Year 7

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

About this unit

The Silk Roads – What do the Silk Roads reveal about the Medieval world?

The Norman Conquest 1066 – How turbulent was the year 1066 and why?

Medieval England- How was the King’s power challenged?

Medieval England: The Black Death – What can we learn from John Hatcher’s ‘The Black Death’ about the experiences of ordinary people when the Black Death arrived?

The Tudors – Why was there a religious rollercoaster and how did that affect society?

The Mughals – How tolerant was the Mughal Empire?

National Curriculum Link

This unit covers the study of an aspect in British history pre-1066.

This unit covers the political and social changes caused by the succession crisis of 1066

This unit covers the development of church, state, and society 1066-1509.

This unit covers the development of church, state, and society 1066-1509.

This unit covers the development of church, state, and society 1509-1745

This unit covers the development of church, state, and society 1066-1509.

Knowledge

The final stage shows an understanding of a different culture and will compare the advances to the Western World, including trade, the Silk Road and the impact of the Ottoman Empire. This final unit primarily focuses on a comparison between the Islamic world and the European world

Our next topic is focused on developing an understanding of the consequences of the death of Edward the Confessor and the resulting conflict and the significance of the three battles for the throne and the consequences of the Norman Victory.

We now move our focus to the religious changes before the Tudor period, with an introduction to many of the key events that have shaped modern Britain, such as the Crusades and the Murder of Thomas Becket.

Students will explore the arrival of the Black Death to England and how this plague impacted England. Students will also explore the experiences of a particular village (Walsham) when the plague arrived and how ordinary people tried to deal with the deadly disease.

The next stage of our course moves onto the study of the reformation and its impact on Britain, moving into Tudor England.

Students will identify the different key Mughal Emperors and how religiously tolerant they were. Students will explore the rise and decline of this empire, identifying the military strengths and weaknesses, as well as the trade networks they set up.

Skills

This allows a study of significance and a look at the ways that different events and individuals were meaningful to different societies and cultures.

This unit now begins to look at the significance of key events, as well as a look at change, and the causes and consequences of different events, looking at how events link together and looking at causal links.

With this unit focusing primarily on religious changes, it builds into the next unit to help develop an understanding of religious changes over time, focusing on change and continuity.

This unit will require students to follow pieces of reading from John Hatcher’s study of the Black Death in Walsham and identify the experiences of these people.

Again, this unit looks at religious change but also develops students understanding of analysing sources and interpretations and how views differ between monarchs and historians. The focus this half-term is significance.

This allows students to identify changes in attitudes of the different Mughals, in which they will plot this on a scatter graph. Therefore, they will be able to discuss change and continuity between Mughal Emperors and the cause of its decline.

Assessment

Learning checkpoint (substantive and disciplinary) - significance, but will also integrate a chance for students to look at the idea of meaning behind events/ individuals for different societies and why some areas of history are less known

Learning Checkpoint (substantive and disciplinary) - Consequences of Edward the Confessors death and key features of the battles that took place. Students will need to explain the reasons for Williams victory at the Battle of Hastings in order to then write an account of the key events in 1066

Mid-year Assessment – Substantive and disciplinary knowledge will be assessed of topics study since the start of year 7.

Learning checkpoint (substantive and disciplinary) - Students will make inferences from sources and interpretations to understand key events more. They will also construct accounts to explain the key events of the Black Death, in particular on the village of Walsham

Learning checkpoint (substantive and disciplinary) - Students will explain the significance of Tudor monarchs and how they each contributed to change in England. They will identify and explain different perspectives and attitudes of these monarchs.

End of year assessment (substantive and disciplinary knowledge) – Students will be assessed on topics since the start of year 7 and key historical skills.

Key vocabulary

✓   Trade

✓   Islamic

✓   Civilisation

✓   Trade

✓   House of Wisdom

✓   Ottoman Empire

✓   Middle East

✓   Silk Road

✓   Castles

✓   Norman

✓   Feudal System

✓   Contenders

✓   Democracy

✓   Parliament

✓   Barons

✓   Peasant

✓   Crusade

✓   Patriarchal

✓   Religious

✓   Archbishop

✓   Bishop

✓   Taxes

✓   Monks

✓   Monasteries

✓   Symptoms

✓   Buboes

✓   Barber Surgeon

✓   Herbal remedies

✓   Church

✓   Tithe

✓   Peasants revolt 

✓   Tudors

✓   Reformation

✓   Church of England

✓   Protestant

✓   Catholic

✓   Persecution

✓   Clergy

✓   Puritan

✓  Mughal

✓  Power

✓  Military

✓  Political

✓  Culture

✓  Tolerant

Year 8

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

About this unit

The Stuarts 1603-1700 – Why did the British people execute their own King?

