History

History Department Curriculum Intent

At The Buckingham School, the History curriculum aims to inspire curiosity and instil students with a fascination for the past. The curriculum is designed to engage students in historical enquiry so that they are able to develop as critical and reflective thinkers.

Central to our History curriculum are the three core behaviours of Respect, Responsibility, and Reflection. These values are embedded throughout all three Key Stages, with students’ learning fostering respect for, and understanding of, different cultures and beliefs, along with opportunities to reflect on how past events have shaped modern societies, and an appreciation of the responsibility of us all to help to create better futures.

Key Stage 3: Engagement – Learning with Kindness and Curiosity

We believe that genuine engagement is the key to cultivating a lifelong interest in History. At Key Stage 3, our curriculum is carefully designed to spark curiosity, provoke thoughtful questions, and connect students emotionally and intellectually with the past. By exploring a broad and diverse range of historical periods, cultures, and individuals, we ensure that all students can find relevance and meaning in the study of history.

The History curriculum aims to foster a foundational understanding of Britain’s past and the wider world, encouraging students to develop respect for diverse cultures, perspectives, and experiences across time. Through enquiry-led lessons, students will explore how different societies have evolved and interacted, promoting responsibility by recognising the impact of human actions on social and political structures. Regular opportunities for discussion, debate, and written evaluation will enable students to reflect critically on historical sources, interpretations, and their own developing viewpoints, laying the groundwork for active, informed citizenship.

Key Stage 4: Independence - Taking Responsibility for Learning and Growth

At Key Stage 4, the History curriculum deepens students’ historical knowledge and analytical skills by exploring complex events and themes such as conflict, power, and social change. Students will be encouraged to respect differing historical interpretations and the lived experiences of individuals across time periods and societies. Through independent research, collaborative learning, and structured assessments, students will take greater responsibility for their own progress and learning journey. The curriculum nurtures reflection by enabling learners to consider the relevance of historical events to the present day, supporting thoughtful engagement with contemporary social issues.

Key Stage 5: Exemplary – Habitually Showing Integrity, Reflection, Responsibility and Respect

Our ambition is to develop exemplary History students—independent, analytical, and intellectually curious learners who demonstrate both academic rigour and a genuine passion for the subject. Students engage in depth studies and independent investigations that challenge them to interrogate primary sources, interpretations, and historiography. They are expected to demonstrate respect for academic debate and the complexity of historical narratives. With a strong emphasis on scholarly enquiry and time management, students develop a heightened sense of responsibility for their research, argumentation, and contribution to discussions. Reflection is embedded through ongoing critical analysis and self-evaluation, preparing students for higher education and responsible participation in a global society.

History department ethos

In History, we build a culture where respect, responsibility, reflection, and kindness shape how we explore the past, understand the present, and think about the future — as learners and as global citizens.

We uphold Responsibility

We take ownership of how we learn about the past — questioning evidence, recognising bias, and drawing reasoned conclusions. We acknowledge the power of historical narratives and how they shape societies and identities. By engaging thoughtfully with the past, we become more responsible in how we understand current events and contribute to the world around us.

We show Respect

We approach every topic, culture, and historical figure with curiosity and dignity. We value different perspectives — past and present — and understand that history is made up of many voices. By listening to those voices and engaging in respectful dialogue, we create a learning environment where all students feel heard, included, and valued.

We practice Reflection

We don’t just study what happened — we ask why it happened, what it meant, and what it means for us today. History gives us space to reflect on injustice, progress, conflict, and change. We ask, “What can we learn?” and “How can we apply these lessons to become more thoughtful, informed individuals?”

We lead with Kindness

We study human stories — stories of struggle, resilience, cooperation, and compassion. Through these, we learn to treat the past and each other with empathy. In our classrooms, kindness is shown through collaboration, encouragement, and a shared commitment to supporting one another in learning and growth.

We believe History Matters

History helps us make sense of the world. It teaches us to think critically, understand context, and value complexity. We believe that learning about the past empowers us to act wisely in the present — with open minds, caring hearts, and a strong sense of who we are and who we strive to become.

