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 |
| Knowledge |
| The study of a theme in British history before 1066. |
| What is History? |
| How and why did Britain change from the Stone Age until 1066? |
| 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 periods studied. |
| Links to prior learning |
| Consolidate and extend learning from key stage 1 and 2. |
| Assessment |
| Knowledge Quizzes |
| Introductory Test |
| Half Term 2 |
| Knowledge |
| The development of Church, state, and society in Medieval Britain 1066-1509 |
| Why was England invaded in 1066? |
| Why did William win the Battle of Hastings? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Explain and analyse historical events studied using second -order concepts. |
| Links to prior learning |
| Prior knowledge of Viking invasions. |
| Assessment |
| Knowledge Quizzes |
| Essay – Causation question on the reasons for Williams victory at the Battle of Hastings |
| Half Term 3 |
| Knowledge |
| The development of Church, state, and society in Medieval Britain 1066-1509 |
| How did the Normans complete the conquest? |
| Skills / application of knowledge |
| 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. |
| Links to prior learning |
| Prior knowledge of previous successful invasions of England pre-1066, including the Romans. |
| Assessment |
| Knowledge Quizzes |
| Source utility question. |
| Explain the importance question |
| Half Term 4 |
| Knowledge |
| The development of Church, state, and society in Medieval Britain 1066-1509 |
| How did people live in Medieval England? |
| Who had the power in Medieval England? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Analyse, evaluate and compare interpretations. |
| Links to prior learning |
| Prior knowledge of feudalism. |
| Assessment |
| Knowledge Quizzes |
| Evaluation of two interpretations |
| Half Term 5 |
| Knowledge |
| The development of Church, state, and society in Medieval Britain 1066-1509 |
| What were the causes and impact of the Black Death? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Analyse and evaluate contemporary sources to make substantiated judgements. |
| Links to prior learning |
| Prior knowledge of feudalism and the importance of religion. |
| Source Utility |
| Assessment |
| Knowledge Quizzes |
| Source Utility |
| Half Term 6 |
| Knowledge |
| The development of Church, state, and society in Britain 1509-1745. |
| How did England become a Protestant Country? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Explain and analyse historical events studied using second -order concepts. |
| Links to prior learning |
| Prior knowledge of the importance of religion and the power struggle between monarch and church. |
| Assessment |
| Knowledge Quizzes |
| End of Year Exam |
| Half Term 1 |
| Knowledge |
| The development of Church, state, and society in Britain 1509-1745. |
| Why did Britain build an Empire? |
| What was the Transatlantic Slave Trade? |
| Why was slavery abolished? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Analyse, evaluate and compare interpretations. |
| Links to prior learning |
| Evaluation of interpretations |
| Assessment |
| Knowledge quizzes |
| Evaluation of two interpretations |
| Half Term 2 |
| Knowledge |
| Ideas, political power, industry, and empire: Britain 1745-1901 |
| Why was Britain the first country in the world to have an industrial revolution? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Explain and analyse historical events studied using second -order concepts. |
| Links to prior learning |
| Prior knowledge on feudalism, empire, and slavery. |
| Writing a causation essay |
| Assessment |
| Knowledge quizzes |
| Essay (causation) |
| Half Term 3 |
| Knowledge |
| Ideas, political power, industry, and empire: Britain 1745-1901 |
| What were working and living conditions like in industrial Britain? |
| How did the industrial revolution impact on Preston? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Analyse, evaluate and compare interpretations. |
| Links to prior learning |
| Evaluation of interpretations |
| Assessment |
| Knowledge quizzes |
| Evaluation of two interpretations |
| Half Term 4 |
| Knowledge |
| Ideas, political power, industry, and empire: Britain 1745-1901 |
| Why and how did democracy grow in the 19th century. |
| Who were the Suffragists and Suffragettes and what was their impact |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Analyse and evaluate contemporary sources to make substantiated judgements. |
| Links to prior learning |
| Prior knowledge on the growth of industrial towns. |
| Source utility |
| Assessment |
| Knowledge quizzes |
| Source utility question |
| Half Term 5 |
| Knowledge |
| Challenges for Britain, Europe, and the wider world 1901 to the present day. |
| What caused the First World War? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Explain and analyse historical events studied using second -order concepts. |
| Links to prior learning |
| Prior knowledge on empire and industrialisation. |
| Writing a causation essay |
| Assessment |
| Knowledge quizzes |
| Essay (causation) |
| Half Term 6 |
| Knowledge |
| Challenges for Britain, Europe, and the wider world 1901 to the present day. |
