History

Please see our long-term plan below, including curriculum objectives:

History

1.1 Toys

How have toys changed over time?

Comparing life in different periods 

• Discussing toys from periods beyond living memory

• Changes to toys within living memory

• Continuity: have aspects of toys stayed the same?

 

1.2 Castles (History and Geography)

What are the key features of a castle?

Significant historical places

• People and events fitting into a chronological framework

• Comparing time periods

• Has there been changes or things that have stayed the same

 

1.3 Kings and Queens

What is a Monarch?

Lives of significant individuals

• People and events fitting into a chronological framework

• Lives of significant individuals who have contributed to national and international achievements

• Events beyond living memory that are significant nationally or globally

Please see our long-term plan below, including curriculum objectives:

History

2.1 Great explorers

Why are explorers important? 

Lives of significant individuals 

• Chronological events- when did these explorers make discoveries

• Events beyond living memory that are significant nationally or globally

• Lives of significant individuals who have contributed to national and international achievements- Ibn Buttata, Christopher Columbus, Matthew Henson, Felicity Aston, Neil Armstrong

Skills:

• Understanding of cause and consequence and the impact this had on explorers

• Similarities and differences in how discoveries are made

• Historical enquiry- questioning how someone is significant, enquiries into why or how people explored the world

Builds on significant people knowledge in 1.3

 

2.2 World War One and Remembrance 

What was life like in WW1? 

Significant historical events 

• Chronological events- timeline of WW1

• Significant aspects of the history of the wider world

• Changes within the living memory- how WW1 influenced the world 

• Events beyond living memory that are significant nationally and globally 

Skills:

• Recognising how historical events have influenced and shaped the nation and the wider world

• Using evidence to make historical claims

• Make connections between local, regional,national and international history

Foundation for future 2.3 and 5.1 topics

 

2.3 Great Fire of London

How did the Great Fire of London start? 

Events beyond living memory

• Events beyond living memory that are significant nationally and globally 

• lives of significant individuals in the past who have contributed to national and international achievements.

Skills:

• Understanding of cause and consequence- what happened to cause such a mass fire in London and how this changed how buildings were made 

• Historical enquiry- asking questions which relate to the cause and consequences of the Great Fire of London

• Comparisons of then and now

• Using a timeline- chronological events

• Analysing information to prove historical events- eg. evidence including Samuel Pepys’ diary 

Builds on 2.2- significant historical events

Please see our long-term plan below, including curriculum objectives:

History

3.1 Stone Age

What was so different about the Stone Age, Bronze Age and Iron Age? 

Changes in Britain- Ancient civilisations

• Ancient civilisations

• Methods of historical enquiry 

• Chronological knowledge- beyond living memory

Skills:

• Understanding of continuity and change- how Britain changed throughout the Stone, Bronze and Iron age

• Recognising similarities and differences- between the 3 civilizations to now

• Making conclusions on how people lived during this time

• Drawing from contrasts of Prehistoric Britain and Britain today

• Using historically-valid questioning how we know these civilizations were used in this way

• Note on connections, contrasts and trends over time

• Using a timeline to recognise chronologically when these civilizations were

Builds civilization understanding from 1.2. Supports 3.2

Foundations for 4.1

 

3.2 Shang Dynasty (History and Geography)

What was life in the Shang Dynasty like?

Knowledge and understanding of world history

• Ancient civilisations 

• Methods of historical enquiry 

• Chronological knowledge- beyond living memory

Skills: 

• Understanding of continuity and change- how this compared to Prehistoric Britain (happening at the same time as the Shang Dynasty)

• Recognising similarities and differences- how this compared to Prehistoric Britain (happening at the same time as the Shang Dynasty- Shang Dynasty’s technology being far more advanced- including writing)

• Making conclusions

• Drawing from contrasts

• Using historically-valid questioning how we know this civilization lived in this way-using evidence

• Note on connections, contrasts and trends over time

• Using timelines to compare chronologically when the Shang Dynasty was compared to Prehistoric Britain

Builds on 3.1

 

3.3 Tudors

Who was Henry VIII?

Comparing life in different periods

• People and events fitting into a chronological framework

• Lives of significant individuals who have contributed to national and international achievements- Henry VII, Henry VIII, Edward VI, Lady Jane Grey, Mary I and Elizabeth I 

Skills: 

• Recognising continuity and change

• Recognising similarities and differences and making connections between Tudor times and how we live today

• Connections between local, regional, national and international history

• Comparing aspects of life in different time periods- Tudors vs now

Builds on 1.3

Please see our long-term plan below, including curriculum objectives:

History

4.1 Mayans

What was the impact of the Mayans?

