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The curriculum has been designed to empower children with virtues that enable them to excel academically and spiritually inspiring them to serve humanity selflessly (Nishkam), with an abundance of love, compassion and forgiveness. The curriculum aims to support pupils to learn about peace, forgiveness, love and faith in the Divine through their academic subjects, faith practice and personal development. 


Our curriculum is constructed around our vision to ensure we remain:  


Faith-inspired: learning from the wisdom of religion 

Our pupils explore the divine context of humanity and wonder of all creation. They not only learn about, but also learn from, the wisdom of religions and in so doing explore the infinite human potential to do good unconditionally. We support pupils to develop aspects of their own religious, spiritual or human identities. They learn about serenity through prayer and humility in service and in so doing, they deepen their own respective faith, and respect the common purpose of all religious traditions, as well as respecting the beliefs of those with no faith tradition. They explore the unique divinity of the individual, and our common humanity. 


Virtues-led: nurturing compassionate, responsible human beings 

We believe that the fostering of human virtues forms the foundation of all goodness. Our curricula are carefully enriched to allow experiences where our pupils, teachers and parents alike learn to grow through a conscious focus on virtues. Our virtues-led education approach helps to provide guidance to enable pupils to understand their choices in order to help lead better lives. Our pupils become self-reflective and flourish; they are able to build strong, meaningful relationships and understand their responsibilities to the global family and all creation, founded in faith. Pupils learn to experience faith through lived out through righteous living in thought, action and deed. 


Aspiring for Excellence: in all that we do. 

Our pupils and staff alike aim to become the best human beings they can possibly be, in all aspects of spiritual, social, intellectual and physical life. We foster a school culture which inspires optimism and confidence, hope and determination for all to achieve their best possible. This is accomplished through a rich and challenging curriculum, along with excellent teaching to nurture awe and wonder. Pupils gain a breadth and depth of knowledge and a love of learning to achieve their full potential. 

The curriculum at Nishkam School West London has been carefully crafted to be broad, balanced and stimulating, giving every Nishkam student the opportunity to be knowledgeable, multi-skilled, highly literate, highly numerate, creative, expressive, compassionate and confident people.  Knowledge-rich, skills based and Faith-inspired, the Curriculum at Nishkam School West London is delivered through three Golden Threads that are unique to our ethos and virtues: 


Love and forgiveness vs. Enmity and Hate 

Peace and Collaboration vs. Conflict and War  

Trust in God 


Every composite of our curriculum is constructed of components that have each of these threads at their core.  These elements can be clearly identified in our subject-based curriculum maps and Schemes of Learning documents.    


Studying History will develop and extend pupils’ knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience. History lessons will seek to engage pupils in historical enquiry, to develop them as independent learners and as critical and reflective thinkers. History will allow pupils to develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context. History lessons will support pupils in developing an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them. History will empower pupils to continuously question why the world is the way it is and understand the mistakes that have been made in the past. It will spark a curiosity and help them to see that understanding the past will enable them to shape the future. 



The History curriculum seeks to embed key skills from the start of Key Stage 3. Pupils broadly follow the National Curriculum during Years 7, 8 and 9 and then embark on the Edexcel GCSE pathway at Key Stage 4. Pupils learn content through both breadth and depth studies and are guided to develop key skills in all areas of the curriculum. The key second order historical skills of similarity and difference, change and continuity, consequence and significance are taught alongside the AO1 skill of demonstrating knowledge and understanding of key features and characteristics of the periods studied. In addition, pupils are taught to analyse and evaluate sources to make substantiated judgements about interpretations in Year 7 and these skills are reinforced throughout Key Stage 3. GCSE sees pupils study two depth studies, each covering a substantial and short time span, a depth study, a period study, a study into the historic environment and a thematic study. Key Stage 3 is taught chronologically, whilst Key Stage 4 is taught in the following order: Paper 2, Paper 3, Paper 1. Homework tasks are used to support the taught content and are an opportunity for pupils to respond to the feedback they are given. Tasks are often intended to assess a particular key skill and will often be examination style questions at GCSE.  