| Why did the First World War turn into a brutal stalemate? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Explain and analyse historical events studied using second -order concepts. |
| Links to prior learning |
| Prior knowledge of the rival alliances and the Schlieffen plan |
| Source utility |
| Assessment |
| Knowledge quizzes |
| End of year exam |
| Half Term 1 |
| Knowledge |
| Challenges for Britain, Europe, and the wider world 1901 to the present day. |
| The Battle of the Somme (Success or Failure) |
| The defeat of Germany in 1918 |
| Why was Nicholas II overthrown in February 1917? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Analyse, evaluate and compare interpretations. |
| Links to prior learning |
| Prior knowledge on the causes and events of the First World War and the impact of the industrial Revolution. |
| Assessment |
| Knowledge Quizzes |
| Evaluation of two interpretations. |
| Half Term 2 |
| Knowledge |
| Challenges for Britain, Europe, and the wider world 1901 to the present day. |
| Who was Karl Marx and why did he criticise capitalism? |
| Why did Russia have a second revolution in October 1917 and what was its impact? |
| How did Adolf Hitler and the Nazis come to power in Germany? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Explain and analyse historical events studied using second -order concepts. |
| Links to prior learning |
| The impact of the Industrial Revolution. |
| The causes, events, and end of the First World War. |
| Assessment |
| Knowledge Quizzes |
| Essay - Analysis of the importance of two factors in causing the February Revolution (causation) |
| Knowledge |
| Challenges for Britain, Europe, and the wider world 1901 to the present day. |
| How did Adolf Hitler and the Nazis come to power in Germany? |
| How did the Nazis establish a Dictatorship? |
| What was life like in Nazi Germany? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Explain and analyse historical events studied using second -order concepts. |
| Links to prior learning |
Knowledge of Marxist ideas and Communism in the Soviet Union.
The features of a democratic society. |
| Assessment |
| Knowledge Quizzes |
| Explain question on the importance of the Munich Putsch. |
| Essay – Causation question analysing the reasons why the Nazis came to power. |
| Half Term 4 |
| Knowledge |
| Challenges for Britain, Europe, and the wider world 1901 to the present day. |
| What was the Holocaust and why did it happen? |
| Skills / application of knowledge |
| Show knowledge and understanding of key features and characteristics of the period studied. |
| Analyse and evaluate contemporary sources to make substantiated judgements. |
| Links to prior learning |
| Knowledge of the spread of Christianity across Europe, |
| The Nazi Party programme, Communism, and capitalism. |
| Assessment |
| Knowledge Quizzes |
| Source utility question. |
| Half Term 5 |
| Knowledge |
| The study of a significant society in world history |
| The expansion west of the USA in the mid-19th century. |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Explain and analyse using second order historical concepts. |
| Links to prior learning |
| Knowledge of Columbus and the early British colonies, |
| The impacts of economic depression. |
| Assessment |
| Describe questions. |
| Half Term 6 |
| Knowledge |
| The study of a significant society in world history |
| 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 |
| Knowledge and understanding of key features and characteristics of period studied. |
| Explain and analyse using second order historical concepts. |
| Links to prior learning |
| The impact of economic depression. |
| Key Christian teachings. |
| Knowledge of a capitalist economy. |
| Assessment |
| End of Year exam (including describe, explain and causation questions) |
| Half Term 1 |
| Knowledge |
| Why was there increased conflict between the Plains Indians and US government in the 1850s and 1860s? |
| What were the causes and outcome of the Utah War? |
| What were the causes of the American Civil War? |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Analyse, evaluate and make substantiated judgements about interpretations. |
| Explain and analyse using second order historical concepts. |
| Links to prior learning |
| Prior knowledge of agricultural and industrial society; the American constitution, and the federal system of government. |
| Assessment |
| End of Unit exam |
| Half Term 2 |
| Knowledge |
| What was the impact of the Civil War on the American people? |
| What were the political, social, and economic consequences of the American Civil War? |
| How did the Homesteaders survive on the Great Plains? |
| How was ‘the Indian Problem’ resolved? |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Analyse, evaluate and make substantiated judgements about interpretations. |
| Explain and analyse using second order historical concepts. |
| Links to prior learning |
| 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. |
| Assessment |
| End of Unit exam |
| Half Term 3 |
| Knowledge |
| 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? |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Explain and analyse using second order historical concepts. |
