History

Curriculum Plan – History Year 7

Intent:  To develop enquiring minds to critically evaluate how the past has developed and influenced the present.

Year 7

Subject Content

Homework and Assessments

Subject Skills and 21^st Century Soft Skills

Topic: Britain pre-1066

Enquiry: What was Britain like before 1066?

1

Why is chronology important to historians?

• Homework recall task 1: Understanding key time periods.

• Knowledge and understanding of key historical concepts. Chronology, Timeline, century, decade.
• Collaboration – discussion task on chronology.

2

Who were the Anglo-Saxons?

• Chronology recall

• Start to understand where historians get their information from. Introduced historical evidence terms, Primary, secondary, visual, written, artifacts.
• Collaboration – creation of a human timeline

3

How did the Anglo-Saxons live?

• Century recall
• Creative extended writing task using information on life in Anglo Saxon England.

• Knowledge and understanding on Anglo Saxons
• Collaboration, communication, creativity in paired visual task on an Anglo-Saxon village.

4

How brutal was Anglo-Saxon justice?

• Homework Task 2: Chronology and historical time periods recall.
• Writing a judgement on how brutal Anglo-Saxon England was.

• Knowledge and understanding on Anglo Saxon justice system.
• Developing judgments and comparing to modern day.

Critical thinking and communication developed.

Topic: Norman Invasion

Enquiry: Why is England a battlefield in 1066?

1

Who had the strongest claim to the throne of England in 1066?

• Extended writing task: Explain who had the strongest claim.

• Knowledge on the three contenders to the throne in 1066. Key concepts of Monarch, heir and succession introduced.
• Creativity and critical thinking task on each contender.

2

Why were events at Stamford Bridge important?

• Homework Task 3: Creative recall task on the contender with the strongest claim.
• Group activity on the chronology of Stamford Bridge
• Extended writing task on the consequences of Stamford Bridge on King Harold.

• Knowledge on the events of Stamford Bridge in 1066 so students can consider the importance and consequences.
• Collaboration and team work on chronology task.
• Critical thinking to consider the possible consequences

3

Who will win: Anglo-Saxons or Normans?

• Recall task on contenders and Battle of Stamford Bridge
• Evaluation on the strengths and weakness of each army

• Knowledge and understanding on King Harold’s and Williams armies.
• Collaboration to discuss King Harold’s options after Stamford Bridge

4

What happened at the Battle of Hastings?

• Recall homework task 4.
• Recall activity on previous events using primary evidence (Bayeux tapestry)
• Write a chronological account of the battle using historical evidence.

• Knowledge and understanding on the chronology of the Battle of Hastings.
• Collaboration during discussing the outcome of the battle.

5

Why did Harold lose the Battle of Hastings?

• Recall previous learning. Spot and correct the mistakes.
• Extended writing task developing explanation.

• To be able to categorise events into causes.
• Critical thinking – using previous knowledge to make corrections

6

Why are there different interpretations of the Battle of Hastings?

• Recall homework task 5.
• Recall task: Fact or opinion?
• Infographic on why historians’ interpretations differ

• Developing historical skills: interpretations.
• Collaboration and communication developed through discussion on why historians’ interpretations differ?

Topic: Norman conquest

Enquiry: How did William keep control of England?

1

How justified was King William in using terror to keep control?  

• Recall: Recall and predict King Williams situation
• Create a transcript outlining William’s response in the north.

• Develop an understanding of historical interpretations.
• Knowledge and understanding on the use of terror in the Harrying of the North
• Critical thinking: Using knowledge to predict problems.
• Creative and collaboration – pairs to complete an interview task using their knowledge

2

Why did William build Motte and Bailey castles?

• Recall homework task 6.
• Recall using answers to create questions.
• Evaluation of Motte and Bailey castles strengths and weaknesses.

• Knowledge and understanding on motte and bailey castle and their strengths and weaknesses.
• Creativity – creating questions for answers.
• Collaboration – paired task on visual starter of a castle.

3

Why was the Feudal System introduced?

• recall task using key words.
• describe change and continuity.
• Explain what William got from the Feudal System

• Knowledge and understanding on the Feudal System and the reasons it was introduced.
• Collaboration: paired recall activity

4

What was the Domesday Book?

• Homework task 7
• Recall task: chronology of events.
• Make judgements about the importance of the Domesday book.

• Know what the Domesday book is and what information it contained.
• Critical thinking: why would the peasants fear it?

5

What did the Norman conquest change?

• Recall 5 facts about life pre-Norman conquest.
• Describe the changes and continuities the conquest made.
• Make judgements about the importance of the changes on different people in society.

• Know the causes and consequences of the Norman invasion and conquest.
• Critically evaluate the impact on people’s lives.

Topic: medieval life

Enquiry:  Why was Religion important to people lives?

1

What did Medieval Christians believe happens after death?

• Recall: True or false statements.
• Use evidence from the past to create an interpretation

Know Christian beliefs about heaven and hell.