Careers linked to history

Careers in History

Historian: Researchers and scholars who study the past, conducting research, writing scholarly articles, and teaching at universities or colleges.
Historian: Researchers and scholars who study the past, conducting research, writing scholarly articles, and teaching at universities or colleges.
Archivist: Manage and preserve historical documents, records, and materials, ensuring their accessibility for research and public use.
Museum Curator: Acquire, care for, develop, display, and interpret collections of historical objects and artefacts.
Heritage Manager: Protect, manage, and interpret historic buildings, sites, and landscapes.
Archaeologist: Study past human societies through the excavation and analysis of artefacts and remains.
Genealogist: Trace family lineages and histories.
Librarian: Manage and organise information resources, including historical materials, for public and academic libraries.
Tour Guide: Provide guided tours of historical sites and landmarks, sharing knowledge about local history and culture.
University Lecturer: Teach and conduct research in higher education.
Conservator: Preserve and restore historical objects and artefacts.
Historical Consultant: Provide expertise on historical accuracy for film, television, gaming, or publishing.

Careers using History skills

Journalist/Reporter: Investigate and report on news stories, using research and analytical skills.
Lawyer: Analyse legal documents, present arguments, and conduct research.
Political Analyst: Research and analyse political events, political systems, and policy trends.
Civil Service: Work in government agencies, developing and implementing policies.
Researcher: Conduct research for academic institutions, government agencies, or private organisations.
Writer/Author: Write books, articles, or blogs on historical topics.
Teacher: Educate students in secondary and higher education.
Marketing/Communications: Develop and execute marketing strategies, including social media and public relations.
Public Sector: Work in think tanks, lobbying groups, or for elected officials.
Business: Apply analytical and communication skills in business management, finance, or consulting.

assessment

Year 7

Term	Assessment
Term 1	Baseline Assessment, and How Might Eighty Skeletons End Up Under a School Field in Milton Keynes? Assessment
Term 2	How Much of Anglo-Saxon England Survived the Norman Conquest? Assessment
Term 3	What Posed the Greatest Challenge to the Authority of Mediaeval Monarchs? Assessment
Term 4	Who Was the Real Richard I? Assessment
Term 5	Why was the Mali Empire so Successful? Assessment
Term 6	How did Europeans Experience the Reformation? Assessment

Year 8

Term	Assessment
Term 1	What Were the Causes and Consequences of the Wars of the Three Kingdoms Assessment
Term 2	How United is the United Kingdom? Assessment and How Gloriously Revolutionary was the Glorious Revolution? Assessment
Term 3	Who Benefited Most From the Industrial Revolution? Assessment
Term 4	How Close had the UK Come to Achieving True Democracy by 1928? Assessment
Term 5	Was There a ‘Faith Crisis’ in 19^th Century Britain? Assessment

Year 9

Term	Assessment
Term 1	Did the First World War Cause the Second World War? Assessment
Term 2	How Should Winston Churchill be Remembered? Assessment
Term 3	How Can we Understand the Holocaust? Assessment
Term 4	Was the World Ever in Real Danger From the Cold War? Assessment
Term 5	To What Extent Did Communism Change China? Assessment
Term 6	Is British History after WWII the Story of Equality For All? Assessment

KS4

Year 10 students have an in-class assessment in Term 1, Term 3 and Term 4. They will also sit two mock exam papers at the end of Year 10, one for the ‘Conflict and Upheaval’ unit, and the other for the ‘Health and Medicine in Britain’ unit.

Year 11 students sit two rounds of mock exams, one in Term 2 and one in Term 4.

KS5

Year 12 students have two in-class assessments in Term 3, one for the ‘Early Tudors’ unit, and the other for the ‘Democracy and Dictatorships’ unit. They will also sit a mock exam paper for each unit at the end of Year 12.

Year 13 students sit two round of mock exams, one in Term 2 and one in Term 4.

