Year 7
How Have Invasions Changed England?
You will cover a range of essential Computing skills such as File management, using Email, Acceptable Use of the Internet and some useful keyboard shortcuts. These skills are all fundamental in what makes a good Digital Citizen.
Read MoreDid the Normans bring a 'truckload of trouble'?
Using historian Marc Morris' book 'The Norman Conquest' as the basis for this enquiry, you will consider how William, Duke of Normandy conquered England through castles, the feudal system and the Domesday Book. You will investigate how he and his government responded to rebellions, as well as what Nottingham Castle can reveal about Norman control.
Read MoreA Time Traveller's Guide to Medieval Europe: What do sources reveal about Medieval life?
This unit aims to use a range of sources such as maps like Mappa Mundi, contempoary art and historians such as Gerald of Wales in order to provide windows into Medieval life across Europe. This includes town life, the effect of the Silk Roads on trade, how people earned an income, how law and order was maintained, as well as what the Black Death tells us about Medieval medicine, and what Medieval art reveals about what was important in Europe in this period.
Was there a 'mid-Tudor crisis'?
You will firstly study the beginnings of the European Reformation with Martin Luther and how this triggered a Protestant movement within Europe. This sets the scene as important context for understanding the reign of Henry VIII and his break with Rome. The religious consequences of this single monarch's actions were felt for years to come and was something which all three of his legitimate children Edward, Mary and Elizabeth, had to grapple with throughout their reigns. You will evaluate, through the events of each of their reigns, the extent to which a 'mid-Tudor crisis' is an accurate phrase.
What did it mean to be English in the seventeenth century?
In this final unit of the year, you will consider what it meant to be English in the seventeenth century. What was the experience of yeomen, landowners, women and black people living in Stuart England? How did this compare to the apparent 'divine right' of Stuart kings to rule England? You will then finally consider how the 'world was turned upside down' in England with Charles I, the English Civil Wars, and life under Oliver Cromwell.
Year 8
How far are developments in Benin from c.1500-1750 evidence of a 'Golden Age' in West Africa?
This topic will evaluate how far the kingdom of Benin experienced a Golden Age. This includes studying how Benin developed, the role and significance of the Oba in its military, political, and artistic achievements, before concluding with an evaluation of why Benin's position changed in the 17th and 18th centuries as a result of wider global influences. The aim is to place the achievements of Benin within a broader historical context, as a comparison point to the Tudors and development of the slavery in the British Empire. While slavery is a necessary topic, this unit aims to begin broadening our pupils education of black history beyond a singular narrative.
How did slavery develop and decline in the British Empire?
While many enquiries on slavery often focus on the causes of abolition in Britain, this enquiry focuses rather on the changing development of slavery from a range of perspectives and historic environments. Using an overview of the British Empire as a starting point, we investigate the roles of Bunce Island and the Royal African Company in the devlopment of the slave trade. We also investigate how slavery grew in Barbados and Jamaica, including resistance to slavery both in Britain, as well as the Caribbean. Rather than 'why', the enquiry considers the question of 'when' the aboition movement gained momentum.
How close did Britain come to true democracy between the Great Reform Act and Equal Franchise Act?
This unit builds on the theme of resistance started in the previous unit to consider why the British protested for greater democracy in the 19th century. It considers the wider context of the French, Haitian and American revolutions before investigating key events on the road towards more universal suffrage: the Peterloo Massacre, the Luddites, the Great Reform Act, Chartism and women's suffrage. We will conclude by evaluating the extent to which true democracy had been achieved by 1928.
Can British rule in India be dismissed as an 'unplanned' and 'accidental' conquest?
This unit develops on the early British Empire unit which focuses on the Transatlantic Slave Trade. In this topic, students study the Victorian Empire, beginning with the Battle of Plassey as an 'accidental' turning point in British rule of India. We focus primarily on Indian resistance to British rule, including the 1857 Indian Mutiny against the East India Company and the consequences of this for the British Raj. The unit is concluded through an investigation into the legacy of Indian independence, including Ghandi, the Amritsar Massacre and the partition of India.
What do sources reveal about the nature of the Holocaust?
This final unit of Year 8 uses sources to illuminate the events of the Holocaust beyond common misunderstandings that the atrocities were committed solely by Hitler, in Germany, and to the Jewish population. This unit seeks to complicate this understanding, looking at how persecution changed over time, how victims of the Holocaust were much broader than just the Jewish population and the geograpahy of the Holocaust. Finally, students will understand, through a case study of Dachau, how a range of camps existed, as well as exploring wider resistance to the Holocaust. Ultimtately, the final question considers who is responsible for these atrocities.
Year 9
To what extent did the Treaty of Versailles make the Second World War inevitable?
This first unit in Year 9 questions whether the Second World War was always going to take place. The aim here is to complicate pupil's understanding of the causes of the Second World War, including the Treaty of Versailles, the Big Three, Hitler's role and actions, as well the appeasement policy followed by Britain. This unit provides a foundational understanding for the GCSE First World War unit, as well as a European context to Hitler's rise to power, beyond the borders of Germany.