Understand how powerful beliefs about afterlife were on people and how it affected their actions.

Creativity and critical thinking: Evaluate power of religion to create own interpretation.

2

Who was important in the Medieval Church?

• Recall: key words
• explain why religious people were important to medieval society

Know the different roles of religious people in medieval England including monks, nuns, Parish priests and monasteries.

Critical thinking: why were the roles important to people?

3

How did religion affect Ideas?

• Recall: Who did what?
• Explain how medieval views on religion and God influenced ideas.
• Make a judgement on how important religion was.

Understand medieval views on crime, science, medicine, warfare, society, and architecture.

Critical thinking and collaboration: Think, pair and share.

4

Inference and Utility skills

• Recall: overview of previous learning grid.
• Write an explanation of why a source could be reliable in telling historians about what medieval people believed relics could do.

Understand how to use a source to find out information about Medieval religious beliefs.

Understand how a historian can test how reliable a source is.

Topic: Medieval life

Enquiry:  Why was the Archbishop of Canterbury Murdered?

1

Who is Henry II and Thomas Becket?

• Recall: key facts on religious beliefs.
• Chronology of events.

Understand the key events in Henry II and Thomas Becket’s relationship, 1154‒63.

Critical thinking: is the relationship strong or weak?

Collaboration: paired task looking at Henry II and Thomas becket.

2

Henry II and Thomas Becket – Church Vs State. Who will win?

• Recall: who would you go to? Church or State?
• Summarise the main reasons why Henry II and Thomas Becket argued with each other.

Know the differences between the Church and state.

Communication and critical thinking: paired task taking on role of Henry II or Thomas becket.

3

What happened to Thomas Becket?

• Recall: summary questions.
• Write a chronological account of the murder.
• Explain the reasons it happened and the consequences.

Know the chronological events of Thomas Beckets Murder.

Understand the reasons why it happened.

Creativity: What would you ask Henry II if you could interview him.

4

Was the Church ‘all powerful?’

• Recall: 3,2,1 key details of the Medieval Church
• Select evidence to prove that there were limits to the power of the Church.

Know and understand the limits to the power of the Church over the individual.

Topic: Medieval Life

Enquiry:  Was 1348 the end of the world?

1

What is the ‘Black Death’?

• Recall: Use previous learning to make a guess on new topic.
• Write a report on medieval beliefs on the Black Death.

Understand where the Black death came from.

Know how it spread in 1348.

Understand medieval explanations for the Black death.

Using evidence to find out about the past.

Creativity and critical thinking: empathy task based on knowledge and understanding of medieval beliefs.

2

What were the causes, symptoms, and responses to the Black Death?

• Recall: quick quiz key knowledge.
• Write a report based on medieval beliefs.

Know what the causes and symptoms of the Black Death were.

Know what medieval people did to prevent, avoid, and treat the Black Death.

Understand why they thought these measures would work.

Using evidence to find out about the past.

Creativity: using evidence to create a medical report.

3

How bad was the Black Death?

• Recall: cops and robbers on source types.
• Write a judgement using evidence on how bad the Black death was on society.

Understand the short-term consequences of the black death.

Understand the effect on towns and villages.

Collaboration and communication: discussions around evidence and judgements.

4

What were the effects of the Black Death?

• Recall: symptoms of black death using a visual source.

To investigate the consequences of the Black Death on social, political, religious, economic, and military.

5

6

Topic: Challenges to religion

Enquiry: Was the Reformation a good thing?

1

What was religion in England like before 1517?

• Recall: previous two topics on religion.
• Using learning to explain what religion was like in 1517.

Know and understand what control the Catholic Church had in 1517 and the War of the Roses.

Collaboration and communication: Discussion on criticisms of the Catholic Church.

2

What was the problem with people criticising the Catholic Church?

• Recall: true or false quiz.
• Explain the most significant consequences of Martin Luther’s 95 thesis.

Know and understand the reason why some people were unhappy with the church.

To learn about Martin Luther and his 95 theses.

Using sources to gain information.

3

What was Henry VIII’s ‘Great Matter’?

• Recall: create questions for key word answers.
• Explain how far Henry VIII had changed the church.

Know and understand what Henry VIII’s Great Matter was and the changes he made during the English Reformation.

Critical thinking: developing own judgements from evidence.

4

Was there a religious rollercoaster?

• Recall: Key terms
• Explanation of each monarchs’ changes.

Knowledge and understanding of religious changes under Edward and Mary I.

Critical thinking and collaboration: Discussion of consequences.

5

Who was Elizabeth I?

• Recall: quick quiz
• Chronology of Early Elizabeth

Know who Elizabeth I was and the issues she had over her legitimacy.

Critical thinking: What problems would this cause her?

6

Did Elizabeth find a ‘middle way’?

• Recall: which monarch?
• Judgement using evidence on how far Elizabeth solved the religious divisions.

Know the details of the religious settlement of 1559.

Communication: Think, pair and share judgements.

