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Secondary Phase

To deliver the content of the History national curriculum augmented with knowledge and understanding which will enable our pupils to ‘Live life in all its fullness’.

A Trinity historian will be able to speak like a historian empowered with a myriad of historical skills including an understanding of the sequencing of events, source evaluation and an ability to interpret, analyse and evaluate evidence of the past.

Through learning history at Trinity students will be fascinated, connected and intrigued by the world around them. Students will be engaged socially, politically and morally with the world around them through the understanding of the consequences of actions across time. This will allow students to understand the world is complex, and historical interpretations are open to debate and critique.

Students will understand that historical context is not solely obtained through academic study but through literature, culture and the Arts.


  • Pupils will know and understand the history of the UK as a coherent, chronological narrative, from the earliest times to the present day.
  • Pupils will understand how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
  • Pupils will know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.
  • Pupils will gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
  • Pupils will understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.
  • Pupils will understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • Pupils will gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.


Example of booklet