National and international history 

• Ancient civilizations

• Methods of historical enquiry 

• Chronological knowledge- beyond living memory

• Characteristic features of past non-European societies 

Skills: 

• Understanding of continuity and change- making comparisons to ancient civilizations learnt in year 3

• Recognising similarities and differences- making comparisons to ancient civilizations learnt in year 3

• Draw contrasts- then vs now

• Using historically-valid questions linked to how the Mayans lived

• Note on connections, contrasts and trends over time

• Recognise and ask historically accurate questions

Builds on 3.1 and 3.2

Foundations for 5.2

 

4.2a Anglo-Saxons

What are the similarities and differences between the Vikings and Anglo-Saxons?

Historical events beyond 1066

• Chronological narrative

• How people’s lives have shaped the nation

• How Britain has influences and been influenced by the wider world

• Britain's settlement by Anglo-Saxons and Scots

• Viking and Angolo-Saxon struggle for the kingdom of England to the time of Edward the Confessor

Skills: 

• Understanding of continuity and change- then vs now

• Develop the appropriate use of historical terms

• Recognise and ask historically accurate questions- relating to what we know about the world vs the Anglo- Saxons

• Recognising similarities and differences- linking between the Anglo-Saxons, ancient civilisations, what they brought to England and what that looks like today

• Organise historical information- chronologically, understanding and analysing evidence

Builds on 3.3,

Foundations for 5.3, 6.2

 

4.2b Vikings

What are the similarities and differences between the Vikings and Anglo-Saxons?

Significant historical, national events

• Chronological narrative

• How people’s lives have shaped the nation

• How Britain has influences and been influenced by the wider world

• Britain's settlement by Anglo-Saxons and Scots

• Viking and Angolo-Saxon struggle for the kingdom of England to the time of Edward the Confessor

Skills: 

• Understanding of continuity and change- then vs now- linking to Anglo-Saxons too

• Recognise and ask historically accurate questions

• Recognising similarities and differences-linking between theVikings,  Anglo-Saxons, ancient civilisations, what they brought to England and what that looks like today

• Organise historical information- chronologically, understanding and analysing evidence

Builds on 4.2

Foundations for 5.3

Please see our long-term plan below, including curriculum objectives:

History

5.1 World War 2

What was it like to be a child in WW2?

Significant historical events

• Chronological events 

• Significant aspects of the history of the wider world

• Changes within the living memory

• Events beyond living memory that are significant nationally and globally 

• How Britain has influenced and been influenced by the wider world

• Lives of significant individuals who have contributed to national and international history- Winston Churchill, Adolf Hitler, Anne Frank, Alan Turing

Skills:

• Understanding of continuity and change- the impact on the world after WW2

• Understanding of cause and consequence- the impact on the world during and after WW2

• Recognising how historical events have influenced and shaped the nation and the wider world

• Using evidence to make historical claims

• Make connections between local, regional,national and international history

• Recognising similarities and differences: economical, military, political, religious and social history

• Organise historical information- chronologically, understanding and analysing evidence

Builds on 2.2

 

5.2 Ancient Greece
What have we learnt and kept from Ancient Greece?
International history and its influence nationally  

• Ancient civilizations

• Methods of historical enquiry 

• Chronological knowledge- beyond living memory

• A study of Greek life, their achievements and their impact on the Western world. 

• The legacy of Greek culture (art, architecture and’or literature) on later parts of British history.

Skills: 

• Understanding of continuity and change- linking to previously learnt ancient civilizations- how are these similar and/or different

• Understanding of cause and consequence- their impact on the world

• Recognising similarities and differences: economical, military, political, religious and social history

• Drawing from contrasts- linking to previously learnt about ancient civilizations

• Using historically-valid questioning linked to why the Ancient Greeks had their beliefs, why they lived like they did

• Note on connections, contrasts and trends over time

• Organise historical information- chronologically, understanding and analysing evidence

Builds on 3.1 and 3.2

Foundations for 6.3

 

5.3 Roman Empire

What have we learnt and kept from Ancient Rome?
Historical events beyond 1066

• Change and continuity

• The Roman Empire’s impact on Britain, including today

• The impact of technology on Britain today

Skills:

• Make comparisons by considering the legacy of Roman times

• Historical enquiry- eg: why was the Roman empire a success/failure, why were the significant people so important during this time

• Make links between significant people, their successes/failures

• Links between culture and beliefs- then vs now, comparing 

• Organise historical information- chronologically, understanding and analysing evidence

Builds on 4.2a and 4.2b

Please see our long-term plan below, including curriculum objectives:

History

6.1 Victorians

What was life like in Victorian times and how does it compare to life today?