7

Why do we remember the 5^th of November?

• Recall: Key word brain dump
• Explanation of causes of the Gunpowder plot.
• Explanation of the consequences.

Know why the Catholics attempted to blow up the king.

Know what the plot was?

Evaluate the consequences of the plot on religion.

Critical thinking: were the Catholics set up?

8

Was the reformation a good thing?

• Recall:  chronology of reformation and religious rollercoaster.
• Judgment made using evidence from enquiry.

Gather evidence for support and counter argument.

Communication: develop judgment with class through discussion.

Curriculum Plan – History

Intent:  To develop enquiring minds to critically evaluate how the past has developed and influenced the present.

Year 8

Subject Content

Homework and Assessments

Subject Skills and 21^st Century Soft Skills

Topic: Industrial Revolution

Industrial Revolution: Did the Industrial Revolution bring only progress and improvement?

1

What was the Industrial Revolution?

Recall: preindustrial revolution lifestyle.

Explain one way in which Britain changed between 1750 and 1900

Define the term ‘industrial revolution’.

 And identify key changes in Britain between 1750 and 1900.

Communication: discussion on changes identified.

2

Why did the population ‘explode’ in the 18th and 19th centuries?

Recall: Key terms.

Explain the factors that led to a rising population.

Be able to describe what happened to the population between 1750-1900.

Critical thinking: analyse which factor was the most influential.

3

How did farming methods change?

Recall: brain dump population explosion.

Use evidence to explain the impact of these changes on people, particularly the poor.

Know the changes to farming that took place in this period and understand why these changes were a ‘revolution’.

Using historical sources for evidence.

Collaboration: discussion on changes.

4

How did towns and cities grow?

Recall: 3,2,1 key knowledge.

Explain what factors helped the growth of towns.

Know how towns changed during the Industrial Revolution.

Critical thinking: analyse how far the growth of towns was a good change.

5

How hard was children’s work?

Recall: key knowledge quiz.

How does your life in 2022 compare to the children of the Industrial Revolution?

Know what work children did during the Industrial Revolution.

Understand how attitudes to children changed in the 19th century.

Critical thinking: how does it compare to today?

6

How bad was dirt and disease in Industrial towns?

Recall: brain dump on key terms.

How useful is source A in understanding the issues in industrial cities?

Know about living conditions in towns for the working classes.

Using evidence to build an understanding of the past.

Critical thinking and collaboration: analysing a source.

7

Why was there so much crime in the cities?

Recall: interleaved key knowledge quiz.

Explain why law enforcement was ineffective.

Understand why the growth of cities led to an increase in crime.

Critical thinking and communication: discussion on effectiveness of justice.

8

Was Britain the ‘Workshop of the World’?

Recall: if this is the answer what is the question?

Write a contemporary view of the Great exhibition and experience. Letter or newspaper article.

Know about the Great Exhibition 1851 and why it caused so much excitement.

Creative: applying knowledge to an account of the Great Exhibition or newspaper article.

9

Did the Industrial Revolution bring only progress and improvement?

Recall: Cops and robbers information share.

Extended writing: Did the Industrial Revolution bring only progress and improvement?

Evaluate the positive or negative change as a result of the industrial revolution.

Critical thinking and collaboration: evaluate how far people’s lives had improved, stayed the same or gotten worse over the industrial revolution.

Topic: Local study

Enquiry: Why is Ironbridge Gorge a ‘World Heritage site’?

1

Why is Ironbridge Gorge a ‘World Heritage site’?

Recall: previous knowledge on Ironbridge gorge.

To make a judgement on the significance of Ironbridge Gorge.

To know what happened at Ironbridge Gorge and who was responsible. Understand the importance of the site to the industrial revolution.

Critical thinking: to compare Ironbridge Gorge to another World Heritage site and why it is considered so important. Creativity: to create a tourism brochure.

Topic: Slavery

Enquiry: What was it like to be involved in the slave trade?

1

Why did people think that the slave trade was justified?

Recall: What do you know now?

Explain how some people justified the slave trade?

To know what the slave trade was and what reasons were given for its use.

Critical thinking: consider contemporary views.

2

What was Africa like before the Slave Trade?

Recall: 3,2,1 key info.

To examine a source and explain what it tells us about African nations pre slavery.

To know the features of African nations pre slavery and how African Kingdoms changed because of it.

Critical thinking: to evaluate involvement in the slave trade.

3

What was it like on the Middle passage?

Recall: knowledge triangle.

Explain conditions on board a slave ship using evidence from different sources.

To know the conditions on board a middle passage ship.

Use sources to gather evidence.

Collaboration: paired worked analysing historical sources.

4

Were the slave auctions worse than the middle passage?

Recall: if this is the question what is the answer?

explain how slaves were treated and what it was like at the Slave Auctions.

To know the different ways slaves were traded.

Using evidence to find out about the past.

Creativity: creating questions from recall.

5

What was it like for slaves living on the plantations?

Recall: key knowledge quiz.