Half Term 1 

Half Term 2 

Half Term 3 

Half Term 4 

Half Term 5 

Half Term 6 


  • How Britain was made: Britain pre-1066 – Celts, Romans, Anglo-Saxons and Vikings  

  • Who were the contenders to the throne in 1066?  

  • Why did William win the Battle of Hastings?  

  • How did William change England? 



  • Power of the Church  

  • Islamic civilisations 

  • The Crusades   

  • Controlling the power of the King – Magna Carta   

  • Crime and punishment in Medieval England 


  • Black Death  

  • What were the causes and consequences of the Peasants’ Revolt  

  • Wars of the Roses   

  • Museum of London Project. How has London changed over time? 


Power in Britain 1500-1750   

  • Henry VII   

  • Henry VIII and the Reformation  

  • Edward, Mary and Elizabeth  

  • Were the gunpowder plotters framed?  

  • Why did the King lose his head?  

  • Was Oliver Cromwell a hero or a villain? 

Power in Britain 1500-1750   

  • Restoration, Glorious Revolution and the changing power of parliament  

  • How ‘modern’ was modern Britain? 

  • Society and Culture  


The Transatlantic Slave Trade  

  • Africa before the slave trade  

  • Capture and the Middle Passage  

  • Life on the Plantations  

  • Slave resistance   

  • Emancipation 

The British Empire 

  • How did Britain become ‘Great’?  

  • Scramble for Africa  

  • Case studies from the Empire  

  • Decolonisation   

  • The Mughal Empire   

  • Britain in India 


The impact of the Industrial Revolution 

  • How and why did Britain change from an agricultural to insubstantial society? 

  • How did changes in industry affect ordinary people? 

  • What was it like to be young in the 19th Century? 

Women and the vote   

  • What was life like for women in 1900?   

  • Suffragettes and suffragists  

  • Women and World War One 


World War One   

  • World Tour of 1900  

  • Why did war break out in 1914?  

  • What was life like for soldiers on the front line?  

  • Was the Treaty of Versailles justified? 

Inter-war years 1919-1939   


  • How to run a country: what are the differences between capitalism and communism? 

  • The Russian Revolution   

  • Hitler’s Germany  

  •  The policy of Appeasement 

  • Road to World War Two 


World War Two  

  • Blitzkrieg, Dunkirk and Pearl Harbour  

  • Contribution of soldiers from around the Empire 

  • Was the dropping of the nuclear bomb justified?  

  • The Holocaust 

GCSE History 

-What was the Cold War? Introduction. ​ 


-Background to and overview of The Cold War, 1941–91​ 


Superpower Relations and the Cold War   

- The Development of the Cold War  

- The Cold War intensifies  

- Berlin 1958-63: Increased tension and the impact of the Berlin Wall   

- The Cuban Missile Crisis  

- Czechoslovakia, 1968-69  


Superpower Relations and the Cold War   

-Attempts to reduce tension between East and West, 1969-79  

- Flashpoints in superpower relations, 1979-84  

- The collapse of Soviet control in Eastern Europe, 1985-91  


Early Elizabethan England  

- The situation on Elizabeth’s accession  

-The ‘settlement’ of religion  

-Challenge to the religious settlement  

-The problem of Mary, Queen of Scots  

-Plots and revolts at home  

-Relations with Spain  

-Outbreak of war with Spain, 1585–88  

-The Armada  


Early Elizabethan England  

-Education and leisure  

-The problem of the poor  

- Exploration and voyages of discovery  

-Raleigh and Virginia  


Weimar and Nazi Germany  

- Introduction to and overview of Weimar and Nazi Germany  

- The origins of the Republic, 1918–19  

- The early challenges to the Weimar Republic, 1919–23  

- The recovery of the Republic, 1924–29  

- Changes in society, 1924–29  

- Early development of the Nazi Party, 1920–22  

- The Munich Putsch and the lean years, 1923–29  


Weimar and Nazi Germany  

- The growth in support for the Nazis, 1929–32  

- How Hitler became Chancellor, 1932–33  

- The creation of a dictatorship, 1933–34 

-The police state 

-Controlling and influencing attitudes  

- Opposition, resistance and conformity  

- Nazi policies towards women  

- Nazi policies towards the young  

- Employment and living standards  

- The persecution of minorities  




c800–c1500: Migration in medieval England  

-The context for migration  

-The experience and impact of migrants  

-Case study - The city of York under the Vikings.  