Comparing life in different periods

• People and events fitting into a chronological framework

• Lives of significant individuals who have contributed to national and international achievements- Queen Victoria 

• The effect on Britain changing from a rural, agricultural country to an urban, industrialised country and the impact on this today

Skills: 

• Recognising continuity and change- making connections between this monarchy, others that the children have previously learnt about and todays.

• Recognising similarities and differences and making connections- making connections between this monarchy, others that the children have previously learnt about and todays.

• Connections between local, regional, national and international history

• Using historically-valid questioning- how do we know these things, what was it like to be a child in those times, how would children have been treated then vs today

• Comparing aspects of life in different time periods

• Organise historical information- chronologically, understanding and analysing evidence

Builds on 1.3 and 3.3

 

6.2 Crime and Punishment through the ages

How does Crime and Punishment change from the Roman times to Anglo-Saxon times, Anglo-Saxons to Tudor and Tudor times to today?

Historical events beyond 1066

• British, local and world history in chronological order

• Changes in an aspect of social history

Skills:

• Note on connections, contrasts and trends over time- Romans to today

• Understanding cause and consequence and how this changed from Romans to today

• Address and ask historically valid questions- why were people treated in said way, what are the similarities and differences between X time and X time. 

• Understanding of continuity and change- what stayed the same and what has changed- laws, how the punishments have changed, people’s mindsets on these punishments. 

• Historically valid questions- how is evidence used to make historical claims, how interpretations of the past have been constructed

• Recognising similarities and differences: economical, military, political, religious and social history

• Organise historical information- chronologically, understanding and analysing evidence

Builds on 3.3, 4.2, 6.1

 

6.3 Ancient Egyptians 

What was life like in Ancient Egypt and who was significant during this time?

Knowledge and understanding of world history

• Ancient civilizations

• Methods of historical enquiry 

• Chronological knowledge- beyond living memory

Skills: 

• Understanding of continuity and change- can the children make predictions based on other ancient civilizations that they have learnt about. What is the same and different between other civilizations, Egyptians and now

• Understanding of cause and consequence

• Recognising similarities and differences- between these ancient civilizations to ones previously learnt

• Using historically-valid questioning- eg: how do we know these things about Egyptians, why is X different to X

• Note on connections, contrasts and trends over time: comparisons between the Ancient Egyptians and The Shang Dynasty of Ancient China, or between Ancient Egyptians and Ancient Greeks.

• Organise historical information- chronologically, understanding and analysing evidence

Builds on 3.2 and 5.2

Year 7 begins with an exploration of the medieval past of Europe and the near-East.  We explore how different the medieval period was compared to the modern day for the majority of lives but also identify how many of our modern systems have their origin in this period.  We begin to focus our study on the use of historical sources and why it is important to rely on these for historical information rather than secondary sources of data.

This topic investigates medieval culture and society covering topics such as different social classes, law and justice and the power and authority of the Church and kingship.  This is all designed to build up a growing awareness of different types of evidence and how they can help, and limit, a historians understanding of the past.  

Our second topic will continue our Year 7 of the study of the Middle-Ages.  Now that our pupils understand the culture and society of medieval England, we are moving onto political and international events.  This will cover topics such as the interactions between England and its neighbouring countries in the British Isles; European involvement in the Middle-East and the sharing of medical and scientific knowledge that had been `lost` in Europe.  We shall also investigate how diverse medieval England actually was compared to what we may think.

The final topic investigates why Bedford no longer has a castle and the events that led up to the destruction of the castle in the early 13th century.  This connects the previous topics together and utilises the pupils` prior knowledge and applies it to a specific event.

Once every two weeks, all pupils have a lesson devoted to focusing on developing historical writing skills.  These are essential skills for formally recording ideas both within class but also at assessment points.  Through the use of modelled, scaffolded examples, pupils can use their existing mental models to practice writing extended, formal responses to questions.