Describe features of life on a plantation.

To understand what plantations were and the roles of domestic and field slaves.

Selecting evidence.

Collaboration: group work gathering evidence for report.

6

Was there any slave rebellion?

Recall: brain dump using key images.

Report on different examples of resistance and evaluation of how successful each one was.

To know about different types of resistance and examples of them.

Critical thinking: why was there only limited success of active resistance?

7

How was slavery abolished?

Recall: key knowledge test.

Explain one reason why the slave trade was abolished?

To know the causes of abolition and to categorise them.

Critical thinking: why was it hard to end the slave trade?

8

What is the Legacy of the Slave Trade?

Recall: 5 in 5 key knowledge recall.

Explain the legacy of the slave trade.  

To know what legacy is.

To understand the legacy of the slave trade for those involved.

Collaboration: discussion on significancy of the legacy today.

Topic: Empire

Enquiry: How did the British Empire develop?

1

How did the British Empire develop

Recall: Previous knowledge on empires.

Explain why the British Empire developed.

Be able to define what an empire is and understand where and when the British Empire existed.

Know reasons it expanded.

Collaboration: think, pair and share ideas.

2

Was the colonisation of the Americas motivated by money?

Recall: key terms

“British colonisation of America was entirely the result of the desire for wealth”. Do you agree?

Develop an understanding of how and why Britain gained colonies in the Americas, and its impact.

Collaboration and communication: discussion on different people and their reasons.

3

Who were the Pirates of the Caribbean?

Recall:  If this is the answer, what is the question?

Understand why the British were interested in colonising the Caribbean

Collaboration: think, pair and share ideas.

4

What gains and losses did the British Empire face in the 18th century?

Recall: key knowledge quiz.

Why was the Seven Years War important to Britain?

Understand where and why the British Empire expanded during the 18th century and the consequences.

Collaboration and communication: verbal tennis debate.

5

What was India like before the British Empire?

Recall: why and how on the British Empire.

why would the British have been interested in India as a place to expand their empire?

Describe what life was like in India before the British arrived.

Understand and explain the causes of the decline of the Mughal Empire.

Collaboration: discussion on questions they have on the topic.

6

How did the British Empire expand into India?

Recall: 3,2,1 key information.

Explain how British expansion in India took place.

Understand why and how the British wanted to expand the Empire to include India.

Source inferences.

7

What was the impact of British rule in India?

Recall: inferring from a source using previous learning.

Explain the impact of British rule on different people in India. Make a comparison of experiences.

Explore some of the benefits and drawbacks of British rule in India.

Understand and assess different interpretations of the impact of British rule.

8

Why was there resistance to the British Empire?

Recall: give me 5 facts.

Explain why some Indians revolted against British rule in 1857–58.

Identify causes and consequences of the Indian resistance to the British Empire.

Collaboration: discuss causes and links.

9

Why was there resistance to the British Empire? – The Zulu and Boer Wars

Recall: verbal key word tennis.

Develop a table comparing the rebellions.

Know the causes of the rebellion and compare the causes of the Zulu War with the causes of the Indian rebellion.

10

Did the British Empire make the world a better place?

Recall: effects of the British Empire.

Should Britain apologise for the empire?  

To identify effects of the British Empire.

Critical thinking: evaluate the positive and negative effects of the British Empire.

Topic: World War One

Enquiry: Why did war break out in 1914?

1

How did Nationalism lead to resentment?

Recall: Previous knowledge to recall a cause and a consequence.

Explain the difference between Nationalism and Imperialism

To know and understand what nationalism is and example of it. Explain how nationalism was causing conflict in Europe.

2

Did Empire building cause conflict?

Recall: key reasons for empire building.

Use knowledge to explain a cartoon source.

To know the Empires and alliances of Europe by 1914 and analyse the strength of each.

Source evaluation.

Critical thinking:  evaluate how far Empires and Alliances caused conflict.

Collaboration: group activity on researching empires.

3

Who had the biggest and best navy?

Recall: list reasons why Britain may need a navy using knowledge on empires.

Explain the reasons why Germany wanted an empire and how this developed into a naval race between Britain and Germany.

Know the ways in which rivalries over empires created tension between the great powers.

Source evaluation.

Collaboration and communication: discussion on reasons for building a large navy.

4

How did alliances lead to WWI?

Recall: key terms quiz.

The alliance system threatened European peace’ Do you agree?

know who the Great Powers and alliances of Europe were in 1914.

Collaboration: paired task evaluating data.

5

Why was nationalism causing tension?

Recall: Key knowledge quiz 5 in 5.

Explain one reason why Europe had become a dangerous place in 1914?

Learn about the significance of the Balkans in increasing tension in Europe.

Understand how Europe had become a dangerous place by 1914.

6

How did a sandwich change the course of history?

Recall: key causes of tension.

Chronological account of the assassination of Franz Ferdinand.

who do you think is the most to blame for the outbreak of World War One?

To know and understand the events of June 1914 and how they sparked a war.

