A Venn Academy Trust School – Together we will… Venn is a pioneering academy trust, committed to building educational environments where all pupils are inspired to become lifelong learners who achieve the very highest standards possible. Collaborating with all partners, the Trust works with its unique settings to create world class learning experiences for all.

Subject – History

“We are not makers of History, we are made by History” – Martin Luther King.

“The more you know about the past, the better prepared you are for the future” – Theodore Roosevelt.

At Venn Boulevard Centre, our vision for history education is to provide our students with a well-rounded understanding of the past, and to develop their appreciation for the love of history. Our KS3 history curriculum is designed to be broad and balanced, allowing pupils to explore a range of historical perspectives and events.

We believe in developing our students’ curiosity and intrigue about the past, and encouraging them to become independent and creative thinkers. Our curriculum is designed to help students appreciate the cultural diversity of the past, and to understand how different cultures have shaped history.

A key aspect of our curriculum is the development of historical vocabulary. By providing students with a solid foundation of historical terms and concepts, we aim to help them understand the significance of key historical events and movements.

We also place a strong emphasis on developing methods of historical enquiry. By encouraging students to ask critical questions about the past, and to seek out evidence to support their arguments, we aim to help them become skilled historians who are capable of independent research and analysis.

Our history curriculum also includes opportunities for historical enquiry, such as field trips and project-based learning. These activities help students to develop their love of history, and to apply their knowledge and skills in real-world settings.

At Venn Boulevard Centre, our KS3 history curriculum is designed to provide our students with a broad and in-depth overview of British, European, and world history. We believe that a strong foundation of historical knowledge is essential for developing an appreciation of the diversity of our history, and for inspiring a passion for the subject.

Our curriculum is designed to be engaging and thought-provoking, with opportunities for debate and discussion in the classroom. We believe that encouraging students to share their opinions and ideas helps to build confidence, and to inspire a passion for history.

In addition to covering key historical events and movements, our KS3 history curriculum also includes a focus on developing students’ historical skills. This includes the ability to analyse primary and secondary sources, to interpret historical data, and to evaluate different historical perspectives.

By offering a breadth and depth of historical content, and by encouraging debate and discussion in the classroom, we aim to help our students become well-rounded learners with a deep appreciation for the diversity and complexity of our shared history.

“Pupils make strides socially and emotionally.”

Ofsted

“Teaching at your school is characterised by positive relationships between members of staff and pupils.”

Ofsted

“Pupils at your school feel safe.”

Ofsted

“An SEMH curriculum runs through the heart of your school.”

Ofsted

“Pupils talked to us about the way in which you
and your staff celebrate difference and help to make everyone feel valued.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

“In classrooms, pupils focus hard and respond well to any advice and guidance that is given to them.”

Ofsted

“The systems and structures that you have put in place ensure that pupils feel safe at school.”

Ofsted

“The most striking aspect of your school is the way in which you plan to support pupils’ individual needs.”

Ofsted

“The work of the
life coach can include one-to-one work in addition to positive thinking strategies,
mindfulness and aromatherapy.”

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted

“Once at school, the life coach works with
individuals to help them to deal with any anxieties that they may have.”

Ofsted

“Inspectors saw first-hand the way in which your staff spoke to pupils with compassion and respect.”

Ofsted

“Before coming to
school, you and other leaders work hard to understand the needs of individual
pupils.”

Ofsted

“Pupils value the way in which you and your
staff make everyone feel included.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“All pupils benefit from targets to help them to develop their social and emotional skills and to build a level of resilience.”

Ofsted

“Your school helps pupils to become
confident rounded young people.”

Ofsted

“Teachers consider
pupils’ emotional well-being deeply and give them space when they need to refocus.”

Ofsted

“Pupils are given chances to reflect upon this
through ‘life books’ where observations are made, and improvements praised.”

Ofsted

“You seek to identify any triggers which cause pupils to behave erratically and you work towards eliminating these.”

Ofsted

“Teachers and teaching assistants work hard to ensure that pupils are ‘nudged’ in the right direction in lessons.”

Ofsted

“Pupils told inspectors that they really value the way in which they feel respected at your school.”

Ofsted