History

At ISB we believe that the study of History encourages learners to raise questions and to develop and deploy historical skills, knowledge and understanding in order to provide substantiated opinions and explanations of historical events. Learners explore history from a diversity of perspectives, including social, economic, cultural and political.

The key focus of this subject is to develop a critical exploration of the past and the confidence in deploying analytical and evaluative skills to support well-crafted judgements.

Our intent is for learners to develop:

confidence in the exploration of historical concepts such as cause and consequence, change and continuity, and similarity and difference;
an appreciation for different types of historical evidence and how to use it;
a greater understanding of international issues and inter-relationships between the past and its influence on the present;
an ability to present clear, logical arguments; and
the development of an interest in, and enthusiasm for, learning about and understanding the past.

We recognize that the study of History is not only about understanding the past but also about fostering a sense of internationalism among students. By examining historical narratives and events from around the globe, learners are encouraged to appreciate diverse cultures and perspectives, which in turn cultivates empathy and a sense of global citizenship.

In order to meet these aims we will…

Encourage Critical Thinking: implement activities focused on developing critical thinking and analytical skills, where students engage with historical questions and controversies, practice evaluating sources, and formulate substantiated opinions based on evidence.
Evidence-Based Learning: Create assignments that encourage students to investigate various types of historical evidence (primary and secondary sources, artifacts, documents) and assess their reliability and relevance, enhancing their understanding of how evidence shapes historical narratives.
Design a curriculum that is relatable and relevant to our students: Create units that connect historical events to contemporary global issues, enabling students to explore historical causation and its ongoing impact, thus deepening their understanding of the relationship between past and present.
Structured Argumentation Exercises: Incorporate structured debates and essay-writing assignments that challenge students to articulate clear, logical arguments supported by historical evidence, refining their communication skills and enhancing their confidence in presenting their views.
Engagement with Historical Simulations: Utilize role-playing and simulations of historical events to immerse students in the complexities of the past, encouraging them to empathize with historical figures and understand the difficulty and complexity of the decisions faced by historical figures and their consequences.

Students will be able to;

Participate in debates and discussions: Students actively engage in discussions around historical questions, demonstrating the ability to analyze and challenge differing viewpoints.
Form evidence-based opinions: Students provide well-reasoned, evidence-based responses to controversial historical questions, showcasing their ability to think critically.
Evaluate sources: students can identify biases, weaknesses and strengths in historical sources in order to determine their usefulness and reliability as evidence.
Conduct meaningful research: When investigating historical topics, students effectively incorporate a mix of primary and secondary sources.
Identify connections to contemporary Issues: Students can articulate connections between historical events studied and current global issues, demonstrating an understanding of historical causation and its relevance today.
Write a structured history essay: Students can produce essays that demonstrate a coherent structure, clear thesis, and well-supported arguments.

Subject Staff

Mr. D Bull

Head of Faculty

Mrs. H Ford

Teacher

Mr. J Johnston

Teacher

Mr. D Parry

Teacher

Mrs. C Gallacher

Teacher

Curriculum Journey

History Curriculum

Curriculum Outline

KS3 History Assessment Grid for SharePoint.jpg

Assessment Criteria

Key Stage 3 (Year 7-9)

Marking & Feedback

Framework Document

Key Stage 4 (Year 10 & 11)

IGCSE Exam Board, syllabus and assessment criteria

History (CAIE)

Curriculum Outline

Pre-U (Year 12 & 13)

Curriculum Outline

IBDP SL History

Subject Brief

IBDP HL History

Subject Brief

Which degrees does this IB subject complement?*

Law

Archaeology

Drama

Politics

Journalism

Architecture

Global Studies

*The degrees listed are some examples of courses that the subject supports but this is not an exhaustive list. In addition, please note that these subjects are not compulsory for each degree. Please consult individual university websites for specific requirements for their courses.

ISB Secondary Parent Website

History