How and why do interpretations differ?

Critical thinking: what was the most significant cause of war?

7

Did the Empire help in the First World War?

Recall: countries of Britain’s Empire.

What impact did the Empire make?

To know and understand the different role of Britain’s Empire in WWI.

Critical thinking and collaboration: consider reasons why some fought on Britain’s side.

8

What was it like fighting in the trenches for the Soldiers?

Recall: interleaved key knowledge quiz.

Which part of trench life would be the hardest to cope with?

To know and understand the conditions of trench warfare.

Using sources.

Collaboration: group research task.

9

Why was the first day of the Somme such a terrible result for the Allies?

Recall: What is needed to win a war?

Was the first day of the Somme a disaster? Explain your answer.

To know and understand the reasons why a battle took place at the Somme.

To know what happened on the First day and evaluate failures.

Collaboration and communication: share ideas on the main reason.

10

Is it fair to call Haig the Butcher of the Somme?

Recall: facts about fighting in the trenches.

Should Haig be called the Butcher of the Somme? Write a supported judgement.

To know who Haig was and his role in the Battle of the Somme.

To evaluate sources to find out about Haig.

Critical thinking: use evidence to evaluate Haig’s role.

Collaboration: class debate using evidence.

11

Why is the 11^th of November 1918 an important day?

Recall: key chronology.

Diamond 9 on the reasons war ended.

To know and understand why fighting stopped on November 11^th 1918.

To understand how and why the war is commemorated.

Creativity: create a memorial.

12

Did everything go back to normal after WWI?

Recall: Key knowledge quiz.

What changed because of war?

To know the gains and losses of the war.

Collaboration: paired work looking through changes.

Topic: Getting the Vote

Enquiry:  Did everyone have the same rights in the 19th century?

1

How fair was the political system in 1800?

Recall: Brain dump key word prime Minister.

Explain the main problems with the political system in Britain in the early 19th Century.

identify the problems in the British political situation in the early 19th Century.

Using sources.

Critical evaluation: which is a problem for a fair system?

2

What happened at Peterloo in 1819?

Recall: key terms using images.

Explain why Peterloo is a significant event in history.

To know the events of Peterloo and why it happened.

Collaboration and critical thinking: paired task to evaluate sources and explain why there may be different accounts.

3

Was there reform in the 19th century?

Recall: true or false statements.

Explain who benefitted from the 1832 Reform Act.

Identify the main changes introduced in the 1832 Reform Act

Understand who and how far people benefited from the changes.

Critical thinking and collaboration: Paired task to analyse the pace, extent, and significance of changes to the electoral system in the 19th century.

4

What did the Chartists do?

Recall: one positive and one negative of 1832 Reform Act.

Why did the Chartists want these changes to be made?

Know who the Chartists were and what they were demanding.

Understand the changes made after 1832.

Critical thinking:  Analyse the pace, extent and significance of changes to the electoral system in the 19th century.

5

How democratic was Britain by 1900?

Recall: 1800’s political system brain dump.

‘Britain was democratic by 1900’ how far do you agree?

Critical thinking and collaboration: use evidence to show arguments for and against statement. Consider how far it goes?

Curriculum Plan – History Year 9

  To develop enquiring minds to critically evaluate how the past has developed and influenced the present.

Year 9

Subject Content

Homework and Assessments

Subject Skills and 21^st Century Soft Skills

Topic: Pre 1945 conflict

Enquiry: Why did new ideas cause conflict in the 20th century?

1

What is communism?

• Recall task: How is our country run today?
• Explain why communism might be appealing to some groups but not others.

To understand the key ideas of communism, Karl Marx, and Marxism.

Communication: verbalise a summary of communist beliefs.

2

Why were some Russians unhappy in 1914?

• Recall homework task 1.
• Recall task: Communist or Capitalist?
• Explain why some Russians were unhappy in 1914.

To understand how Russia was governed in the early 20th century.

Developing understanding of source inferences.

Critical thinking: why would Russia be difficult to govern?

3

What was the impact of the Russian Revolution?

• Recall task: Recall: Why were some Russians so unhappy in 1914? Fill in the gap key knowledge.
• Explain why the events were concerning to the rest of the World.

To know the chronology of events of the Russian Revolution in 1917.

Critical thinking: why would events in Russia be concerning?

4

What is fascism?

• Recall homework task 2.
• Recall task: what is the picture of?
• Explain who fascism would appeal to?

Know the key features of a democracy and dictatorship.

Understand and evaluate the features of fascism and why it appealed to some people

5

Why did fascism rise in the 1920’s-30’s?

• Recall task: Who are these men? Recall key info on Mussolini and Hitler.
• Explain why fascism took over in Italy and in Germany.

Know what happened in Italy and Germany in the 1920’s and 30’s.

Critical thinking: Why would this increase the appeal of fascism.

6

How did fascism cause conflict?

