Curriculum links - key stage 2

History

• Students are encouraged to ask perceptive questions and think critically, weigh evidence, sift arguments and develop judgements.

• Help increase coherent knowledge and understanding of Britain’s past and that of the wider world.

• Increase understanding of 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.

• Understand the connections between local, regional, national and international history, as well as between political, economic and social history.

• Study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Relationships education

• That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.

• The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.

Philosophy for children

• Recognise the need to show awareness of the listener when discussing challenging subjects, by explaining ideas, listening carefully and responding with appropriateness.

• Understand how the past has been interpreted and represented in different ways by different people.

• Improve children’s rigorous, critical and creative thinking.

Fundamental British Values

• An appreciation of and respect for different cultural traditions. 

• Build an understanding of respect, tolerance and freedom, as well as individual and collective responsibilities to protecting fundamental rights.

• Enable students to contribute to a more welcoming, tolerant and inclusive environment.

Curriculum links - key stage 3

History

• How people’s lives have been shaped by Britain and how this nation has influenced and been influenced by the wider world.

• Britain’s involvement in the Transatlantic Slave Trade, including its effects and its eventual abolition.

Citizenship

• The precious liberties enjoyed by the citizens of the United Kingdom.

• The ways in which citizens can work together to improve their communities.

Fundamental British Values

Democracy

• Pupils take a role in group discussion and debate.

• Pupils work collaboratively and contribute to group decisions about evidence.

Individual liberty

• Pupils are encouraged to voice opinions appropriately, as well as listen to and respect the opinions of others.

Tolerance and mutual respect 

• Build an understanding of respect, tolerance and freedom, as well as individual and collective responsibilities to protecting fundamental rights.

• Enable students to contribute to a more welcoming, tolerant and inclusive environment.

Curriculum links - A Level

OCR History A

Impact of Empire on Britain 1688-1730 Depth Study

• The involvement of the British population in the slave trade including: the development of ‘slave ports’ – Bristol, Liverpool, London – growth of ideas of a racial hierarchy and impact of these ideas on settled minority communities; opposition to slavery and the transatlantic slave trade.

AQA History

Paper 2: Shaping the Nation

Britain: Power and the people: 1170 to the present day

• Equality and rights.

• Minority rights: the development of multi-racial society since the Second World War; discrimination, protest and reform; the Brixton Riots, their impact, including the Scarman Report.

• Protest and change: campaigning groups and their methods and impact, including the Anti-Slavery movement

Britain: Migration, empires and the people: c790 to the present day

• Looking west - Sugar and the Caribbean: piracy and plunder; the development of the slave trade, including John Hawkins; settlements in Barbados and West Indies; the economic and social impact of the slave trade on Britain.

Britain in the 20th century

• The legacy of Empire: ‘Windrush’ and the Caribbean migrants; the work of Claudia Jones in the UK; migration from Asia and Africa, including the role of Amin in Uganda; the Commonwealth; the Falklands War.

OCR History A Explaining the Modern World

The Impact of Empire on Britain 1688–c1730

• the economic, social and political impact in Britain of imperial expansion.

• the impact on the British Isles of English expansion.

• the significance of English and British expansion in this period.

Urban Environments: Patterns of Migration (1)

• buildings including visible evidence of changing use and building styles.

• names and signs including street names, shop fronts and signage.

• on-site information about a key event.

• related contemporary documents linked to the site including contemporary maps and plans.

• related oral histories either in archives or collected by learners.

• local history collection.

Migration to Britain c1000 to c2010

• Reasons for immigration – differing political, economic, social and religious reasons.

• The experience and actions of immigrants – positive actions and experiences such as community cohesion and contribution, and negative experiences and resistance to discrimination.

• Responses to immigration – including responses from government and established communities.

• Impact of immigration – including social, cultural, economic, religious and political impacts.

• The impact of immigration on Britain’s relationship with the wider world.

• (From c1500) Ideas of national ‘identity’ – how we have differently defined ‘Englishness’ and ‘Britishness’ over time.

AS/ A level History AQA

Industrialisation and the people: Britain, c1783–1885

• Pressures for change: the anti-slavery movement.

The British Empire, c1857–1967

• The development of Imperialism, c1857–c1890.

• The expansion of the British Empire in Africa; the Suez Canal and Egypt.

• Imperial and colonial policy; colonial policy and the scramble for Africa; informal empire

AS and A Level Archaeology

• Understand what archaeological evidence can tell you about the nature of past societies, human achievements, beliefs, moral values and attitudes and their impact on individuals, groups and whole societies as reflected in material remains.

• Understand the intrinsic value and significance of archaeology and its importance in contemporary society and heritage.

• Understand archaeological terms, concepts and skills.

• Archaeological excavation and recovering evidence including: rationale, processes and strategies of excavation; on-site recovery; stratigraphy; and recording techniques (section drawings, photographs, plans).

• People and their activities in relation to society in the past including (but not restricted to): 

1. Migration of populations in the past. 

2. Power and social control, including: evidence for individuals or groups having power over others, and how it was maintained in the past; warfare as a means of control; and forms of resistance to control.

• People and their activities in relation to sites in the landscape including (but not restricted to):

1. The functions of particular sites or areas within sites, including: how sites are identified and differentiated from other areas of human activity; and the siting, growth, reorganisation and abandonment of particular sites.

Learning outcomes

Knowledge and understanding

• Understand the significance of the Transatlantic Slave Trade and its impact on today’s society.

• Pupils will learn about the development of Liverpool as a major port and its impact on local and national history.

• Students will gain knowledge about the construction and engineering of the Old Dock, one of the world's first commercial wet docks.

• They will understand how maritime trade influenced the economic and social development of Liverpool.

• Students will investigate the socio-economic impacts of the Old Dock on Liverpool and its inhabitants, including issues related to labour, migration, and urban development.

Skills and experience 

GATSY Bench Marks

• Linking Curriculum Learning to Careers
  Students will have the opportunity to talk to museum specialists about their roles and career pathways.

• Encounters with Employers and Employees
  Students will learn from museum experts about various skills needed in the sector. For example, presenting and debate, collections care and handling.

Pupils will:

• Use historical and archaeological terms and concepts in a sophisticated and empathetic way.

• Identify significant events, make connections and draw contrasts.

• Analyse primary sources, including reliability and bias.

• Improve their speaking and listening skills in a group discussion context.

• Develop cultural awareness of Black British and Afro-Caribbean cultures.

Attitudes

• Increase confidence in identifying and challenging racism.

• Appreciate a variety of perspectives when learning about historical events.

• Learn about artefacts in a museum context and as primary sources of investigation.

• See Liverpool's built environment as a resource for historical research to help understand legacies of slavery.

Enjoyment, inspiration, creativity

• Students enjoy themselves and are enriched and inspired by their experience.

• Students feel a sense of pride and belonging. 

Activity, behaviour, progression

• Students will feel empowered to continue to challenge race, racism in their everyday lives and communities.