Intent Statement

“History is not a burden on the memory but an illumination of the soul.”

John Dalberg-Acton

In the History Department at St Andrew's, we believe that studying the past is about far more than memorising dates and events — it is about understanding the world we live in, questioning what has come before, and developing the skills to think critically about the present and future. We are committed to fostering curiosity, encouraging informed debate, and helping students develop a strong sense of identity and global awareness. Our curriculum intent is centred around the following key areas:

• Historical Framework

We want students to understand the past not as a disconnected series of events, but as a rich tapestry of interconnected themes and forces. This develops a schema of historical skills — change and continuity, cause and consequence, significance, similarity and difference, and evidence and interpretation — that students can draw upon and apply with increasing confidence as they progress through the curriculum.

• Cultural Capital

We believe that history education should enable students to stand as equals in any community. Our curriculum ensures students engage with a wide range of perspectives, identities and relationships across time, exploring themes such as migration, religion, power, women and diversity. This exposure fosters a strong sense of belonging and empowers students to contribute confidently to an interconnected global society.

• Critical Interpretation

We commit to helping students understand that history is not fixed, but constructed — shaped by differing perspectives, values and contexts. By engaging with multiple viewpoints and grappling with the contested nature of historical evidence, students learn to evaluate sources rigorously and construct their own nuanced, evidence-based interpretations of the past.

• Ambitious Aspiration

Along with the school's overall ethos, in History we strive for high academic standards, with expectations of success both within assessment and in students' wider personal development. Students are consistently provided with opportunities to think critically, debate ideas and challenge themselves, both within lessons and beyond.

By embracing these key areas, we strive to equip our students with the knowledge, critical thinking skills and empathy needed to become reflective historians and responsible global citizens. Our curriculum encourages students to engage with the world around them, fostering their personal, social and intellectual growth.

​Key stage 3

In Year 7, students begin their historical journey closer to home, exploring the history of Worthing and their local area alongside the core skills of the historian. From here, our Changing Society theme takes students from the Vikings, Anglo-Saxons and Normans through to Religion in Society, Power in Society and the Tudors, including the often-overlooked history of Black Tudors. This grounding gives students an early sense of how history connects to the world around them, and we hope our Year 7 students will enjoy their first steps into the past and feel prepared for the challenges of Year 8.

In Year 8, our Freedom and Change theme builds on the foundations laid in Year 7, beginning with a study of the Civil War before exploring African History, Early Empire and Slavery, and the Industrial Revolution. Students then examine how London has changed over time, before finishing the year with a study of Civil Rights, applying the skills of the historian with growing independence. Our key themes of migration, religion, power, women, diversity and conflict run throughout, helping students make meaningful links between different periods and places.

In Year 9, our Global Political Change theme brings students into the modern world, beginning with Social and Political Change 1900–1914 before examining the causes and consequences of the First and Second World Wars, including a dedicated study of the Holocaust. Students then explore Migration to Britain and The Cold War, becoming increasingly confident in analysing sources, forming arguments and thinking critically about the contested nature of historical evidence. Ultimately, this prepares them as much as possible for their journey into GCSE.