Queens in the early modern period – To what extent did Queens maintain control in a Patriarchal society

The Slave Trade – What were the experiences of slaves during the slave trade?

Life in Industrial Britain 1700-1900 – How did the Industrial Revolution shape Britain?

World War One – Was World War One a global war?

Impact of World War One – What were the consequences of World War One?

National Curriculum Links

This unit covers the development of church, state, and society 1509-1745

This unit covers the development of church, state, and society 1509-1745

This unit covers ideas, political power, industry and empire in Britain 1745-1901.

This unit covers ideas, political power, industry and empire in Britain 1745-1901.

This unit covers challenges for Britain and the wider world 1901 to present day

This unit covers challenges for Britain and the wider world 1901 to present day

Knowledge

Students will see some of the major events of the Stuarts and Georgian period, including the Gunpowder Plot and the English Civil War. This will help them to understand modern Britain better and see the changing nature of our society, including the roots of constitutional monarchy.

Students will study the role of women during the early modern period in more detail. Students have already studied Elizabeth I and some features of Mary, Queen of Scots and their fight against a patriarchal society. Students will look further afield to other Queens at this time and whether they maintained control e.g., Anne de Beaujeu and Isabella Castille

As students delve into this area of the curriculum, they will begin to see the slave trade through the eyes of those forced to migrate and become slaves. They will look at the process of slaves being captured, right through to life on the plantations and then look at the end of slavery and its consequences.

As we move into the Industrial period, we begin to look at the changing nature of society at this time, with a focus on the development of areas such as factories and child labour. This will include opportunities for a local study around experiences of factory workers.

Students will then continue their study into the 20^th century, looking at the key battles of World War One, as well as seeing the causes of the war and how it eventually played out. There will also be an emphasis on the battle at home, as well as a study of some unsung heroes

The unit will study how World War One impacted different countries and whether all were affected in the same way. For example, students will compare the changing attitudes to women in Britain (suffragettes) and Germany. Students will also identify key features of the Treaty of Versailles and how Germany was punished following the war before moving past Europe and looking at 1920s USA and the Russian Revolution

Skills

The skills developed in this unit are around the idea of cause and consequence. We examine how events link and develop and the ways in which each event had wider repercussions at the time but also in the modern age.

Students will focus on change and continuity in this topic as to whether these Queens did maintain power and control within a patriarchal society. They will also identify these Queens historical significance. They will also make inferences from sources.

As this is focused on cause and consequence, this will see a better understanding of this skill. Students will also use a range of sources for this and be tested on their understanding of utility, the skill assessed more in the next unit.

This unit focuses primarily on evidence, using a range of sources and interpretations to look at the changing nature of Britain across this period, but also giving students the chance to develop a knowledge of how to work with sources and interpretations in the methods historians use. Students will develop their understanding of utility and the usefulness of sources in better understanding the conditions at this time

Students will study cause and consequence, examining how various causes can link together. Students will weigh up interpretations in order to reach substantiated judgements e.g. Gallipolli campaign. Students will also develop their utility skills from the prior topic and deepen their explanations of why sources are useful to historians in different ways

This unit focuses on change and continuity across within different countries following the First World War. Students will compare evidence and explain why countries differed in experiences

Assessment

Learning checkpoint (substantive and disciplinary) - Students will be asked to form their own judgement regarding the killing of a king and whether it was right and just for this to take place

Learning checkpoint (substantive and disciplinary) - Students will follow up sources to become more curious historians. They will also evaluate the success of these queens in a patriarchal society

Mid-year assessment (Substantive and disciplinary knowledge) – Students will be assessed on a range of topics since the start of year 8.

Learning checkpoint (substantive and disciplinary) - Students will be asked to form a two-sided argument before making their own conclusion about the Industrial Revolution

Learning checkpoint (substantive and disciplinary) - For this topic, this consists of explaining reasons for particular battle failures during World War One.