In Year 7, the focus is on:

• Features of X
• Consequences of X
• Creating a narrative of X

 

Pupils who meet age related expectations will be able to:

• Place events in the correct period of history

• Use appropriate technical vocabulary in discussions and writing

• Describe how different people may have different views of the same event

• Identify the differences between historical information and a modern view of the past

• Identify what changed and what stayed the same in a historical period

• Identify causes and suggest how they may be linked together

Year 8 develops the content learnt at Year 7 by moving into the Early Modern Period of 1500-1750.  This is a critical period of European history that challenges the orthodoxy of the past; brings about social and religious change and challenges the previous political system.  We deepen our understanding, and use of historical sources, by delving deeper into the critical skills needed to identify why sources are created and the underlying impact of these sources.

We also explore the use of interpretations in depth by exploring how viewpoints of the Vikings have changed over a 1000 year period and why these changes occurred which connects to our work in Year 9.

 

Our Year 8 topics follow directly on from our Year 7 work.  We move forward in time to the Early Modern Period from 1500-1750.  This is a key period in British history which sees many changes that continue to impact and influence our lives today.  Our initial topic is studying the changes in culture, society and attitude of people from 1500-1750 and focus on the difficulty of studying the lives of the poor; changes in scientific knowledge; why did witch trials become more common and why life was challenging on the Scottish Border.  Our pupils continue to develop their awareness of sources and the challenges of using different types of evidence. We begin to introduce more primary evidence and the need to create a careful interpretation based on evidence rather than our personal thoughts.

Our Year 8 topics continue to build on the Autumn Term`s knowledge of society and culture of Early Modern England.  This term, we widen our knowledge beyond Britain and focus on key European events of the period such as the Reformation and development of medical knowledge.  Our Year 8 pupils will also develop their knowledge of key political events of the British Isles such as the English Civil War; creation of the United Kingdom and the growth of democracy and power of Parliament.

This topic shifts to an earlier period of time and will focus on the Vikings.  We shall be using several pieces of primary evidence to understand this culture and to see if they deserve their terrible reputation and how interpretations of the Viking actions have changed over time. This is designed as a bridging topic between Year 8 and Year 9 with a greater emphasis on using sources to create interpretations of conflicting views.

Once every two weeks, all pupils have a lesson devoted to focusing on developing historical writing skills.  These are essential skills for formally recording ideas both within class but also at assessment points.  Through the use of modelled, scaffolded examples, pupils can use their existing mental models to practice writing extended, formal responses to questions.

In Year 8, the focus is on:

• Interpretation skills
• Inference skills
• Features of X
• Consequences of X
• Creating a narrative of X

 

Pupils who meet age related expectations will be able to:

• place events in the correct period of history.

• use technical vocabulary accurately in discussions and writing.

• analyse why different people may have different views of the same event.

• identify how views of the past are created by selection of evidence.

• describe what changed and what stayed the same in a historical period.

• identify causes and effects as well as suggesting how they may be linked together.

Our Year 9 focus shifts to the 19th Century and the global impact of Empire building.  With in-depth use of sources and the critical analysis of these being developed. We look at how countries justify the expansion of their territories and the impact of this on local populations as well as how it used historically as justification for later political actions.

We continue this idea with a focus on early to mid-20th century political events and identify what caused the Great War, the impact of the Great Depression and the subsequent rise of extremist ideologies.  This allows us to then develop pupils' understanding of political and social changes in the British Isles from 1945. Much of this work is completed via the use of primary source material with a strong emphasis on the critical thinking skills essential for understanding multiple perspectives.

 

A key element of Year 9 history is the growing emphasis on critical thinking of sources and how a historian needs to study the background of the source and not just accept what it tells us.  This is an important life skill in the modern world where we are surrounded by easily accessible information and `fake news`.

Year 9 sees our historical study move forward to the modern period from 1750-1914.  During the Autumn term we focus on how and why the British Empire developed and how it impacted on other countries – some of which would develop in colonies.  We focus particularly on how interpretation of the British Empire has changed from the positive views of the people at the time through to the challenging modern viewpoints.  Key topics of study are the 7 Years War and the American Revolution; slavery and emancipation of slavery; views of colonialism particularly the Scramble for Africa.

