Iqra Academy History Curriculum Intent Statement (Years 7–9) 

At Iqra Academy, our History curriculum is designed to ignite curiosity, foster critical thinking, and help students understand the world around them through the lens of the past. We believe that history is not just the study of dates and events, but a vital subject that enables our students to develop a sense of identity, community, and global awareness. Through a well-sequenced and engaging curriculum, we aim to cultivate informed, analytical, and empathetic young historians.

Why We Teach History 

We teach history to ensure our students understand how the past has shaped the present. By exploring different time periods, cultures, and societies, students gain a deeper appreciation for diversity, change, and continuity. They learn to critically evaluate evidence, form well-reasoned arguments, and understand cause and consequence—all essential skills for life in the modern world. 

History helps our students develop their moral compass by confronting complex human experiences such as conflict, injustice, and social change. In doing so, we prepare them to become active, informed, and responsible citizens. 

How We Implement History at Iqra Academy

Our curriculum is carefully structured from Year 7 to Year 9 to ensure progression in both historical knowledge and disciplinary skills. Each year builds upon the last, revisiting key concepts and developing students’ ability to evaluate sources, construct arguments, and understand historical significance

We use a variety of engaging teaching methods including: 

• Independent and group research
• Creating presentations, timelines newspapers, and posters
• Structured debates and class discussions
• Creative tasks such as building models (e.g., castles), designing coats of arms, and producing historical artefacts
• Investigative case studies and role play
• Cross-curricular links to English, RE, and Citizenship where relevant

These approaches support all learning styles and help embed historical understanding in an active and memorable way

Curriculum Overview 

Year 7: Foundations of History & Medieval England 

Key Focus Areas: 

• Introduction to history as a discipline: chronology, evidence, bias, opinion vs. fact
• Life in England in 1066 and the Norman Conquest
• Challenges faced by William the Conqueror: feudal system, Domesday Book, castle building
• Key medieval developments: Magna Carta, Black Death, superstition, and belief in witches
• Tudor England: the reign of Henry VIII

Skills Developed: 

• Understanding sources and recognising bias
• Writing structured historical narratives
• Creative interpretation through model-making and presentations
• Debate and discussion on key historical controversies

Year 8: Social Change, Justice, and Human Rights 

Key Focus Areas:

• The Industrial Revolution: living conditions, child labour, education and Poor Laws
• Crime and punishment through time, including Jack the Ripper and modern parallels like Guantanamo Bay
• Slavery, the transatlantic slave trade, and the global impact of apartheid

Skills Developed: 

• Comparative analysis across time periods
• Case study investigations and interpretation of historical context
• Empathetic writing and ethical discussions
• Application of research in group work and presentations

Year 9: Conflict and Medicine in the Modern World 

Key Focus Areas: 

• World War I and II: causes, trench warfare, civilian impact
• The Holocaust: causes, events, legacy
• Introduction to GCSE: ‘Medicine Through Time’ – from medieval to modern innovations

Skills Developed: 

• Analytical writing and historical interpretations
• Chronological understanding of global conflict
• Debating moral and ethical issues in history
• Designing and evaluating historical ‘medicines’ through group projects

Curriculum Cohesion and Progression 

Each year in our history curriculum is deliberately interlinked to allow for a natural and logical progression. In Year 7, students are introduced to fundamental historical concepts and methods of enquiry. These are reinforced and expanded in Year 8 as they begin to examine themes of change, justice, and societal development. By Year 9, students apply their knowledge and analytical skills to complex, modern issues and prepare for the rigor of GCSE content through the Medicine Through Time unit. 

This spiral approach ensures that students revisit key ideas—such as power, belief, conflict, and inequality—across time and context, deepening their understanding with each encounter