 End of year assessment – Substantive and disciplinary knowledge will be assessed of topics studied since the start of year 7.

End of year assessment (substantive and disciplinary knowledge) – Students will be assessed on topics since the start of year 7 and key historical skills.

Key vocabulary

✓ Stuarts

✓ Plot

✓ Revolution

✓ Great Fire

✓ Plague

✓ Oliver Cromwell

✓ Conspirators

✓ Patriarchal

✓ Control

✓ Manipulation

✓ Renaissance

✓ Crusades

✓ Inquisition

✓ Heresy

✓ Slavery

✓ Slave

✓ Plantation

✓ Trade Triangle

✓ Abolition

✓ Middle Passage

✓ Merchant

✓  Industrialisation

✓  Urban

✓  Factory

✓  Steam Engine

✓  Railway

✓  Entrepreneur

✓  Child Labour

✓  Rural

✓ Trenches

✓ Franz Ferdinand

✓ Alliances

✓ Imperialism

✓ Stalemate

✓ Somme

✓ Trenchfoot

✓ Strike

✓ Trade Union

✓ Suffragette

✓ Suffragists

✓ Treaty of Versailles

✓ Great Depression

✓ Culture

✓ Tsar

✓ Prohibition

Year 9

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

About this unit

The rise of Dictators – To what extent was the cult of personality used by dictators to gain and maintain power?

.

World War II – How was WWII a total war?

World War Two & Bolton – How did the people of Bolton experience World War Two?

The Holocaust – Was everyone a bystander during the Holocaust?

Impact of World War Two – How did World War Two shape the world?

Civil Rights in America – To what extent were civil rights achieved in America from 1950-1970?

National Curriculum Link

This unit covers challenges for Britain and the wider world 1901 to present day

This unit covers challenges for Britain and the wider world 1901 to present day

This unit covers challenges for Britain and the wider world 1901 to present day & local historical study

This unit covers challenges for Britain and the wider world 1901 to present day.

This unit covers challenges for Britain and the wider world 1901 to present day.

This unit covers challenges for Britain and the wider world 1901 to present day.

Knowledge

Students will explore the rise of dictators in the 20^th century and how they ultimately shaped the world. Students will identify their cults of personality as a way of securing power and maintaining it. Students will read extracts of Frank Dikotter’s ‘the rise of dictators’ in order to identify how the cult of personality was used by different dictators at this time and compare them.

Students will continue looking at the role of Dictators by examining the events that led to WWII, and judge the extent to which Britain was justified in joining this war.  They will look at key events such as appeasement, Sudetenland, Blitzkrieg and the key events during the war such as the Blitz, war at sea and war in the air. 

To continue their understanding of conflict in the 20^th century, students will move onto the Second World War. This will focus on the significant battles, as well as looking again at how war came to Britain. Students will get the chance to look at the importance of events, and how each shaped the course of the war.

Students will get a deeper understanding of a topic that many have preconceptions about. This unit focuses on the lives of those who were killed by the Nazis, as well as an appreciation of the plight of both Jews and other groups the Nazis saw as undesirable. Students will also study the historical debate of do we blame ordinary men for the Holocaust

This unit will be a breadth study of the 20^th century. Although this will align with other units, such as WW2, it will offer students an understanding of the whole century from the perspective of a few of the world superpowers e.g. the US involvement in Vietnam as part of the Cold War.

Students will continue this understanding of the treatment of black people in the Americas through a study of the civil rights movement from the end of the American Civil War right through to the passing of the Civil Rights Act, with a focus on key individuals such as Malcolm X, Rosa Parks and MLK.

Skills

This unit follows the historical reading of Frank Dikotters and his view of the use of cults of personality. Therefore, students will use historical interpretations to form conclusions about these dictators

In this unit students will build on explaining the significance of events and consequences. Students will investigate sources and follow them up through asking questions in order to understand the event more.

This unit continues the focus on change and continuity. Students will also discover the significance of key events in history, as well as looking at the significance of figures e.g. Winston Churchill.

Students will also explore how the war affected people in Bolton

This unit is a chance to look at interpretations over time, with a focus on the way that the Holocaust has been perceived over time. The use of historians’ views will give students a chance to debate the way we study and remember the Holocaust.

