Why learn History?
The study of History will help our pupils understanding of their local area, their country and the wider world. It will give them a wider understanding of the world they live in and help them answer difficult questions such as:
- Why do wars happen?
- Why is Britain a democracy?
- How did Britain become a major power?
- What do we mean by left and right wing in politics?
- Why do we have a welfare system?
- How have we come to live in a multi-cultural society?
History will also teach our pupils a range of important skills that will help them in their future studies and careers. These skills include:
- Excellent communication and writing skills
- How to construct an argument
- Research skills
- Investigation and problem-solving skills
- Analytical and interpretation skills
Finally studying History can lead on to exciting job opportunities in the future in careers such as:
- Journalism
- Law
- Business
- Politics
- Archaeology
- Marketing
- Teaching
History Curriculum Overview
Please click the year group and half-term to view additional information.
Half Term 1 | Half Term 2 | Half Term 3 |
Knowledge | Knowledge | Knowledge |
The study of a theme in British history before 1066. | The development of Church, state, and society in Medieval Britain 1066-1509 | The development of Church, state, and society in Medieval Britain 1066-1509 |
What is History? | Why was England invaded in 1066? | How did the Normans complete the conquest? |
How and why did Britain change from the Stone Age until 1066? | Why did William win the Battle of Hastings? | |
Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
Start to identify the challenges of studying history and explain why contrasting interpretations are made. | Show knowledge and understanding of key features and characteristics of the period studied. | Show knowledge and understanding of key features and characteristics of the period studied. |
Show knowledge and understanding of key features and characteristics of the periods studied. | Explain and analyse historical events studied using second-order concepts. | Analyse and evaluate contemporary sources to make substantiated judgements. |
Explain and analyse historical events studied using second-order concepts. | ||
Links to prior learning | Links to prior learning | Links to prior learning |
Consolidate and extend learning from key stage 1 and 2. | Prior knowledge of Viking invasions. | Prior knowledge of previous successful invasions of England pre-1066, including the Romans. |
Assessment | Assessment | Assessment |
Knowledge Quizzes | Knowledge Quizzes | Knowledge Quizzes |
Introductory Test | Essay – Causation question on the reasons for William's victory at the Battle of Hastings | Explain the importance question |
Half Term 4 | Half Term 5 | Half Term 6 |
Knowledge | Knowledge | Knowledge |
The development of Church, state, and society in Medieval Britain 1066-1509 | The development of Church, state, and society in Medieval Britain 1066-1509 | The development of Church, state, and society in Britain 1509-1745. |
How did people live in Medieval England? | What were the causes and impact of the Black Death? | How did England become a Protestant Country? |
Who had the power in Medieval England? | ||
Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
Show knowledge and understanding of key features and characteristics of the period studied. | Show knowledge and understanding of key features and characteristics of the period studied. | Show knowledge and understanding of key features and characteristics of the period studied. |
Analyse, evaluate and compare interpretations. | Analyse and evaluate contemporary sources to make substantiated judgements. | Explain and analyse historical events studied using second-order concepts. |
Links to prior learning | Links to prior learning | Links to prior learning |
Prior knowledge of feudalism. | Prior knowledge of feudalism and the importance of religion. | Prior knowledge of the importance of religion and the power struggle between monarch and church. |
Assessment | Assessment | Assessment |
Knowledge Quizzes | Knowledge Quizzes | Knowledge Quizzes |
Evaluation of two interpretations | Evaluation of two interpretations | End of Year Exam |
Half Term 1 | Half Term 2 | Half Term 3 |
Knowledge | Knowledge | Knowledge |
The development of Church, state, and society in Britain 1509-1745. | Ideas, political power, industry, and empire: Britain 1745-1901 | Ideas, political power, industry, and empire: Britain 1745-1901 |
Why did Britain build an Empire? | Why was Britain the first country in the world to have an industrial revolution? | What were working and living conditions like in industrial Britain? |