Our Year 9 pupils will continue to enhance their understanding of 20th-century world history.  Beginning with an in-depth investigation of the assassination of JFK, our pupils will move onto study of the causes of World War 1, the period of economic turmoil in the Great Depression and how the late 1920s and 1930s saw a rise in the number of dictatorships in Europe.  Pupils will also investigate how society, technology and medical knowledge developed widely after the Second World War. 

Our Year 9 will focus on Russia from 1800-1991 and study an overview that dominated the politics of the twentieth century and still occupies the news today. This topic investigates political theory in greater depth than the Spring Term and acts as a foundational topic for Key Stage 4 GCSE modules by providing greater context to an influential country that directly connects to our Weimar and Nazi Germany and Superpower Relations exams.

Once every two weeks, all pupils have a lesson devoted to focusing on developing historical writing skills.  These are essential skills for formally recording ideas both within class but also at assessment points.  Through the use of modelled, scaffolded examples, pupils can use their existing mental models to practice writing extended, formal responses to questions.

In Year 9, the focus is on:

• Interpretation skills
• Inference skills
• Features of X
• Consequences of X

 

Pupils who meet age related expectations will be able to:

• prioritise causes, with some being more important than others.

• use technical vocabulary accurately in discussions and writing.

• know that the significance of change may depend upon timescales or the person studying the change.

• make supported inferences based on evidence

• analyse evidence for its usefulness.

• link different interpretations to the use of different evidence.

• place events, and periods of time, securely in a broader time scale.

• use historical vocabulary in context of the period studied.

Our GSCE history course follows the Edexcel exam board.  The core study of GCSE history is identifying changes and continuity over time as well as establishing causes and consequences of these actions.  A key element is the analysis of historical sources.  This all continues to build on skills that have been developed over Key Stage 3 thus providing our GCSE pupils a strong foundation to deepen their skills and ability at GCSE.  All topics taught at GCSE have previously been encountered at Key Stage 3 ensuring that pupils have a general awareness of the key themes so that we can deepen and broaden their understanding of the key historical periods and topics that we are studying.  Exam questions are similar to assessments pupils encountered at Key Stage 3 and are shared between the exam papers ensuring that pupils can focus on their knowledge and analytical skills and enhance the exam skills they have built on during Years 7-9.

 

Year 10 - Anglo-Saxon and Norman England c.1062-c.1087

All pupils will begin their study with Anglo-Norman England c.1042-c.1088.  This topic focuses on life in England before the Norman Conquest and how the Normans adapted, changed or continued aspects of English life.  As well as `big events` such as the Battle of Hastings, the rebellions against William I`s rule and succession crises, we also explore the impact on the lives of everyday people.

 Year 10 - Weimar and Nazi Germany

This is a hugely influential period of time and focuses on the challenges faced by Germany following World War 1 and how these challenges allowed extremist political groups such as the Nazi`s to flourish.  We also investigate how and why the Nazi Party grew in popularity, gained power and then everyday life under the Nazi`s before the start of World War 2. This topic is a source-based topic drawing upon the skills developed over Key Stage 3 in critical thinking of evidence and source analysis.

 

Year 11 - Medicine Through Time

This module explores how medical knowledge, practice and thinking develop from the middle-ages through to the modern day.  A focused topic explores the importance of the Western Front of World War for the development of medical treatment.  This module is a blend of sources and knowledge and enhances the practice and skills taught in all other modules.

Year 11 - Superpower Relations and the Cold War

Our studies begin by exploring the changes in the relationship between the U.S.A and U.S.S.R. from 1941-1947. During the rest of this topic, our GCSE study will continue to investigate the key events of this period such as the Cuban Missile Crisis, the development of NATO and the Warsaw Pact as well as explore the changing relations between the Superpowers and the impact that this still has on modern politics.

 

Pupils who meet age related expectations will be able to:

• Demonstrate some knowledge of key features of a period of time.

• Give accurate and relevant information of these features.

• Apply effective analysis to key features using second order concepts such as change and continuity, causation, consequence, significance, similarity and difference.

• Show a line of reasoning.

• Offer a judgement on the use of sources and interpretations, which are based on a developed comment.

• Select a relevant detail to create a follow up enquiry and identify appropriate questions for enquiry.

• Identify appropriate sources to explore a follow-up question for enquiry.

• Make some valid inferences from a source.

• Show understanding of how provenance (nature, origin, purpose) affects source usage.

• Reasonable analyse interpretations and the key differences between different interpretations of the same event.