources, construct coherent arguments, and develop their analytical skills. This process encourages them to question and understand the complexities of the past, fostering a mindset of enquiry and reflection.

We believe in the power of deliberate practice to enhance learning. Our curriculum is designed to provide repeated and focused opportunities for pupils to refine their historical skills, ensuring they can confidently apply their knowledge and understanding in various contexts across both key stages.  Lessons are carefully sequenced to provide pupils with a chronological understanding of local, British and world History.  All units of study link to recurring themes in History including Beliefs, Power, Ordinary Lives and Cultural Encounters.  This approach enables pupils to apply new learning to existing substantive knowledge, and also enables them to develop their disciplinary knowledge.

At St. Richard’s Catholic College, we are dedicated to nurturing well-rounded, knowledgeable, and inquisitive historians. Our history curriculum is not only about understanding the past but also about preparing our pupils to be thoughtful, informed citizens who can contribute positively to society.

Continuous assessment and feedback are integral to our teaching approach. Live marking in the classroom allows teachers to provide immediate, constructive feedback, helping pupils to understand their strengths and areas for improvement. 

Retrieval practice also plays a vital role in our curriculum strategy. Regular low-stakes testing and recall activities are employed to reinforce learning and improve long-term retention of historical knowledge. This approach ensures that pupils can access a community of knowledge which is applied to answering wider enquiry questions. We then develop the knowledge base by using modelling to teach complex historical concepts and skills. By demonstrating thought processes, analytical techniques, and structured writing, we provide clear examples for pupils to build upon in their learning.