Learning Journey

YEAR 7

Term	Content	Assessment
1	Introduction to History, How might eighty skeletons end up under a school field in Milton Keynes? How much of Anglo-Saxon England survived the Norman Conquest?	Baseline Assessment and End of unit assessment
2	What posed the greatest challenge to the authority of medieval monarchs?	End of unit assessment
3	Who was the real Richard I?	End of unit assessment
4	Why was the Mali Empire so successful?	End of unit assessment
5	How did Europeans experience the Reformation?	End of unit assessment
6	Curriculum catch-up time	End of unit assessment

YEAR 8

Term	Content	Assessment
1	How united is the United Kingdom?	Mid-unit assessment
2	How 'gloriously revolutionary' was the Glorious Revolution? Who benefitted most from the Industrial Revolution?	End of unit assessment
3	How close had the UK come to achieving true democracy by 1928?	End of unit assessment
4	Was there a 'faith crisis' in 19th century Britain?	End of unit assessment
5	Who are the British?	End of unit assessment
6	Curriculum catch-up time	End of unit assessment

YEAR 9

Term	Content	Assessment
1	Did the First World War cause the Second World War? How should Winston Churchill be remembered?	End of unit assessment
2	How can we understand the Holocaust?	End of unit assessment
3	Was the world ever in real danger from the Cold War?	End of unit assessment
4	To what extent did communism change China?	End of unit assessment
5	Is British history after the Second World War the story of equality for all?	End of unit assessment
6	Curriculum catch-up time	End of unit assessment

YEAR 10

Term	Content	Assessment
1	Conflict and Upheaval: life in 14th century England and the Hundred Years' War	Assessment 1
2	Conflict and Upheaval: the Black Death, The Peasants' Revolt and Health and Medicine in Britain, (Causes of disease)
3	Health and Medicine in Britain: prevention of disease and treatment of disease	Assessment 2
4	Health and Medicine in Britain: progress in medical knowledge	Assessment 3
5	Health and Medicine in Britain: improvements in patient care and improvements in public health
6	Historic environment study	Assessment 4 (mock exam)

YEAR 11

Term	Content	Assessment
1	Germany in transition: challenges faced by the Weimar Republic, the 'golden years' of the Weimar Republic, the collapse of the Weimar Republic and Nazi consolidation of power
2	Germany in transition: Nazi policies, Nazi methods of control and causes of WWII	Assessment 1
3	Development of the USA: impact of the Great Depression, economic changes by the 1960s, fight for Civil Rights and political developments 1960-2000
4	Development of the USA: changes in US society between 1950 and 2000, relations between the USA and the USSR, 1945-1973	Assessment 2 (mock exam)
5	Revision	Public Examinations
6

History A-Level

YEAR 12 (Early Tudors)

Term	Content	Assessment
1	The government of Henry VII and threats to his rule, Henry VII's foreign policy	Suitability Test
2	Henry VIII and Wolsey
3	The reign of Henry VIII after 1529, The stability of the monarchy
4	Religious changes	Assessment 1
5	Rebellion and unrest
6	Revision/Coursework	Assessment 2 (Mock Exam)

YEAR 12 (Germany)

Term	Content	Assessment
1	The establishment and development of the Weimar Republic
2	Establishment of the Nazi dictatorship and its domestic policies
3	The impact of war and defeat on Germany, 1939-1949	Assessment 1
4	Divided Germany: The Federal Republic and the DDR, 1949-1963
5	Divided Germany: The Federal Republic and the DDR, 1949-1963
6	Revision/coursework	Assessment 2 (mock exam)

YEAR 13

Term	Content	Assessment
1	Popular culture in the 16th and 17th centuries, The main reasons for the growth and decline in the persecution of witches
2	The people persecuted as witches, How the authorities responded to witchcraft
3	The witchcraze in Southern Germany, c.1590-1630, Matthew Hopkins and the witch hunt of 1645-1647	Final coursework deadline
4	The Salem witch trials	Assesment 2 (mock exam)
5	Revision	Public Examinations
6

REVISION RESOURCES

Accordion content