• Recall homework task 3.
• Recall task:  Fascism, Communism, or both?
• Explain how the Nazi beliefs helped to cause the outbreak of the Second World War

Know and understand the key beliefs of Adolf Hitler and the Nazis.

Understand a reason why there are differing historical interpretations.

Critical thinking, creativity, and communication: create own interpretation.

7

Main events of WWII: What happened in the War in Europe?

• Recall task: Complete these key sentences.
• Explain the reasons why the Nazi’s lost and the long-term consequences.

Know the chronology of the key events of World War Two in Europe.

Collaboration: share in depth research with someone else and share understanding.

8

Main events of WWII: What happened in the War in the Pacific?

• Recall homework task 4.
• Recall task: complete the key word sentences.
• Source evaluation
• Explain the reasons why the USA were brought into the war.

Know the chronology of the key events that happened in the Pacific.

Critical thinking, communication and collaboration: discuss why Japan attacked Pearl Harbour?

9

How did WWII end?

• Recall task: picture association. Hitler, Stalin, and Mussolini.
• Create an overview of the causes, events, and consequences.
• Reach an initial judgment of justification.

Know the causes, events and consequences of Hiroshima and Nagasaki. The dropping of the atomic bombs.

Collaboration and critical thinking. Working in pairs to sort evidence.

10

Was the bombing of Hiroshima and Nagasaki justified?

• Recall task: Odd one out? Key knowledge.
• Write a judgement using evince for and against the dropping of the atomic bomb.

Know the reasons for and against the dropping of the atomic bomb.

Critical thinking and communication:  evaluate whether the bombing of Hiroshima and Nagasaki was justified?

Topic: Persecution

Enquiry: What was the Holocaust?

1

What was the Holocaust?

• Recall task: what do I know now?
• Define the key term ‘holocaust’

Understand the term ‘holocaust’ and differing interpretations on it.

Who was involved in the holocaust using case studies.

Collaboration and communication: sharing of prior knowledge and understanding.

2

Were Jewish people persecuted before the Holocaust?

• Recall homework 5
• Recall task: cops and robbers’ task for key information.
• Explain the experience of one pre 1933 group of Jews that faced anti-semitism.

Investigate how persecution occurred throughout the medieval period. Develop an understanding of anti-semitic attitudes.

Critical thinking: challenging historical misconceptions.

3

How were Jews treated in 19th and 20th century Europe and the US?

• Recall task: answer 3 key knowledge questions.
• Explain how integrated Jews were into society.

Identify the different roles that Jewish people had in Europe and the US and how they were treated.

Critical thinking:

Analyse source material and historical information to decide whether Jews were integrated in societies.

4

How did life for Jews change under the Nazis?

• Recall task: 3,2,1 recall key information.
• Explain how the situation for Jews in Germany worsened over time.

Understand how life changed for Jews in Germany after Hitler came to power.

Collaboration: COP Source evaluation on Jewish persecution.

5

Was 1938 a turning point in Jewish persecution?

• Recall task: Recall using a photograph.
•  Write a chronological account analysing the events of Jewish persecution in 1930’s Germany.  

Know the chronology of events leading to and including Kristallnacht.

Using a source to infer from.

6

How did the Holocaust change the lives of the Greenman family?

• Recall task: Brain dump on key terms.
• Explain the impact of Jewish persecution.

Understand the impact of the persecution through the case study of one family.

Communication: discuss impact using empathy.

7

What was life like in the Ghettos?

• Recall task: Brain dump on key terms.
• Explain why the Nazis created ghettos across Europe

Understand what ‘ghettos’ were in the context of the holocaust.

Use sources to understand the impact on the lives of Jewish people.

8

How did the Nazis carry out the ‘Final Solution’?

• Recall task: photograph to aid recall of Ghettos.
• Use evidence to explain what happened at the camps

Understand when and how the Nazi’s came up with the ‘Final Solution’

Describe the ‘Final Solution’ and use a survivor story to understand survival inside a concentration camp.

Communication: discuss impact of survivor testimonies.

9

Was there Jewish resistance to the Nazis?

• Recall task: which is the odd word out?
• COP evaluation of a historical source to evaluate Jewish resistance.

Learn about some of the groups who resisted the Holocaust.

Understand the role Jews played in defeating the Nazis.

Critical thinking: why was it difficult to resist the Nazis?

10

How did the Holocaust end?

• Recall task: photograph to recall resistance.
• Explain why it is important to remember the Holocaust?

Learn about when and how liberation happened.

Examine the different experiences of those involved in liberation.

Critical thinking: why would the Nazi’s try and destroy the evidence?

11

Why did the Holocaust happen? Enquiry evaluation lesson.

• Recall task: who, what and why recall.
• Explain which factors led to the Holocaust taking place.
• Judge which factor was most significant.

Critical thinking and collaboration: what factors led to the holocaust?

Topic: Cold War 1945-1991

Enquiry: Why did tensions between East and West cause a Cold War?

1

Why were the USA and the USSR unlikely allies in the Second World War?