What was the Transatlantic Slave Trade? | How did the industrial revolution impact on Preston? | |
Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
Show knowledge and understanding of key features and characteristics of the period studied. | Show knowledge and understanding of key features and characteristics of the period studied. | Show knowledge and understanding of key features and characteristics of the period studied. |
Analyse, evaluate and compare interpretations. | Explain and analyse historical events studied using second -order concepts. | Analyse, evaluate and compare interpretations. |
Links to prior learning | Links to prior learning | Links to prior learning |
Evaluation of interpretations | Prior knowledge on feudalism, empire, and slavery. | Evaluation of interpretations |
Writing a causation essay | ||
Assessment | Assessment | Assessment |
Knowledge quizzes | Knowledge quizzes | Knowledge quizzes |
Evaluation of two interpretations | Essay (causation) | Evaluation of two interpretations |
Half Term 4 | Half Term 5 | Half Term 6 |
Knowledge | Knowledge | Knowledge |
Ideas, political power, industry, and empire: Britain 1745-1901 | Challenges for Britain, Europe, and the wider world 1901 to the present day. | Challenges for Britain, Europe, and the wider world 1901 to the present day. |
Why and how did democracy grow in the 19th century. | What caused the First World War? | Why did the First World War turn into a brutal stalemate? |
Who were the Suffragists and Suffragettes and what was their impact | ||
Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
Show knowledge and understanding of key features and characteristics of the period studied. | Show knowledge and understanding of key features and characteristics of the period studied. | Show knowledge and understanding of key features and characteristics of the period studied. |
Analyse and evaluate contemporary sources to make substantiated judgements. | Explain and analyse historical events studied using second -order concepts. | Explain and analyse historical events studied using second -order concepts. |
Links to prior learning | Links to prior learning | Links to prior learning |
Prior knowledge on the growth of industrial towns. | Prior knowledge on empire and industrialisation. | Prior knowledge of the rival alliances and the Schlieffen plan |
Source utility | Writing a causation essay | Source utility |
Assessment | Assessment | Assessment |
Knowledge quizzes | Knowledge quizzes | Knowledge quizzes |
Source utility question | Essay (causation) | End of year exam |
Half Term 1 | Half Term 2 | Half Term 3 |
Knowledge | Knowledge | Knowledge |
Challenges for Britain, Europe, and the wider world 1901 to the present day. | Challenges for Britain, Europe, and the wider world 1901 to the present day. | Challenges for Britain, Europe, and the wider world 1901 to the present day. |
The Battle of the Somme (Success or Failure) | Who was Karl Marx and why did he criticise capitalism? | How did Adolf Hitler and the Nazis come to power in Germany? |
The defeat of Germany in 1918 | Why did Russia have a second revolution in October 1917 and what was its impact? | How did the Nazis establish a Dictatorship? |
Why was Nicholas II overthrown in February 1917? | How did Adolf Hitler and the Nazis come to power in Germany? | What was life like in Nazi Germany? |
Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
Show knowledge and understanding of key features and characteristics of the period studied. | Show knowledge and understanding of key features and characteristics of the period studied. | Show knowledge and understanding of key features and characteristics of the period studied. |
Analyse, evaluate and compare interpretations. | Explain and analyse historical events studied using second -order concepts. | Explain and analyse historical events studied using second -order concepts. |
Links to prior learning | Links to prior learning | Links to prior learning |
Prior knowledge on the causes and events of the First World War and the impact of the industrial Revolution. | The impact of the Industrial Revolution. | Knowledge of Marxist ideas and Communism in the Soviet Union. The features of a democratic society. |
The causes, events, and end of the First World War. | ||
Assessment | Assessment | Assessment |
Knowledge Quizzes | Knowledge Quizzes | Knowledge Quizzes |
Evaluation of two interpretations. | Essay - Analysis of the importance of two factors in causing the February Revolution (causation) | Explain question on the importance of the Munich Putsch. |
Essay – Causation question analysing the reasons why the Nazis came to power. | ||
