In History, we develop students’ substantive and disciplinary knowledge through enquiries centered on coherent and intriguing stories. The curriculum is rooted in historical scholarship and, through high-quality teaching and resources, gives students the opportunity to engage with valid historical debates.

A high-quality History education ensures all students:

• Are prepared for their roles as members of a diverse community
• Can explore the development of many key aspects of British life, including the story of democracy, attitudes and beliefs, ordinary lives and Britain's interactions with the wider world. 
• Develop and mature their understanding of key British values of respect and tolerance that Mosslands rightly prioritises. 
• Develop an understanding of local history, including Liverpool's role in the transatlantic slave trade, Port Sunlight and its links to the Belgian Congo and the Merseyside Blitz of May 1941. This allows students to build a strong sense of community and ownership as students strengthen their connections to those who came before them.
• Can pursue history outside of the classroom by aiming to take every KS3 student on at least one history trip per year and annual international trips to, among other destinations, Rome, Berlin, Munich and Normandy.

Key concepts of history allow: 

• Students to use evidence to create judgements and arguments through studies that focus on the core disciplines of history. 
• Cause and consequence – learning to consider the complex and inter-connected nature of cause and consequence through enquiries including the reasons for the Reformation and the start of the first world war.
• Change and continuity – Students consider the nature of change and continuity over time. For example, they consider whether there was more change or continuity in the lives of medieval peasants in an English village across the 14th century.
•  Significance – Students consider what makes an event or an individual significant in the eyes of different groups at different times.
• Similarity and difference – Students make increasingly nuanced comparisons, including an enquiry into medieval Mali and medieval England in year 7 and one into Port Sunlight and the Belgian Congo focused on labour in year 9.
• Interpretations – Students are introduced to the idea that history is constructed by historians, and get to grips with increasingly challenging interpretations, starting with a painting and finishing year 9 by evaluating the competing claims of historians of the second world war.
• Primary sources – Students develop their skills in handling primary evidence across key stage three. They begin by considering artefacts and visual sources and move onto asking more complex questions of written sources, such as those produced on the Home Front during the Second World War.