History Curriculum Plans

Year 7 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

What is History?

The Anglo-Saxons

Students will gain knowledge of the main skills of History such as examining source evidences or explain why things changed or carried on from one period to another. Students will be able to infer from sources and make differences between primary and secondary sources. Pupils will also get to know about the Anglo-Saxons. They will gain an understanding of the features of the kingdom and of how the Anglo-Saxon society was structured.

Students can analyse source evidence, evaluate its reliability and use this to form a judgement on key questions, for example, by evaluating the significance of factors contributing to the Anglo-Saxon Empire’s strength or the methods used by the Saxons to keep control of England. Students will be able to use inferences to support interpretations and identify bias and explain reliability of source.

Students will be assessed on their knowledge and understanding of the studied period through short GCSE-style questions.

The Normans

Students will gain knowledge of key figures such as Harold Godwinson, Harald Hardrada and William of Normandy. Pupils will investigate key battles such as Stamford Bridge and Hastings. Students will gain an understanding of the methods used by William I to keep control of England and their long-term impact on English society.

Students will able to link these events by cause and consequence.

Students can analyse source evidence, evaluating its reliability and using this to form a judgement on key questions. Students will be evaluating the strengths and weaknesses of the contenders to the throne in 1066 or the methods used by William I to keep control of England following the Norman conquest.

Students will be assessed on their knowledge, understanding and historical skills (writing narrative account, cause and consequence) through exam-style questions.

Year 7 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Medieval Britain

Students will gain knowledge of key events such as the Black Death, the Peasants Revolt, the murder of Thomas Becket, the signing of Magna Carta and its long-term impact on English society. Students will investigate sources and analyse them to form a developed judgement based on evidence.

Students will also investigate the key aspects of medieval life, problems faced by medieval kings such as King John and Henry II. Students will analyse source evidence, evaluating its reliability and using this to form a judgement on key questions, for example, by evaluating the significance of factors to decide if King John was a good or bad king.

Analysing source evidence and evaluating its reliability and use this to form a judgement on key questions for example by analysing the influence of the Black Death on English society or evaluating the short and long-term impact of the signing of the Magna Carta in 1215. 

Students will be assessed on their knowledge, understanding and historical skills such as analysing contemporary sources through exam style questions. 

Year 7 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Overview of the Tudor Dynasty

This unit gives the students an overview of how religion and the monarchy continuously come into conflict over a wide period of time. The students investigate the following Tudor rulers: Henry VIII, Bloody Mary and Elizabeth I.  The students are asked to use evidence to investigate and work out what happened to the wives of Henry VIII, but equally to question the reliability and usefulness of a range of sources of Elizabeth’s portraits.

Analysing source evidence and use this to form a judgement on key questions for example why did Henry VIII break with Rome and its short and long-term impact or why was Elizabeth so successful? Students will have a deeper understanding of historical concepts such as change and continuity. Pupils can recognise that a change from one monarch to another may be important to one society or groups of people but has little historical significance in another context.

Students will be assessed on their knowledge and understanding of the key characteristics of the period. They will be assessed on their historical skills such as evaluating sources and understanding change and continuity. The assessments will be essay type questions such as describing two features or explaining reasons why some particular events happened.

Overview of the Stuarts

Students will gain knowledge of the reasons that contributed to the start of the English Civil War. This unit will also give an overview of the Stuart dynasty including James I., Charles I. and Charles II.

Analysing source evidence, evaluating its reliability and using this to form a judgement on key questions for example by evaluating the significance of factors leading to the English Civil War. Identification and analysis of the causes and consequences of the execution of King Charles leading to students forming a conclusion.

Students will be assessed on their knowledge and understanding of the key characteristics of the period. They will be assessed on their historical skills such as evaluating sources and understanding change and continuity. The assessments will be essay type questions such as describing two features or explaining reasons why some particular events happened.

 

Year 8 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

The Industrial Revolution

In this unit students will have an understanding of the ideas which stimulated a massive social change across the world and the individuals that carried them forward. Pupils will also develop an understanding of the living conditions in the towns/cities during the Industrial Revolution period. They will also understand why the growth of cities led to more and different crimes.

Students will need to make links between the events and the ideas that drove the Industrial Revolution by analysing a range of sources and evaluating its utility. They will also need to form a judgement on the long and short-term impact of each event on Britain and the rest of the world.

Students will need to analyse sources to describe the living conditions during the studied period. They will also be assessed on their understanding of key features and characteristics of this period through exam-style questions.

Slave Trade

British Empire

In this unit students will investigate why the British became Empire builders and why did they needed to leave in 1947. Students will gain knowledge of the impact of the British Empire on other countries.

Pupils will also develop understanding of slavery and they will form judgements on why it was so hard to escape from slavery. They will also investigate what happened to escaped slaves using source evidences of diaries/letters.

