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'Building powerful knowledge to grow confident & creative global citizens.’

History is common heritage for us all and has the power to develop true, global citizens who have a deep understanding of the changes that have shaped modern Britain, the wider world and our locality. The History curriculum at Lincoln Academy provides both windows and mirrors enabling students to disentangle the past and appreciate life today. History develops students who are fluent in historical concepts, both concrete and abstract, (which resurface in different historical eras: such as the church, monarchy, parliament, discrimination, revolution) and have an appetite for historical enquiry. Linking these ideas throughout the curriculum allows students to notice patterns of similarity and difference, build connections and appreciate change and continuity. History develops cultural literacy and young people who can make well-informed judgements and criticisms, practising source analysis, significance and interpretation. Students develop enquiring minds: not just answer questions but ask them too.  They are invited to question what is deemed as accepted narratives, finding flaws in them as well as explaining their existence. Students study History to develop cultural capital and understanding to give precedence to their own argument and critique those of others. This equips students for further study should they wish and enables participation in international debate and discussion of modern day.

Our recovery curriculum supports students' academic progress by acknowledging potential missed learning opportunities, supporting student wellbeing and facilitating enrichment.  We continue to develop students resilience and sense of achievement fostering their ambition and celebrating their successes.

Our Curriculum at Lincoln Academy is adapted to ensure that all students are appropriately supported and challenged in their learning.

We are committed to ensuring that pupils with SEND can fulfil their potential and achieve their best. Differentiation is used to ensure that new learning is matched to the pupils needs while allowing all children to be stretched and challenged. The Individual Profiles and EHCP’s for SEND identify specific strategies of support and intervention for individual learning needs. Planning and teaching is adapted so that the curriculum can meet individual learning needs to enable personalised learning to take place.

Within History, all students including those with specific needs are challenged to understand and use ambitious historical concepts and vocabulary. Guided reading using ambitious texts support all students to engage with history and a love of reading. Learning is chunked and aided by visual cues to support sense making and bring learning to life. For those students with visual impairments resources are adapted to meet their need. Using the Writing Revolution single paragraph approach students are guided in their writing and development of significance, source analysis and interpretation. Modelling using the visualiser is common place and a range of scaffolds and sentence starters help students to develop their writing. This supports the metacognition of all students. For recall, nmemonics are used such as MAIN in recalling the causes of WW1. Retrieval practise is used regularly to aid student memory along with multiple visual clues.

Year 7

Module 1 – 3 Anglo-Saxons to the Middle Ages - “Hard work, harsh taxes, filth and danger” How accurate is this interpretation of life in the middle ages?

  • What makes a good Historian?
  • Is this a significant invention?
  • How united was England?
  • Was 1066 a turning point?
  • How important are the castle and the cathedral?
  • Was being a peasant really that bad?
  • Was life better in a monastery?
  • Who was in charge?

Module 4 – 6 The Renaissance “changed the world”.  How far do you agree with the premise of the article?

  • What is the Renaissance?
  • What was the Reformation?
  • Did England experience the Reformation?
  • Did the Elizabethans begin globalisation?
  • Was the world turned upside down? (Impact of the English civil war)
  • Did anything really change? (Black Death 1348 compared to the Plague 1665)

Year 8

Module 1 – 3 “The Industrial Revolution was another one of those extraordinary jumps forward in the story of civilisation” Stephen Gardiner.    Is this an accurate assessment of 1750-1900?

  • What is civilisation?
  • Why did Britain change? (Industrial and agricultural)
  • How did Britain change? (political and social)
  • The role of slavery and slave trade.

Module 4 – 6 “ The equal rights of all citizens [of the world] to health, education, work, food, security, culture, science and wellbeing… is what I wish for” How far did this wish come true?

  • Globalisation and international links
  • What experiences have minorities in the 20th Century had? (compare UK and non-UK)
  • What experiences have women had? (UK and non-UK)
  • What experiences have children had?
  • What experiences have the LGBT community had?

Year 9

Module 1 – 2 Britain and health through time – Medieval medicine

  • What are the key factors that impact of health of people?
  • What did the Medieval people think caused disease? (ideas from primary sources)
  • How did people treat victims of the Plague?
  • Where did Medieval people get these ideas about disease from (the importance of Hippocrates and Galen)
  • Evaluating medical professionals in the middle ages.
  • Did anything improve?
  • Why were monasteries healthier than towns?
  • Was Christianity or Islam the worse thing to happen to medicine?

Module 3 - Renaissance medicine - link the Renaissance movement

  • Who contributed the most to medical progress? (compare the work of Vesalius, Pare, Harvey and Hunter)
  • How was disease dealt with?
  • Compare the medical care of the Renaissance with the Middle Ages
  • How did the deal with disease?
  • to compare the Black Death and the great Plague
  • Who else made contributions at this time? (The work of Jenner and Sydenham)

Module 4 - 5   – Medicine during the industrial revolution

  • Linking key changes of the period to medicine - positive and negative
  • How important was the germ theory?
  • Was everyone convinced?
  • How did they deal with disease? (compare the medical care of the Renaissance with the Industrial Revolution)
  • Did surgery get safer?
  • Why did Public Health intervention increase? (establish links between the Government’s role and improvements in health)
  • How different was the Cholera epidemic to the Black Death?

Module 5-6 – Modern medicine

  • How did treatments improve? (medicinal discoveries of the 20th century)
  • How and why did surgery improve?
  • Have medical practitioner’s ideas returned to an earlier age?
  • How and why did Public Health develop in the 20th & 21st century?

Year 10

                Specification title: AQA History

                                 Conflict and Tension in Asia 1950 -1975

                                 Germany: Democracy and Dictatorship 1890 - 1945

Specification Link:

Year 11

Specification title: AQA History

                Norman England 1066 - 1100

Historical Environment study

Specification Link:

Year 12 - 13.  AQA A Level History

Unit 1 of the course includes Tudor England from the ascension of Henry VII in 1485 to the death of Elizabeth in 1603.

The themes explored include the establishment of the Tudor State under Henry VII, and the extension of political power during the reigns of Henry VII and Elizabeth I in particular. Students will explore the roles that the monarchs play and their interaction with the nobility councils and parliaments of the era. Religious change, encompassing the Reformation, policies of ‘Bloody’ Mary and the Religious Settlement of Elizabeth I are also scrutinised. England’s growth as European and world power is also explored along with its international relations.

Unit 2 examines Russia from 1917 to 1953.

Students focus on the causes and immediate consequences of the Russian Revolution and the establishment of the world’s first communist government. The early trials faced by this new regime during the Civil War that followed (particularly the increasing brutality and centralisation of the government) are considered. Students explore the impact of Lenin’s death in 1924 and the reasons for the subsequent rise of Josef Stalin thereafter. The transformation of the Russian state under Stalin during the 1930s is then examined, including the impact of the policies of Collectivisation and the Five Year Plans, as well as the Great Terror. Russia’s rise to prominence as a global power – a position consolidated by the ‘Great Patriotic War’ against Nazi Germany- is also explored, as is the position and reputation of Stalin up to his death in 1953.

Unit 3 – This unit is a non-examination based unit and consists of a piece of coursework.

The work completed is an independent piece of coursework and allows students to explore a topic area with the guidance of their teachers. Students are required to undertake independent research to complete this piece and will produce coursework of no longer than 3,500 words.