Read MoreWhen was the turning point in the Second World War, and what do sources reveal about people's experiences of war?
Chronologically, this unit continues from the Inter-War Years topic. It focuses on key events in the Second World War such as the invasion of Poland as a start point, the Battle of Britain and the evacuation of Dunkirk. However, it also considers the Pacific War, as well as the European War, including the bombing of Pearl Harbour by Japan, and America's atomic response. The unit also aims to add a more 'human' element by considering what sources can tell us about the experiences of women and black people during the war in comparison to white people.
Read MoreHow unique were campaigns for human rights in the West after the Second World War?
This unit seeks to tell more than just the narrative of the American Civil Rights Movement. Many of you will have heard of Martin Luther King and Rosa Parks, but what about the St. Ann's Riots here in Nottingham? Or the Windrush Generation? After the Second World War, human rights movements gained huge popularity and attention. This unit aims to investigate the similarities, differences and uniqueness of the American and British Civil Rights Movements, the Feminist Movement and the LGBTQ+ Movement in Britain and America.
Read MoreHow was Communism established in Russia and how did Stalin gain and maintain power?
This unit returns to the end of the First World War and Inter-War period, but from a Russian perspective. It explores what Communism is, and how this contributed to Russian surrender in the First World War. It questions how the Bolsheviks were successful in their revolution, the role of Lenin and Trotsky, as well as how Stalin gained and maintained his control over the USSR. This adds a further layer to student understanding of the Inter-Way Years and dictatorships.
Read MoreGCSE: Conflict and Tension, 1894-1918 (Part I). What was the main cause of the First World War?
This unit continues Year 9's theme of twentieth century history, by beginning the first of four GCSE units on which pupils will be examined on at the end of Year 11. This first part to Conflict and Tension: 1894-1918 focuses on the causes of the First World War. This includes longer-term trends such as militarism and the alliance system, key events such as crises in Morocco and the Balkans, as well as triggers such as the assassination of Franz Ferdinand.
Read MoreGCSE: Conflict and Tension, 1894-1918 (Part II). To what extent was the First World War a 'war of attrition'? How global was the First World War?
In Part II of the Conflict and Tension unit, students investigate how the German Schlieffen Plan led to stalemate on the Western Front, studying the changes in weapons, tactics and warfare across the war years. We then consider the aims and outcomes of key Western Front battles such as Verdun, the Somme and Passchendaele, reviewing the extent to which a 'war of attrition' is evident. We also take a wider world view of the war, studying campaigns in Gallipoli, the war at sea, and the British blockade of Germany.
Read MoreGCSE: Conflict and Tension, 1894-1918 (Part III). Was America's entry to war in 1917 the turning point in ending the First World War?
In Part III of the Conflict and Tension unit, students will study how and why the First World War came to an end. The enquiry centers on American entry to the war in 1917, but the unit also considers the impact of Russian surrender and Germany's position by 1918. Key events include the Spring Offensive and its failure, with the Allies response: the Hundred Days Campaign. Ultimately, the unit concludes by assesing how stalemate was broken, why Germany sought an armistice and the role army of Generals in the war.
Read MoreGCSE: Germany from Democracy to Dictatorship (Part I). What impact did the First World War have on Germany at home?
Part I focuses on the growth of democracy in Germany after the First World War. Chronologically, this overlaps with Conflict and Tension unit, however focuses on the national perspective, rather than international. Students compare Germany prior to, and after the First World War, investigating the systemic changes to government from a monarchy to the birth a brand new democracy.
Read MoreGCSE: Germany from Democracy to Dictatorship (Part I). How was Weimar Germany challenged up to 1923?
This second half of Part I looks at the founding of democracy in Germany, and specifically the challenges the new Weimar Republic faced up until 1929. These include different political factions, such as the Communist and Nazi Parties, putsches and revolution, as well as economic disasters such as hyperinflation. Students will analyse the successes and failures of the new republic throughout.
Read MoreYear 10
GCSE: Germany from Democracy to Dictatorship (Part I). How did the Weimar respond to ongoing challenges' throughout the 1920s?
This final section of Part I of the Germany GCSE unit buids on the early Weimar challenges, by introducing Hitler's first attempt at taking power: the Munich Putsch. Students also look at the French invasion of the Ruhr and resultant hyperinflation. Finally, students consider the concept of a 'golden age', and how far Weimar Germany experienced this culturally.
Read MoreGCSE: Germany from Democracy to Dictatorship (Part II). Why and how did Hitler gain total control by 1934?
The second part of the GCSE Germany topic focuses on the reasons why Hitler and the Nazi Party grew in popularity from 1929, including reasons such as the Depression, fear of Communisma and Nazi organisation. It then investigates how the Nazis cemented their power to give Hitler total control by 1934.
Read MoreGCSE: Germany from Democray to Dictatorship (Part III). What kind of social and economic change was there for ordinary Germans under the Nazis?
This section of the GCSE Germany topics reflects on how economic and social policy impacted the lives of workers, farmers, women, children and religious groups. While these groups often overlap, this topic investigates the extent to which the Nazi economic recovery was a success, and how the roles of women and children changed. It also looks at how policies against Christians and Jews led to increasing persecution.
Read MoreGCSE: Germany from Democracy to Dictatorship (Part III). How did the Nazis maintain control?
This final part of the Germany topic looks at the methods the Nazis used to maintain control over the country. This includes their manipulation of art and culture, rule of law, as well as labour camps. Propaganda and censorship are key themes within this topic. It also looks at how resistance groups, such as the Edelweiss Pirates and Swing youth, challenged Nazi control.
Read MoreGCSE: Britain, Health and the People (Part I). How was medieval medicine shaped by individuals, war, science, technology, communication, religion and public opinion?
This third unit of the GCSE introduces students to medieval medicine, including surgery, public health and the causes and treatments of medicine. This will be investigated through a range of factors, such as the influence of Christianity and Islam, as well as the role of key individuals like HIppocrates and Galen. Students will also study the impact and response to the Black Death, as well as the lack of understanding around surgery.
Read MoreGCSE: Britain, Health and the People (Part II). How did Renaissance medicine challenge Medieval ideas?
Part II of Health and the People looks at how medical developments in the Renaissance challenged medieval ideas. This includes understanding what the Renaissance was, key individuals such as Vesalius, Harvey and Pare. Comparisons are also drawn between the Great PLague and Black Death, we well as studying the significance of breakthroughs by John Hunter, and Edward Jenner's vaccinations.
Read MoreGCSE: Britain, Health and the People (Part III). How far was medicine, surgery and public health revolutionised in the Industrial period?
Part III of medicine investigates whether a revolution in medicine, surgery and public health took place. This looks at how anaesthetics and antiseptics helped to reduce pain and infection, and how Germ Theory gradually transformed medical understanding. The theme of public health also investigates the government response to cholera and the Great Stink, including how the government started to take increased ownership of public health.
Read MoreGCSE: Britain, Health and the People (Part IV). Where was greater progress made in the 20th century: medicine, surgery or public health?
This final part of Britain, Health and the People questions where greater progress was made throughout the 20th century: medicine, surgery or public health. Students look at the development of the world's first antibiotic, pencillin, and how the Second World War accelerated its production. Alternative medicines, such as hypnotherapy, are considered, before looking at the impact that the two world wars had on surgery. Students also study the Liberal Reforms and NHS's impact on public health.
Read MoreYear 11
GCSE: Elizabethan England (Part I): To what extent did government's power lay with Elizabeth I?
This final GCSE unit begins with an overview of what England was like by 1588, including an introduction to the various parts of Elizabeth's government. These include the roles of parliament, the Privy Council and local government. It will also look at the importance of the royal court in Elizabethan society. It also looks at how the 'marriage question' influenced Elizabeth's relationship with her government.
Read MoreGCSE: Elizabethan England (Part III): How did Elizabeth respond to threats during her reign?
We have sequenced this section, despite it being Part III, as the second part of our Elizabethan England unit. The understanding of the Religious Settlement, Catholic and Protestant divisions, as well as rebellions and plots against Elizabeth, will help pupils to later understand life in Elizabethan England. We will consider the turning points in Elizabeth's Catholic policies, as well as how she simultaneously balanced her response to Puritanism. This enquiry continues with the threat of Mary, Queen of Scots, and how Elizabeth responded to this threat, before culminatinig in war with Catholic Spain.
Read MoreGCSE: Elizabethan England (Part II): To what extent was there an Elizabethan 'Golden Age'?
This part of the unit covers a range of smaller enquiries including how Elizabethan society was structured, the development of Elizabethan theatre, and how Elizabeth controlled her public image through potraiture, and the initial birth of empire through exploration. While these developments suggest a golden age, this image of 'Gloriana' can be questioned when the extent of Elizabethan poverty is considered. Students will investigate how Elizabeth's response to poverty evolved over time.
Read MoreGCSE: Elizabethan England (Part IV): Historic Environment
This part of the Elizabethan England unit includes the study of a historical site, known as the Historic Environment Study. This location changes each year, and students will study the location, features, design, function, and purpose of the site, as well as the people connected to it, and the wider historical context. Historic environment sites have, and will include:
- Hardwick Hall (2018)
- The Globe Theatre (2019)
- The Spanish Armada, English Channel (2020)
- Kenilworth Castle (2021)
- Burghley's Almshouse (2022)
As a result of this, where this unit fits into the wider sequence of Elizabethan England lessons will vary each year to ensure it is taught at the most appropriate point. For example, the Globe Theatre was taught as part of our enquiry into life in Elizabethan England, whereas Kenilworth Castle was taught as part of the 'marriage question' Elizabeth faced.