c1500–c1700: Migration in early modern England  

-The context for migration  

-The experience and impact of migrants  

- Case studies - Sandwich and Canterbury in the sixteenth century: the experiences of Flemish and Walloon migrants and their role in the local economy. The experience of Huguenots in seventeenth century England.  

c1700–c1900: Migration in eighteenth- and nineteenth-century Britain  

- The context for migration  

-The experience and impact of migrants  

-Case studies - Liverpool in the nineteenth century: its role in migration and the experiences of migrants, including Irish migrants. The experience of Jewish migrants in the East End of London in late nineteenth century  




c1900–present: Migration in modern Britain  

-The context for migration  

-The experience and impact of migrants  

-Case studies - ● Bristol in the mid-twentieth century: the experiences of migrants and their impact on society. ● The experience of Asian migrants in Leicester from 1945.  

Notting Hill, c1948–c1970  

-Notting Hill, c1948–c1970  

-Knowledge, selection and use of sources for historical enquiries  




  • Paper 2 (Cold War and Elizabethan England) 

  • Paper 3 (Weimar and Nazi Germany) 


-Paper 3 (Migration) 


Enrichment Opportunities: 


The History curriculum seeks to develop both historical unknowledge and understanding and boarder skills to support the enrichment of all pupils. Opportunities to develop oracy are fundamental to creating confident historians. Throughout Key Stages 3 and 4 opportunities are provided for pupils to present their own interpretations of the history that they have studied. Ensuring the language of A level is shared and used with confidence at Key Stages 3 and 4 equips pupils with the ability to articulate themselves in an academic fashion. The selection of sources and resources used in lessons draws upon works of historians, artist, authors and journalists; each providing a unique opportunity to have an enriching experience of the taught course. Pupils are encouraged to identify links between current events and the historic events that they have studied. Pupils are supported in being able to explain contemporary issues through their understanding of the historic context.  

The curriculum at Key Stage 3 and 4 gives pupils the opportunity to understand the experiences of people from different parts of the world during different time periods. The culmination of this is the teaching of Paper 1 (Migration c.800 - present day) which explores the experiences of groups that make up the United Kingdom.  

Year 6 to 7 Transition  


The knowledge and skills embedded at Key Stage 2 are developed throughout Key Stages 3 and 4. Cross-phase collaboration ensures a smooth transition from Year 6 into 7. The topics studied in Year 6 provide pupils with the foundation that they will need for study at Key Stage 3 and GCSE. The key skills of analysis, source evaluation, identifying cause and consequence and drawing opinions are taught through the Year 6 topics and these skills are then developed from Year 7 onwards. Pupils arrive in Year 7 with a strong sense of chronology and a sound understanding of change over time.  




Formative assessment is an integral part of our approach to Teaching and Learning. Over the course of their study, we will use weekly cumulative formative diagnostic assessments (in class or for homework) to ensure that students are consistently retrieving their knowledge of different components. The purpose of this is to ensure all knowledge is retained (and any gaps are identified and addressed promptly) and also to inform teachers’ planning. Using this style of assessment, we will make use of the advantages of spaced practice as well as allowing pupils to be able to apply their knowledge to a wide variety of contexts.  


Students will also sit a summative assessment every full term. This assessment will be cumulative and will assess not only what the students have learned over the previous term, but also their understanding of all relevant material previously taught. Staff are supported to mark these accurately and post assessment moderation also takes place to ensure the validity of the data. All data is analysed centrally (not by teachers) and each Curriculum Leader is given a report outlining the areas of strength and weakness. Curriculum Leaders use this information to inform future planning, support with additional interventions and set changes.