| Analyse and evaluate contemporary sources to make substantiated judgements. |
| Links to prior learning |
| Prior knowledge of the causes of the First World War, the nature of trench warfare, the end of the War, the Wall Street Crash and Great Depression |
| Assessment |
| End of Unit exam (covering all unit assessment questions) |
| Half Term 4 |
| Knowledge |
| Why did the League of Nations fail to keep international peace? |
| What were the causes of the Second World War? |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Explain and analyse using second order historical concepts. |
| Analyse and evaluate contemporary sources to make substantiated judgements. |
| Links to prior learning |
| Prior knowledge of the rise to power of Adolf Hitler, Hitler’s beliefs about the end of the First World War. |
| Assessment |
| End of Unit exam (covering all unit assessment questions) |
| Half Term 5 |
| Knowledge |
| What were the causes of the Second World War? |
| How did the Normans conquer England? |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Explain and analyse using second order historical concepts. |
| Analyse and evaluate contemporary sources to make substantiated judgements. |
| Links to prior learning |
| Prior knowledge of the causes of the succession crisis following the death of Edward the Confessor |
| Assessment |
| End of Unit exam |
| Half Term 6 |
| Knowledge |
| How did the Normans conquer England? |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Analyse, evaluate and make substantiated judgements about interpretations. |
| Explain and analyse using second order historical concepts. |
| Links to prior learning |
| Prior knowledge of the reasons for William’s victory in the Battle of Hastings. |
| Assessment |
| Evaluation of an interpretation question |
| Explain question |
| Write an account question. |
| Half Term 1 |
| Knowledge |
| Health and the People |
| Why did medicine stand still in medieval Britain? |
| Medieval medicine |
| Medical progress |
| Public Health in the Middle Ages |
| The beginnings of change |
| The impact of the renaissance on Britain; Dealing with disease; Prevention of disease. |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Explain and analyse using second order historical concepts. |
| Analyse and evaluate contemporary sources to make substantiated judgements. |
| Links to prior learning |
| Prior knowledge of the causes and impact of the Black Death |
| Assessment |
| Source utility question |
| Significance question |
| Comparison of different periods question |
| Half Term 2 |
| Knowledge |
| Health and the People |
| A revolution in medicine. |
| The development of Germ Theory and its impact |
| A revolution in surgery |
| Improvements in public health. |
| Modern medicine |
| Modern treatment of disease |
| The impact of war and technology on surgery |
| Modern public health |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Explain and analyse using second order historical concepts. |
| Analyse and evaluate contemporary sources to make substantiated judgements. |
| Links to prior learning |
| Prior knowledge of living and working conditions in 19th century Britain. |
| Prior knowledge of trench warfare during World War One. |
| |
| Assessment |
| Source utility question |
| Significance question |
| Comparison of different periods question |
| End of Unit Exam |
| Half Term 3 |
| Knowledge |
| Norman England |
| How did the Normans conquer England? |
| How much did life change under the Normans? |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Analyse, evaluate and make substantiated judgements about interpretations. |
| Explain and analyse using second order historical concepts. |
| Links to prior learning |
| Prior knowledge of the events of 1066 and the role of castles in Norman England. |
| Assessment |
| Mock exams |
| Evaluation of an interpretation question |
| Explain question |
| Write an account question |
| Half Term 4 |
| Knowledge |
| Health and the People |
| How much did life change under the Normans? |
| How did religion change under the Normans? |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Explain and analyse using second order historical concepts. |
| Analyse and evaluate contemporary sources to make substantiated judgements. |
| Links to prior learning |
| Prior knowledge of the Feudal System and Domesday Book in Norman England. |
| Prior knowledge of religion in Norman England. |
| Assessment |
| Evaluation of an interpretation question |
| Explain question |
| Write an account question |
| Half Term 5 |
| Knowledge |
| Health and the People |
| The study of the historic environment (Durham Cathedral) |
| Skills / application of knowledge |
| Knowledge and understanding of key features and characteristics of period studied. |
| Explain and analyse using second order historical concepts. |
| Links to prior learning |
| Prior knowledge of Norman reforms of religion. |
| Assessment |
| Essay on historic environment |
| (causation/change/consequence) |
| Half Term 6 |
| Knowledge |
| Revision |
| Assessment |
| GCSE exams |
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