• Explain how likely the Grand Alliance would last.

Know and understand the differences between communism and capitalism, The Grand Alliance/ Big Three

Critical thinking – Why did the USA and the USSR work together in WWII?

2

How far did the ‘Big Three’ agree on strategy during the war?

• EDUCAKE Quiz 1 Early tension between East and West Tehran and Yalta conferences.
• Recall The leaders and countries of the Big Three.
• Explain how strong the alliance is at the end of the Tehran Conference

Know and understand the agreements made at the Tehran conference.

Collaboration and communication: Share ideas about how strong the Grand Alliance is at this stage.

3

How far did the ‘Big Three’ agree on strategy after 1944?

• Recall why the USA and the USSR did not trust each other.
• Explain the consequences of the decisions made at the Yalta and Potsdam conferences

Know and understand the agreements and disagreements at the Yalta and Potsdam Conferences.

Critical thinking: Develop an understanding of the consequences of events (End of War in Europe, change in leaders, Successful testing of the atomic bomb)

4

Why did the Grand Alliance fall out 1945-46?

• Recall key information on Tehran, Yalta, and Potsdam

Develop a knowledge and understanding of the events creating tension, including dropping of the atomic bomb, The Long Telegram, Churchills Iron Curtain Speech and the Novikov Telegram.

Critical thinking and collaboration: working in pairs to discuss the impact.

5

Why did Soviet expansionism cause tension?

• EDUCAKE Quiz 2 Early tension between East and West Potsdam and Soviet expansion
• Recall key terms in paired activity.
• Explain why Stalin’s actions caused tension.
• Write a chronological account of events

Know the methods used by Stalin to take over satellite States.

6

How did the Cold War develop after 1947?

• Recall: Cops and robbers on Soviet relations.
• Judgment on who is to blame for the Cold War

Know the actions of East and West, including Truman Doctrine, Marshal Aid, Cominform and Comecon

Communication: discussion of judgement

7

What was significant about the 1948 Berlin Crisis?

• EDUCAKE Quiz 3 the Development of the Cold War
• Recall: what has happened to Berlin?
• Hy was the crisis significant?

Know the causes, events and consequences of the Berlin Blockade and Airlift.

Communication and critical thinking: discussion on problems with Berlin.

8

Why did the Arms and Space Race intensify relations?

• Recall key information using word bank.
• Explain if there was a thaw in tensions with new leadership.

Know the key developments and chronology of the arms and space race.

9

Did events in Hungary show ‘the untameable desire for freedom’?

• EDUCAKE Quiz 4 The Cold War intensifies.
• Recall task: match political cartoons and captions.

Know the causes, events, and consequences of the Hungarian Uprising 1956

Critical thinking: evaluate why events led to an uprising.

Topic: Cold War 1945-1991

Enquiry: How close was there a World War Three in the 1960’s?

1

How did the ‘Brain Drain’ create a crisis in Berlin?

• Recall task: Complete key knowledge sentences.
• Explain the impact of the tensions over Berlin.

Know what the ‘Brain Drain’ was and the problems it caused for the USSR. Understand Khrushchev’s actions and the Berlin Ultimatum.

Know the chronology of the summit meetings and their outcomes on relations.

2

What was the impact of the Berlin Wall’s construction?

• EDUCAKE Quiz 5 Increased Tension Berlin.
• Recall task: Chronology task.
• Explain how the Berlin Wall had a positive and negative affect on relations.

Know how and why the Berlin Wall was built. Chronology of events.

Communication and critical thinking through discussion tasks.

3

How much of a ‘fiasco’ was the Bay of Pigs?

• Recall task on key information (Satellite States, NATO and Warsaw Pact, USSR leadership and Vienna Summit)
• Explain the importance of the Cuban Revolution on international relations.

Know the causes of tension over Cuba and the chronology of events at the ‘Bay of Pigs’ Understand the consequences.

Critical thinking: consider the position of Khruschev and Kennedy.

4

Could events in Cuba have triggered World War Three?

• EDUCAKE Quiz 6 Increased Tension Cuba.
• Recall task: explain President’s Kennedy’s problem with Cuba.
• Explain the consequence of the Cuban Missile Crisis on relations between East and West and on the Arms Race.

Know and understand the chronology of events at the Cuban Missile Crisis.

Critical thinking: When did the crisis reach its peak?

5

Was the Prague Spring a failure for the USSR?

• Recall task: complete sentences using key knowledge.
• Explain the consequences of the Prague Spring.

Know and understand the causes, events and consequences of the Prague spring.

Critical thing and communication: discuss the reforms of Dubcek.

Topic: Cold War 1945-1991

Enquiry: How did the Cold War end?

1

Was Détente a ‘false dawn’ for relations?

• EDUCAKE Quiz 7 Reactions to the crisis
• Recall task: Complete recall sentences on the Prague Spring.
• Explain the consequences of Détente on relations between East and West

To know what Détente is and an example of it in action.

Critical thing and communication: discuss the reasons why there was support for Détente.

