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 welcome new arrivals with understanding and compassion.”

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

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

Ofsted

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

Ofsted

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

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

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

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

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

“Pupils at your school feel safe.”

Ofsted

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

Ofsted

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

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted