Year 7
How did invasions change England?
This unit has been designed to build on knowledge gained at KS2. It will focus on significance as well as change and continuity. The intention is to provide students with a sound understanding of life in Britain pre 1066 with a focus on the legacy of the Viking and Anglo Saxons allowing for a comparative of their influence over England. The concept of invasion will be introduced here and built upon later in KS3 when empire is introduced, and again at KS4 within the migration module of AQA GCSE history.
Read MoreDid the Normans bring a 'truckload of trouble?'
This unit of work will focus on the concepts of change and continuity. Pupils will develop an appreciation of the scale and breadth of changes which took place in England during this time period. The work of historians focuses more on the impact of the Normans, rather than ‘Why did William win the Battle of Hastings?’ This enquiry seeks to reflect this, by adding a Simon Schama quote into the very core of the enquiry. Students will know and understand the changes the Normans brought to England including: Motte and bailey castles, control, feudal system, Domesday Book, feudalism, peasants, nobility, knights, rebellions such as the Harrying of the North and Hereward the Wake, Nottingham Castle as a form of local history. Pupils will built on the historical narrative developed in the Invasions topic from half term one, to being development judgements using an agree/disagree format.
Read MoreWhat do sources reveal about the Medieval World?
The unit will endeavour to use primary sources as a way of uncovering the richness of the medieval world. In this unit students will look at the impact of the Silk Roads, will compare medieval towns in England the Middle East, will discover the significance of religion in the medieval world, investigate the way in which the power of medieval monarchs changed during the period and consider the impact of the Black Death and the Peasants' Revolt. The knowledge gained during this unit will be foundational as the concepts covered will be returned to again and again.
Read MoreHow similar are the Mughal and Tudor dynasty's?
Pupils will develop an appreciation of the scale and breadth of changes brought about in England by the Tudor dynasty, focusing on changes in power and religion. This will include an understanding of how the Tudor dynasty was established, the change to the Church of England and the dissolution of the monasteries, the "religious rollercoaster" that followed, and the legacy of the Tudors and Elizabeth's Golden Age. This knowledge will then be used to inform a comparative study of the Mughal Dynasty in India, focussing on the mirrored themes of how the Mughal Dynasty was established, how the issue of religion was dealt with reference to the reigns of Akbar the Great and Aurangzeb, as well as the legacy of their rule. Pupils will not only build on the historical narrative developed in the Middle Ages topic from HT2 about the role of the Medieval Church and religion in society in England, and events in the wider world (e.g. Silk Road), but through this direct "Meanwhile, elsewhere" comparison pupils will be able to integrate world history into their understanding of the Renaissance world by making meaningful links between the two dynasties. This will widen pupils’ geographical perspective on the period and sharpen their historical thinking by giving them a broader frame of reference and thus more points of comparison.
Read MoreWas the 17th Century a good time to rule England?
This unit will focus on the concepts of change and continuity. Pupils will develop an appreciation of the scale and breadth of changes which took place in England during this time period with a particular focus on the role of monarchy. Students will know and understand the changes to UK and monarchy.
Read MoreYear 8
How powerful were pre-colonial African Kingdoms?
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.
Read MoreHow did slavery develop and decline in the British Empire?
The trans-Atlantic trade in enslaved Africans looms large in the history of the world and of the British Isles. The understanding of this period of history is essential to understanding some of the impact that Britain has had on the world and why it became such a wealthy nation. Although it is incredibly difficult history, the understanding of its place in British history is essential to an honest evaluation of Britain's place in world history.
Read MoreWhich made greater changes to life in Britain from the 18th to 20th Centuries?
Concepts of evolution and revolution, economic and political change. Types of job sectors and industries, mechanisation and the importance of transport to industry and society. The importance of unions during this period and the role of parliament and protest in enacting societal change.
Read MoreShould the 'forgotten' be written into a school's history of the First World War?