Students will able to make judgements from sources in supporting an interpretation. They will explain why consequences of events such as the Partition of India develop and they will be able to explain its significance. Learners will also use sources (letters, diaries of escaped slaves) to make inferences about the past and they will have a secure understanding that different interpretations are made to provide groups of people with a story but cannot explain purpose beyond this.

Students will be assessed on their knowledge, understanding of the learnt period through exam-style questions. They will be also assessed on historical skills such as  analysing sources to make a formed judgement and also explain the importance of the key events from the studied period.

Year 8 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

World War One

In this unit students will learn about key events of the early 1900s which shaped British history. Students will gain an understanding of the alliance system and how it developed in the lead up to war.

Students will investigate different historians’ views of who was to blame for starting the war. They will also learn to evaluate the short and long-term significance of events by analysing a range of sources and historical evidence. Students will also investigate the reasons why people joined up to the war and the importance of propaganda.

Students will have the ability to construct a descriptive narrative about the events and can form a developed judgement of the factors influencing key events and turning points. Learners will have a broad understanding that historians could explain the same event through different stories, but they need to evaluate the reliability of sources and prioritising the importance of a range of sources and historical evidence.

Students will be assessed on their knowledge and understanding of the key events during the war. Students will be assessed using their historical skills, such as analysing sources, through exam style questions. 

The Inter-War Period

In this unit students will gain knowledge on what happened after the Great War. They will investigate the life in Nazi Germany, how did Hitler rise to power and how did the Nazis

control all aspects of life.

Students demonstrate the ability to analyse and evaluate contemporary sources and later interpretations.  Students are aware that interpretations are based on evidence from their period of study. Students can use a range of evidence to reach a conclusion. Students understand a range of reasons why interpretations may differ. They are aware that difference based on conclusions drawn from evidence are legitimate and can be explained. They are able to evaluate given interpretation using their own knowledge of the period.

Students will be assessed on their knowledge and understanding of the key events during post war Germany through exam style questions.

Year 8 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

The Overview of the Second World War

In this unit students will have an opportunity to understand the event that led up to World War II. They will explain how the conflict unfolded on the Eastern and Western Fronts. They will discuss how the US responded when the Japanese attacked Pearl Harbour. Student will summarize the Allied D-Day invasion and Germany’s subsequent surrender.

Students will explain why consequences of events develop and explain their significance. They can form a developed judgement of the factors influencing key events and turning points throughout the period.

Students will be assessed on their knowledge and understanding of the key characteristics of the period. Students will need to complete essay type questions such as describing features of the period, analysing sources/interpretations and explaining reasons why events happened.

The Holocaust

In this unit students will have an understanding of pre-war Jewish life, what is Anti-Semitism and how the Jews and other minorities were persecuted by the Nazis. Pupils will investigate sources to find out about the life in the different camps.

Analysing a range of sources and historical evidence. Evaluate the utility of sources and forming judgements on the role of individuals in the Holocaust.

Students will be assessed on their knowledge and understanding of the key characteristics of the period. Students will need to complete essay type questions such as describing features of the period, analysing sources/interpretations and explaining reasons why events happened.

 

Year 9 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Whitechapel c1870- c1900

Students will gain an understanding of the links between the Ripper murders and their consequences on policing/crime and punishment. They will gain an understanding of the local context of Whitechapel (living conditions, tensions between ethnic groups) and will make a link between unemployment, poverty and crime. Students will judge how these events influenced the development of modern crime and punishment.

Students will analyse a range of sources, historical evidence and will evaluate its reliability. They will understand how to use sources and ask appropriate questions in enquiry into crime and policing. They will form a strong argument on which suspect they believe was most likely to be guilty of the Jack the Ripper murders also why was policing so difficult in the Whitechapel community.

Students will be assessed on their knowledge and understanding through exam-style questions. They will be also assessed on their source enquiry skills through exam-style questions.

Crime and punishment c1000-present

In this unit students will focus on different time periods from 1000- 1500s. Pupils will investigate how crime/punishment changed and how law was enforced in different periods. The unit starts with the Anglo-Saxons, looking at the reasoning behind varying degrees of punishments before moving up to the Middle Ages and Early Modern times. They will be focused on looking for how and why things changed and will tackle GCSE style questions on a regular basis to build up practice and understanding.

Students should understand how key features in the development of crime and punishment were linked with the key features of society in Britain in the periods studied. This will involve understanding patterns of change, trends and turning points, and the influence of attitudes in society, individuals, institutions, science, technology and how they worked together to bring about change. They will demonstrate a detailed knowledge of case studies covered in this unit.

Students will be assessed on knowledge/understanding and key historical skills through exam-style questions.

Year 9 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Crime and punishment 1500- modern days

Students will investigate crime and punishment from the 1500 to modern days. Students will gain knowledge of how crime/punishment and law enforcement changed or continued from one time period to another.

Students will tackle GCSE style questions on a regular basis to build up practice and understanding.