Half Term 4 | Half Term 5 | Half Term 6 |
Knowledge | Knowledge | Knowledge |
Challenges for Britain, Europe, and the wider world 1901 to the present day. | The study of a significant society in world history | The study of a significant society in world history |
What was the Holocaust and why did it happen? | The expansion west of the USA in the mid-19th century. | The expansion of the USA in the mid-19th century |
How was the culture of the Plains Indians different to that of white Americans? | ||
Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
Show knowledge and understanding of key features and characteristics of the period studied. | Knowledge and understanding of key features and characteristics of period studied. | Knowledge and understanding of key features and characteristics of period studied. |
Analyse and evaluate contemporary sources to make substantiated judgements. | Explain and analyse using second order historical concepts. | Explain and analyse using second order historical concepts. |
Links to prior learning | Links to prior learning | Links to prior learning |
Knowledge of the spread of Christianity across Europe, | Knowledge of Columbus and the early British colonies, | The impact of economic depression. |
The Nazi Party programme, Communism, and capitalism. | The impacts of economic depression. | Key Christian teachings. |
Knowledge of a capitalist economy. | ||
Assessment | Assessment | Assessment |
Knowledge Quizzes | Describe questions. | End of Year exam (including describe, explain and causation questions) |
Source utility question. |
Half Term 1 | Half Term 2 | Half Term 3 |
Knowledge | Knowledge | Knowledge |
USA 1840-1895 | USA 1840-1895 | Conflict and Tension 1918-1939 |
Why was there increased conflict between the Plains Indians and US government in the 1850s and 1860s? | What was the impact of the Civil War on the American people? | How good a job did the peacemakers do at the end of the First World War? |
What were the causes and outcome of the Utah War? | What were the political, social, and economic consequences of the American Civil War? | The terms of the Armistice |
What were the causes of the American Civil War? | How did the Homesteaders survive on the Great Plains? | The aims of the Big Three |
How was ‘the Indian Problem’ resolved? | The terms of the Treaty of Versailles | |
Reaction to the Treaty of Versailles | ||
Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
Knowledge and understanding of key features and characteristics of period studied. | Knowledge and understanding of key features and characteristics of period studied. | Knowledge and understanding of key features and characteristics of period studied. |
Analyse, evaluate and make substantiated judgements about interpretations. | Analyse, evaluate and make substantiated judgements about interpretations. | Explain and analyse using second order historical concepts. |
Explain and analyse using second order historical concepts. | Explain and analyse using second order historical concepts. | Analyse and evaluate contemporary sources to make substantiated judgements. |
Links to prior learning | Links to prior learning | Links to prior learning |
Prior knowledge of agricultural and industrial society; the American constitution, and the federal system of government. | Prior knowledge of the social and economic differences between North and South; the challenges of living and farming on the Plains; the policy of concentration. | Prior knowledge of the causes of the First World War, the nature of trench warfare, the end of the War. |
Assessment | Assessment | Assessment |
End of Unit exam | End of Unit exam | End of Unit exam |
Half Term 4 | Half Term 5 | Half Term 6 |
Knowledge | Knowledge | Knowledge |
Conflict and tension 1918-1939 | Conflict and Tension 1918-1939 | Conflict and Tension 1918-1939 |
How good a job did the peacemakers do at the end of the First World War? | Why did the League of Nations fail to keep international peace? | What were the causes of the Second World War? |
German objections to the Treaty of Versailles | League actions in the 1920s | Hilter's foreign policy aims |
The wider settlement | Diplomacy outside the League in the 1920s | German rearmament |
Why did the League of Nations fail to keep international peace? | The impact of the Great Depression | The Rhineland Crisis |
The establishment and structure of the League of Nations | The Manchurian Crisis | Anschluss |
The membership of the League | The Abyssinian Crisis | Arguments for and against appeasement |
The Sudeten Crisis | ||
The Polish Guarantee | ||
The Nazi-Soviet Pact and outbreak of war | ||
Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
Knowledge and understanding of key features and characteristics of period studied. | Knowledge and understanding of key features and characteristics of period studied. | Knowledge and understanding of key features and characteristics of period studied. |
Explain and analyse using second order historical concepts. | Explain and analyse using second order historical concepts. | Analyse, evaluate and make substantiated judgements about interpretations. |
Analyse and evaluate contemporary sources to make substantiated judgements. | Analyse and evaluate contemporary sources to make substantiated judgements. | Explain and analyse using second order historical concepts. |
Links to prior learning | Links to prior learning | Links to prior learning |
Prior knowledge of the causes of the First World War, the nature of trench warfare, the end of the War. | Knowledge of the causes of the Wall Street Crash and impact of the Great Depression on the USA and Germany. | Prior knowledge of the rise to power of Adolf Hitler, Hitler’s beliefs about the end of the First World War. |
Assessment | Assessment | Assessment |
End of Unit exam | End of Unit exam | End of Unit exam |
Half Term 1 | Half Term 2 | Half Term 3 |
Knowledge | Knowledge | Knowledge |
Health and the People | Health and the People | Revision for Mock Exams |
Why did medicine stand still in medieval Britain? | A revolution in medicine. | Peacemaking |
Medieval medicine | The development of Germ Theory and its impact | The failure of the League of Nations |
Medical progress | A revolution in surgery | The westward expansion of the USA |
Public Health in the Middle Ages | Improvements in public health. | Conflict across the USA |
The beginnings of change | Modern medicine | |
The impact of the renaissance on Britain; Dealing with disease; Prevention of disease. | Modern treatment of disease | Norman Engalnd |
The impact of war and technology on surgery | How did the Normans conquer England? | |
Modern public health | ||
Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
Knowledge and understanding of key features and characteristics of period studied. | Knowledge and understanding of key features and characteristics of period studied. | Knowledge and understanding of key features and characteristics of period studied. |
Explain and analyse using second order historical concepts. | Explain and analyse using second order historical concepts. | Analyse, evaluate and make substantiated judgements about interpretations. |
Analyse and evaluate contemporary sources to make substantiated judgements. | Analyse and evaluate contemporary sources to make substantiated judgements. | Explain and analyse using second order historical concepts. |
Links to prior learning | Links to prior learning | Links to prior learning |
Prior knowledge of the causes and impact of the Black Death | Prior knowledge of living and working conditions in 19th century Britain. | Prior knowledge of the events of 1066 and the role of castles in Norman England. |
Prior knowledge of trench warfare during World War One. | ||
Assessment | Assessment | Assessment |
Exam on the origins and outbreak of the Second World War | Exam covering the final two sections of the health unit. | Mock exams with three papers covering 'USA 1840-1895', 'Conflict and Tension' and 'Health and People' units. |
Exam covering the first two sections of the health unit. | ||
Half Term 4 | Half Term 5 | Half Term 6 |
Knowledge | Knowledge | Knowledge |
Norman England | Health and the People | Revision - Paper Two |
How much did life change under the Normans? | The study of the historic environment | |
How did religion change under the Normans? | ||
Skills / application of knowledge | Skills / application of knowledge | Skills / application of knowledge |
Knowledge and understanding of key features and characteristics of period studied. | Knowledge and understanding of key features and characteristics of period studied. | |
Explain and analyse using second order historical concepts. | Explain and analyse using second order historical concepts. | |
Analyse and evaluate contemporary sources to make substantiated judgements. | ||
Links to prior learning | Links to prior learning | Links to prior learning |
Prior knowledge of the Feudal System and Domesday Book in Norman England. | Prior knowledge of Norman reforms of religion. | |
Prior knowledge of religion in Norman England. | ||
Assessment | Assessment | Assessment |
Exam covering sections 1, 2 and 3 of the Norman unit. | Essay on historic environment | GCSE exams |
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