History at Castle Mead Academy
History helps scholars understand how the world around them came to be and how we know about the
past. Our commitment to Discipline and Discovery, informed by Ben Walsh’s work, combines rich
knowledge of people, places and events with learning how historians investigate, explain and debate them.
Leicester is a recurring thread through our study of Britain and the wider world. Scholars explore local
places, people and communities alongside national and global developments. Familiar stories sit alongside
voices and experiences that have often been overlooked.
Our History provision received the Historical Association Gold Quality Mark in 2024. Castle Mead Academy
is also recognised as a Heritage School by Historic England.
What scholars study
In Years 7 to 9, the main sequence moves from early and medieval Britain to the early modern and modern
worlds. Scholars study the Norman Conquest, medieval society and monarchy, the Tudors and Civil War,
African kingdoms, transatlantic slavery, industrial change, women’s rights, the world wars and the
Holocaust. Local studies include Richard III, the siege of Leicester, Friars Mill, Alice Hawkins and the
Leicester Blitz.
In Years 10 and 11, scholars follow Pearson Edexcel GCSE History. The course covers Superpower relations
and the Cold War, 1941–91; Mao’s China, 1945–76; the reigns of King Richard I and King John, 1189–1216;
and Migrants in Britain, c800–present, with Notting Hill, c1948–c1970. Assessment is through three written
examinations at the end of Year 11.
How scholars learn
Our Story, Sources, Scholarship approach draws on the model shared by Dan Warner-Meanwell, which
acknowledges ideas from @SPBeale and @mrfitzhist. Clear accounts of the past, evidence from the time
and historians’ arguments work together. Teachers guide reading, explain vocabulary and model historical
thinking. Scholars discuss ideas, investigate evidence and write increasingly developed answers.
Four questions connect the curriculum: How were people ruled? How did people live? What did people
believe? How do we know about the past?
The thinking behind our curriculum
Our curriculum draws on research and professional debate in the Historical Association’s Teaching History
journal. Michael Riley’s work informs our enquiry questions: learning builds towards answering a
meaningful historical question with evidence. Christine Counsell’s work informs how knowledge connects
across the curriculum, so earlier learning makes later ideas easier to understand.
Teaching History’s work on evidence and interpretations, alongside Abby Reisman’s work, informs how
scholars investigate sources and explain why historians disagree. Rachel Foster and Tim Jenner inform our
use of historical scholarship: scholars learn to follow and question a historian’s argument through
supported reading, discussion and writing.
Kate Jones’ work on retrieval practice, Oliver Caviglioli’s work on combining words and visuals, and Daniel
Willingham’s work on knowledge and memory inform our classroom routines and resources. The reading
links below provide more detail about these influences.
How learning develops
Scholars build knowledge of events and ideas such as monarchy, Parliament, empire, migration and
democracy. They also learn how historians work: explaining causes and consequences, identifying change
and continuity, assessing significance, and evaluating sources and interpretations.
Across Years 7 to 11, scholars move from supported explanations to increasingly independent arguments.
They learn to select precise examples, test claims, explain why historians disagree and reach judgements
supported by evidence. Regular independent practice and extended writing prepare them for the next
stage of learning.
Assessment and feedback
Questions, discussion and retrieval tasks check understanding throughout lessons. Written assessments
and, at GCSE, mock examinations show how well scholars remember and apply their learning. Feedback,
models and time to improve help scholars strengthen their work. Teachers use assessment to revisit gaps
and plan further teaching.
Support and challenge
We keep the curriculum ambitious while helping scholars access it. Clear layouts, visuals, carefully
structured reading, explicit vocabulary, spoken rehearsal and modelled answers support participation.
Teaching responds to individual needs, including special educational needs and disabilities and English as
an additional language. Building Belonging resources provide additional support with reading and historical
thinking. Support reduces as confidence and independence grow, while extension questions deepen
understanding.
Homework and enrichment
Homework combines Look, Cover, Write, Check to secure key knowledge, extended reading and
Meanwhile, elsewhere tasks that widen historical understanding. GCSE scholars also complete targeted
practice and revision. Teachers explain how to complete tasks; homework and assessment preparation are
shared through Satchel One.
History Society gives scholars opportunities to explore questions beyond lessons. Our local heritage
provides further opportunities to connect classroom learning with the people and places of Leicester.
Subject Leader/s
Mr A Bartlett
[email protected]