Students should understand how key features in the development of crime and punishment were linked with the key features of society in Britain in the periods studied. This will involve understanding patterns of change, trends and turning points, and the influence of attitudes in society, individuals, institutions, science, technology and how they worked together to bring about change. They will demonstrate a detailed knowledge of case studies covered in this unit.

Students will be assessed on their knowledge, understanding and key historical skills through exam style questions. 

Year 9 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Early Elizabethan England 1558-1588

Students will gain knowledge of the life of the Elizabethan Era. They will evaluate the challenges faced by Elizabeth I. Pupils will research the background and character of Elizabeth I and what challenges she had to face both from abroad and at home. They will understand the significance of the court life and key ministers. Students will consider the difficulties of being a female ruler and evaluate by using sources what life was like for people living in Elizabethan England.

Forming a developed judgement of the factors influencing key events and turning points. They will evaluate the reliability and prioritising the importance of a range of sources and historical evidence. Students will explain the reasons why something happened. Pupils will need to make a judgement on how far do they agree and think about both sides of the argument. Students will also investigate in their judgement why one cause is more important than another.

Students will be assessed through exam style questions and also they will be assessed through an end of unit assessment. Students will be assessed on their knowledge and understanding of the characteristics of the period. They will need to describe features of the period, explain reasons why particular events happened and also need to make a judgement on how far do they agree and think both sides of an argument.

 

Year 10 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Elizabethan England 1558-1588

Students will gain knowledge of and understand how English society and government were organised. Students will evaluate the challenges faced by Elizabeth I and understand what problems she faced on becoming queen. Students will also gain an understanding of why Mary, Queen of Scots was a threat to Elizabeth. Students will gain an understanding of the plots against Elizabeth I and know how the Elizabethan government was able to monitor threats to the queen.

Students form a developed judgement of the factors influencing key events and turning points. They evaluate the reliability and prioritise the importance of a range of sources and historical evidence.  

Students will be assessed on their knowledge, understanding and key skills through exam-style questions.They will complete 3 types of exam questions such as describing two features, explain why something happened in the studied period and also to make a judgement on how far do they agree with an argument.

Year 10 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

American West c.1835-1895

In this unit students will have the opportunity to study the life of the Plains Indians and how did they live on the Great Plains. Students will study a variety of different groups who moved West and reasons why/how they survived. Students will also examine the fate of the Native Americans.

Students will have a secure understanding of the narrative of events. Students will need to explain how events led to an outcome and make links between events. Students will form a developed judgement of the factors influencing key events and turning points. Students will evaluate the reliability and prioritise the importance of a range of sources and historical evidence.

Students will be assessed on knowledge, understanding and key historical skills through exam style questions.

Year 10 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Weimar and Nazi Germany 1918-1939  

Students will start right at the beginning with the Treaty of Versailles and its effects in Germany. They will gain an understanding of the creation of the Weimar Republic and its challenges. Students will examine how these challenges influenced Hitler, the creation of the Nazi Party and the impact that the Nazi’s had on German society. Students will examine contemporary sources to cover key topics such as The Night of Long Knives, Kristallnacht, the Reichstag Fire, the Gestapo, Hitler Youth and the Final Solution. Pupils will have knowledge of the police state and will investigate how the dictatorship controlled and influenced attitudes in society.

Students demonstrate the ability to analyse and evaluate contemporary sources and later interpretations. Students are aware that interpretations are based on evidence from their period of study. Students can use a range of evidence to reach conclusions. Students will be able to evaluate given interpretations using their own knowledge of the period.

Students will be assessed on their knowledge and understanding of the key period. They will be assessed through exam style questions. This assessment focuses on their historical skills such as analysing sources and finding inferences. They will also need to evaluate sources and judge their usefulness. Students will also need to analyse interpretations and form judgements on them.

 

Year 11 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Weimar and Nazi Germany 1918-1939

Students will start investigating the period after the First World War in Germany. They will start looking at the Treaty of Versailles and its effects on Germany. They will gain an understanding of the creation of the Weimar Republic and its challenges and how these challenges influenced Hitler in the creation of the Nazi Party. Students will investigate the impact of the Nazi Party on German society.

Students analyse and evaluate contemporary sources and later interpretations. They demonstrate the knowledge that interpretations are based on evidence from their period of study. A  range of evidence is used effectively to reach sophisticated conclusions.

Students will be assessed on their knowledge and understanding of the studied period. They will be assessed on historical skills such as using sources and interpretations through exam-style questions.

Year 11 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Revision of all units

Exam skills will focus on individual needs of students with regular practice of exam papers and exam style questions.

Students will be taught exam techniques, sentence starters, words and phrases that examiners tend to test, as well as revise useful acronyms and keywords of the exam questions.

Students will actively participate in lessons and complete different types of exam questions. Students will attend regular intervention and revision sessions. Students will review a range of exam questions and examiners comments to develop their understanding of what is expected from them.  They will increase the accuracy and variety of their work and know how to attain marks in exams.  

Students will be assessed on their knowledge and understanding through exam-style questions.