Students will continue their study by looking at cause and consequence and developing a deeper understanding of how events can link and lead onto one another.

This unit again lends itself to the use of historical sources and will allow students a greater chance to see the problems that black people faced. Students will develop their inference skills, as well as the skill of utility in preparation for the learning checkpoint.

Assessment

Learning checkpoint (substantive and disciplinary) - Students will be assessed on how they analyse interpretations and identify differences (evaluating) in view before forming their own judgements.

Learning checkpoint (substantive and disciplinary) - Students will be assessed on significance and how they can ‘follow up’ a source to investigate the event further in order to understand events of the Second World War further

Mid-year assessment (substantive and disciplinary knowledge) – Students will be assessed on topics since the start of year 9.

Learning checkpoint (substantive and disciplinary) - For this topic, this consists of an interpretations question that focuses on different perceptions of the Holocaust and who would take the blame. Therefore, students will need to evaluate these arguments before forming their own

Learning checkpoint (substantive and disciplinary) - Students will be assessed on the causes and consequences of events during the Cold War period and therefore develop clear explanations as to how tension increased across the globe.

End of year assessment (substantive and disciplinary knowledge) – Students will be assessed on topics since the start of year 7 and key historical skills.

Key vocabulary

✓ Dictator

✓ Gestapo

✓ NKVD

✓ Communism

✓ Fascism

✓ indoctrination

✓ Dunkirk

✓ Appeasement

✓ Pearl Harbour

✓ Western Front

✓ RAF

✓ Luftwaffe

✓ U-boat

✓  Home Guard

✓  The Blitz

✓  Rationing

✓  Evacuation

✓  

✓ Concentration camps

✓ Perpetrators

✓ Collaborators

✓ Persecution

✓ Nuremburg Laws

✓ Recession

✓ Gangsters

✓ Intolerance

✓ New Deal

✓ Atomic Bomb

✓ Conspiracy

✓ Racism

✓ Civil Rights

✓ Segregation

✓ Black Power

✓ Jim Crow Laws

✓ Discrimination

✓ KKK

Year 10

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

About this unit

Paper 1: Medicine through time & case study the Western Front

This GCSE unit focuses on change and continuity between time periods. Students will build on a variety of knowledge they have learnt at key stage three. For example, the Black Death and the role of religion when identifying causes and treatments towards disease in the Medieval period. The focus is understanding how medicine has developed and the change in attitudes between different time periods.

In Spring 1 students will then focus upon the Western Front as c case study, identifying how medicine changed during the First World War.

Paper 2: Elizabethan England

Our next GCSE topic builds on the knowledge of the Tudor period that students gained at year 7 to allow them to see the huge religious changes and conflict around this time period. The focus is on the eventual war with Spain and the events leading to this. Students will also be able to understand how Elizabethan society developed.

Paper 2: Superpower relations and the Cold War 1941-1991

 This study brings us to the final years of the Second World War and finishes with the collapse of the Soviet Union. As the Second World War came to an end, two major superpowers emerged, the USSR and the USA. This course allows us to investigate this developing relationship.

Knowledge

 This course is about two things: it is about the history of medicine, and it is about change. Students will look at a long period of time – over 1,000 years. Concentrating on just one part of British life means you can also focus on how and why things change and sometime how and why they don’t. The course begins in the Medieval period 1250-1500, then the Renaissance period identifying a change in attitudes and break away from the Catholic church to the Industrial period 1700-1900 and finally to present day with the development of science and DNA.

The Elizabethan period acts as our depth study of a part of British history. This will allow students to see the changing nature of religion across the Elizabethan period and our interactions with European powers. The course will chart the developments of the 1560s, 70s and 80s in the build up to the Spanish Armada in 1588. Students will also gain a deeper understanding of what life was like in the Elizabethan period for ordinary English people.

The End of World War Two saw a significant change in relations between countries and this topic charts that change. It is divided into three main areas:

•  The start of tensions 1945-1960
•   Growing Tension 1960-1980
•   The End of Cold War 1980-1991

Skills

This course focuses on change and continuity. The questions are:

• Similarities and Differences.
• Explain Why
• How far do you agree?
• Describe two features
• Usefulness
• Following up a source

This part of the GCSE features three types of questions. They are:

• Two features
• Explain Why
• How Far Do You Agree?