The First World War was an enormous event in the modern history of Europe and therefore knowledge of this events is fundamental. WW1 and its reprecussions of this event went on to shape the history of the 20th century to a very large exntent. Additionally, the specific focus in this unit on the 'forgotten' draws into clearer focus the priority of increasinly looking at world/European events from a broader and less Anglo-centric perspective. The contribution of people from across the globe to the war effort has been broadly totally overlooked until recently, and yet their contribution was extensive and highly valuable.
Read MoreWhen was the Turning Point of the Second World War?What can sources tell us about the Holocaust?
In the first half of this unit, pupils will examine the key events of the Second World War, including the Battle of Britain, Operation Barbarossa, the Pearl Harbour attack and D-Day, before coming to an informed decision as to when it became much more likely that Germany would lose the war to the Allies. In the latter half of the unit, pupils will use historical sources to find out about the impact of the Holocaust on Jewish lives. This will range from pre-Holocaust Jewish culture, and take pupils through the varying attempts by the Nazis to destroy Jewishness.
Read MoreYear 9
When was the turning point of the Second World War?
In the first half of this half term, pupils will examine the key events of the Second World War, including the Battle of Britain, Operation Barbarossa, the Pearl Harbour attack and D-Day, before coming to an informed decision as to when it became much more likely (dare I say inevitable) that Germany would lose the war to the Allies. This should allow students to practice thinking how historical events can affect the scale and pace of change by tracking the likelihood of German victory in the war.
Read MoreWhat can sources tell us about the Holocaust?
Pupils will use historical sources to find out about the impact of the Holocaust on Jewish lives. This will range from pre-Holocaust Jewish culture, and take pupils through the varying attempts by the Nazis to destroy Jewishness. Pupils will practise source analysis every lesson and practice how to include sources into their historical writing.
Read MoreWhat do sources reveal about the Cold War?
This unit will help students to think about politics in the wider world. It will help them to develop their understanding of the 20th Century, linking to continued tension between East and West. It will also help them to think about key historical themes, such as political, economic and military factors in the development of the Cold War and the eventual collapse of the USSR. With its emphasis on sources, it helps to prepare students for GCSE content.
Read MoreWhat was the main cause of the rise of terrorism in the 20th Century?
This scheme of learning studies terrorist actions throughout the 20th century. They will be focusing on the nature of terrorist actions both domestic and international and understanding the causes and consequences of these actions. Exploring the political, social and economic motivators through 3 different case study's that chronologically weave their way through the established time period. In a world where political and geographic issues are moving quickly, it will provide them with understanding of the origins of the current climate they live in, and the community around them. The knowledge will focus on terrorist acts that either happened within the British Isles or have had a long lasting impact.
Read MoreHow unique were campaigns for human rights in the West after the Second World War?
This unit will focus on the movements of rights legislation following the second world war including the British Civil Rights Movement, LGBTQ+ Rights and Second and Third Wave feminism. It will focus on the change and continuity of Civil Rights across the 20th century, exploring the significance of individuals and events that helped shape the state of Civil rights by the turn of the new millennium.
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 MoreYear 10
GCSE: 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 assessing 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 MoreGCSE: 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: Migration, empires and the people c790 to the present day
This thematic study will enable students to gain an understanding of how the identity of the people of Britain has been shaped by their interaction with the wider world. It will consider invasions and conquests. It will also study the country's relationship with Europe and the wider world. It will consider the ebb and flow of peoples into and out of Britain and evaluate their motives and achievements. It considers the causes, impact and legacy of Empire upon the ruled and the ruling in the context of Britain’s acquisition and retreat from Empire.
Read MoreYear 11
GCSE: Britain: Migration, empires and the people c790 to the present day
This thematic study will enable students to gain an understanding of how the identity of the people of Britain has been shaped by their interaction with the wider world. It will consider invasions and conquests. It will also study the country's relationship with Europe and the wider world. It will consider the ebb and flow of peoples into and out of Britain and evaluate their motives and achievements. It considers the causes, impact and legacy of Empire upon the ruled and the ruling in the context of Britain’s acquisition and retreat from Empire.
Read MoreGCSE: 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.
