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Intent – our ambition for our pupils; how we achieve the best in everyone

The purpose of study for the United Learning Key Stage 3 History Curriculum is the same as that of the September 2013 History National Curriculum purpose of study, as follows:  

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. 

(Department for Education, History Programmes of Study Key Stage 3, September 2013, DFE-00194-2013) 

We operate a 3 year KS3 and a 2 year KS4 and a 2 year KS5. Each Key stage works to the same philosophy and principles.

The United Learning Curriculum as a core academic curriculum, founded on these key principles:

Entitlement – We believe that all children have the right to learn a powerful knowledge based curriculum. We operate the United learning curriculum where it is available within KS3

Mastery – We want all students to achieve a full understanding of the knowledge specified in the History Curriculum for each year, and teaching should not move on until this is achieved.

Stability – We won’t constantly amend the History Curriculum: while we should make occasional adjustments in the light of feedback and experience, we will aim for stability over many years, so that teachers can develop expertise, and we constantly build assessments and teaching materials to support the Curriculum.

Concepts not context – The History Curriculum is intended as a concise specification of knowledge and content to be taught and learned; it is for schools and teachers to decide how to teach and bring it to life.

Subject specialism is at the heart of our curriculum and you will see differences in the way that the curriculum is constructed and assessed in different subjects. Standardised written assessments, for example, play less of a role in performance subjects such as music, drama and physical education. The stability of our curriculum allows subject expertise to develop over time, and we are careful to provide sufficient time for teachers of the same subject to plan together and collaborate. Our timetable on a Monday has been changed to provide “Golden time” to allow our teachers to collaborate and work on subject development as we believe this collaboration is vital.

Further subject specialism is provided by United Learning’s subject advisors. These advisors are subject experts who help teachers link the subject discipline to our pupils’ daily experience in the classroom. Subject advisors meet regularly with Faculty Leaders at Accrington and provide curriculum resources to support the implementation of the subject curriculum.

As a mastery curriculum our pupils study fewer topics in greater depth, with the expectation that we don’t move on to the next topic until all pupils have a secure understanding of the current topic.  A 3-year Key Stage 3 provides pupils with the time and space to gain this secure understanding. In our lessons we expect to see all pupils grappling with the same challenging content, with teachers providing additional support for pupils who need it.  Rather than moving on to new content, our higher attainers produce work of greater depth and flair.

Our approach to teaching and learning supports our curriculum by ensuring that lessons build on prior learning and provide sufficient opportunity for guided and independent practice. We use Barak Rosenshine’s Principles of Instruction to develop our teaching practice. At the heart of Rosenshine’s principles is a simple instructional core:

  • Demonstration: Teacher presents new information in small steps  (I)
  • Guided practice with models, prompts and scaffolds (We)
  • Independent practice with monitoring and feedback from the teacher (You)

At each point, teachers check understanding of all pupils by asking lots of questions and providing feedback. We use a framework of instructional coaching at Accrington to allow our teachers time and space to develop their practice.

The Rosenshine principles support the implementation of the curriuculum by ensuring that pupils regularly recall prior learning. You will often see this at the start of our lessons with our Academy “live in 5 strategy”. When prior learning is committed to long term memory it becomes fluent or ‘automatic’, freeing space in our working memory which can then be used for comprehension, application, and problem solving.

In order to allow the mastery approach to be effective (i.e. children learn what they are expected to in the year they are expected to), early catch-up is essential: we aim to promptly identify and support pupils who start secondary school without a secure grasp of reading, writing and mathematics so that they can access the full curriculum.

Everything from which children learn in school – the taught subject timetable, the approach to spiritual, moral, social and cultural development, the co-curricular provision and the ethos and ‘hidden curriculum’ of the school – are to be seen as part of the school curriculum.  Our principle of ‘Education with Character’ is delivered through the curriculum in this broadest sense.  We are passionate about ensuring this character education  though our “Accrington Aspires” programme of form time/assemblies/Every child matters days and a broad range of extra-curricular activities which ensure we focus on developing the whole child.

With thousands of pupils across United Learning following the same curriculum, we have been able to devleop common assessments in most subjects.  These are summative assessments which allow pupils to demonstrate their growing understanding of their subjects and enable teachers to assess the impact of their teaching. These summative assessments are typically taken once or twice a year, allowing teachers to focus on formative assessment from lesson to lesson.

We are particularly conscious of the role that literacy and vocabulary plays in unlocking the whole curriculum. Our teachers explicitly teach the meaning of subject-specific language, and we expect lessons to contain challenging reading and writing. Knowledge organisers provide students with key information that they are expected to learn and recall with fluency, enabling them to develop their understanding of key concepts outside of their lessons.

The culmination of our curriculum is that pupils leave our school with the confidence and intelligence to thrive. We know our pupils as individuals which enables us to provide curriculum guidance and careers guidance throughout their time with us. We expect all pupils to leave our school with the grades required to progress to their desired destination, and the character required to flourish once they get there.

By teaching our curriculum well, and delivering education with character, we bring out the best in everyone.

To find out more about our curriculum please contact our Vice Principal in charge of Quality of Education Mrs Charlotte Marsden,   or see our Curriculum policy.

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History Staff

Click on Teacher name to read full bio

Miss J. Evans

Miss J. Evans

Director of EBacc - Subject Leader History - Associate Assistant Principal

History has always been a passion of mine. I can still remember family holidays to Europe and...

Miss J. Evans

Miss J. Evans

Director of EBacc - Subject Leader History - Associate Assistant Principal

History has always been a passion of mine. I can still remember family holidays to Europe and visiting the remains of Roman towns or baths, I was fascinated about the fact that people actually lived in these places and what their life must have been like. This was furthered with a visit to Pompeii when I was fifteen, it was then that I knew I wanted a career that centred on history in some form or another. I chose GCSE History and it was by far my favourite lesson. I had a fantastic teacher who inspired me to think about history teaching as a career. Through University I started to volunteer in secondary schools, my first ever lesson, as a nineteen year old student, was on Jack the Ripper. As students tried to figure out who Jack the Ripper was, coming up with their own conclusions and figuring out the past as I had years before in Pompeii, I knew that this was the career for me.

Mrs B. Lovell

Mrs B. Lovell

Teacher of Humanities

I first became inspired to teach History from my own History teacher. I was always interested and...

Mrs B. Lovell

Mrs B. Lovell

Teacher of Humanities

I first became inspired to teach History from my own History teacher. I was always interested and enthused by the subject, but my own teacher really helped me to understand and relate to the topics we covered. I would say I am a social historian, and particularly enjoying learning and teaching about the pasts of ordinary people. Before I became a teacher, I did actually help to create a book for a local war veteran of his memoirs during World War II. This was something I particularly enjoyed as it was a real ‘active historical’ project.

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