Students will be familiar with these question types, providing an opportunity for students to consolidate these skills.

This course is heavily focused on cause and consequence. The questions are:

• Consequences
• Narrative
• Importance

Assessment

All key pieces of work will come in the form of learning checkpoints that will be produced during this topic. For this topic, this consists of the above skills examined at regular intervals across the course. There will also be an end of unit examination that will allow us to test students’ understanding of both the knowledge but also the skills of this topic.

All key pieces of work will come in the form of the learning checkpoints that will be produced during this topic. For this topic, this consists of the above skills examined at regular intervals across the course. There will also be an end of unit examination that will allow us to test students’ understanding of both the knowledge but also the skills of this topic.

All key pieces of work will come in the form of the learning checkpoint that will be produced during this topic. For this topic, this consists of the above skills examined at regular intervals across the course.

Key vocabulary

✓ Four Humours

✓ Church

✓ Vaccines

✓ Magic bullets

✓ Laissez – Faire

✓ Public Health 

✓ Accession

✓ Religious settlement

✓ Protestant/ Catholic

✓ Legitimacy

✓ Heir

✓ Papal Bull

✓ Excommunication

✓ Alliance

✓ Iron Curtain

✓ Atomic Bomb

✓ Soviet Union/ USSR

✓ Blockade

✓ Doctrine

✓ Arms Race

Year 11

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

About this unit

Paper 2: Superpower relations and the Cold War

 This study brings us to the final years of the Second World War and finishes with the collapse of the Soviet Union. As the Second World War came to an end, two major superpowers emerged, the USSR and the USA. This course allows us to investigate this developing relationship. Students will develop an understanding of how the world has changed since WW2 and also see how modern relations are shaped by the events of the 20^th century.

Paper 3: Weimar and Nazi Germany 1933-1938

The Nazis are a key area of the history of the 20^th century and through their prior knowledge of the Second World War, students will have some understanding of this time period. The topic begins with an understanding of the key events of the Weimar Republic, allowing students to see the events that led up to Hitler coming to power. They will also develop a knowledge of the key events of the Nazi period.

N/A – Examination Period

Knowledge

The End of World War Two saw a significant change in relations between countries and this topic charts that change. It is divided into three main areas:

• The start of tensions 1945-1960
• Growing Tension 1960-1980
• The End of Cold War 1980-1991

It includes key events, such as the Berlin Airlift, the Cuban Missile Crisis and the fall of the Soviet Union. It also features key events around the satellite states of Russia, such as the Hungarian Uprising, to give students a deeper understanding of how the USSR took over areas of Eastern Europe and their impact on these countries in the modern day.

 This period of Germany is a vital element of the 20^th century and students will get the opportunity to see the developing nature of the country across this time, including some of the major problems that led a western nation to elect a dictator.

The course is divided into four main areas:

• The Weimar Republic 1918-1923
• The Golden Age of Weimar 1924-1928
• The Rise of the Nazis 1918-1933
• The Nazi State 1933-1939.

Students will end their study at the start of World War Two.

N/A – Examination Period

Skills

This course is heavily focused on cause and consequence. The questions are:

• Consequences
• Narrative
• Importance

This means the focus of the course will be causes and consequences and how events link together.

The Nazi Germany course is heavily based on sources and interpretations. This means that the course will be based on working with these and how to develop skills across the weeks. The skills are:

• Inference
• Usefulness
• Difference in views and why they are different

Two sided arguments, based on the views in the interpretation.

N/A – Examination Period

Assessment

All key pieces of work will come in the form of the learning checkpoint that will be produced during this topic. For this topic, this consists of the above skills examined at regular intervals across the course. There will also be an end of unit examination that will allow us to test students’ understanding of both the knowledge but also the skills of this topic.

All assessed pieces of work will come in the form of the learning checkpoint which mirror the examination skills of the GCSE.

This unit will be assessed in full during the mock examination period.

N/A – Examination Period

Key vocabulary

✓ NATO

✓ Warsaw Pact

✓ Uprising

✓ Superpower

✓ Tension

✓ Reichstag

✓ Freikorps

✓ Treaty of Versailles

✓ Kaiser

✓ Rentenmark

✓ Article 48

✓ Anschluss

✓ Chancellor

✓ Constitution

✓ Weimar Republic

N/A – Examination Period