2

To what extent did the USSR invasion of Afghanistan spell the end of Détente?

• Recall task: complete the recall sentences on Détente.
• Explain reasons why detent was dead by 1980-81.

To know the actions of the USSR and the USA in Afghanistan and the consequences.

Critical thinking: Discussions on the cause and consequences on relations and détente. 

3

Did Reagan re-ignite the Cold War?

• Recall task: complete the recall sentences.
• Write a narrative account analysing the main developments in the declining relations between East and West in the years 1979-83.

To know who Ronald Reagan is, his attitude towards the USSR and SDI.

Critical thinking: the motivation behind Reagan’s policies and if they will work?

4

How did Gorbachev’s ‘New Thinking’ improve relations?

• EDUCAKE Quiz 8 Attempts to reduce tension.
• Recall task: chronology ordering task.
• Explain the impact of Gorbachev on relations.

Know the problems in the USSR including, Chernobyl disaster, living standards and corrupt leadership.

Introduce Gorbachev and his ‘New Thinking’.

Critical thinking and communication: discuss the problem facing the USSR.

5

How did the USSR lose its grip on Eastern Europe?

• Recall task: match leader to event/s
• Explain the consequences of the fall of the Iron Curtain.

Know the chronology of events leading to the fall of the Iron Curtain.

Critical thinking and communication: discussion of problems in the East.

6

How did the ‘dominos fall’ an bring an end to the Cold War?

• EDUCAKE Quiz 9 Collapse of Soviet control.
• Recall task: complete key knowledge sentences.
• Explain why the Berlin Wall fell?

Know the chronology of events leading to the fall of the Berlin Wall and the consequences on the USSR control of Satellite states.

Critical thinking and communication: Discussion on the domino effect.

Curriculum Plan – History GCSE EDEXCEL 9-1

Intent:  To develop enquiring minds to critically evaluate how the past has developed and influenced the present.

Year 10

Subject Content

Homework and Assessments

Subject Skills and 21^st Century Soft Skills

Homework will be set weekly of a EDUCAKE quiz and exam question or recall task. This will be interleaved topics and will be based on current data and assessment on areas to focus on for each individual group.

Topic: Paper 2 Early Elizabethan England, 1558-88

Enquiry: What were Elizabeth biggest issues in her first decade as Queen?

1

What was England like in 1558?

• Recall: who were the Tudors?
• Categorise issues in 1558 in to social. Political, economic, and religious.
• Make a judgement on which is the most significant.

To develop knowledge of what England was like when Elizabeth became Queen.

Communication: discussion around issue and making links.

2

What was Elizabethan Society & Government like in 1558?

• Recall: two facts, one problem.
• Judgment on how fair and safe society was in 1558.
• Describe two features of Elizabethan society.

To develop knowledge and understand of Elizabethan government and society.

Collaboration and communication. Paired task to identify features of government.

3

What problems did Elizabeth face becoming Queen?

• Recall: key knowledge quiz.
• Categorise causes into those linked to gender and marriage, legitimacy, religion, finances and France.
• Explain why Elizabeth faced problems in 1558?

Develop knowledge and understanding of what problems Elizabeth I faced when she became queen.

Critical thinking: linking causes and

4

Did Elizabeth find a ‘middle way’ with religion in 1559?

• Recall: brain dump on religious reformation.
• Describe two features of Elizabeth’s Religious Settlement, 1559.

To understand the challenges Elizabeth faced over religion.

To know the key features of the 1559 religious settlement.

To understand how each religious group reacted to the settlement.

Critical thinking and collaboration: discussion over success of settlement.

5

How hard was Elizabeth’s religious settlement to enforce?

• Recall: key knowledge quiz
• To reach a judgment on how successful Elizabeth was in enforcing the religious settlement.

To know the reactions of the Clergy and the People to the religious Settlement

Critical thinking: assess any threats.  

6

What role did the church play in enforcing the settlement?

• Recall: Key word bingo.
• Describe two features of the role of the Church of England?

To analyse the role of the Church of England.

Critical thinking: how successful would the church be?

7

How did other countries react to the Religious Settlement?

• Recall: key knowledge quiz.
• Explain why relations with Spain and France deteriorated in the 1560’s

To develop knowledge and understanding of how Elizabeth was challenged on religion by France, Spain and the Papacy.

Critical thinking and collaboration: analyse the extent of the threat and consider how far Elizabeth helped or hindered the situation.

8

What problem did Mary Queen of Scots pose?

• Recall: Tudor family tree.
• Explain why Mary, Queen of Scots was a danger to Elizabeth I in the years 1568-1587.

To develop knowledge and understanding of Mary Queen of Scots and who she was and what problem she posed to Elizabeth.

Critical thinking and collaboration: evaluate Elizabeth’s options regarding Mary Queen of Scots.

To analyse the threat level Mary posed

Topic: Paper 2 Early Elizabethan England, 1558-88

Enquiry:  How was Elizabeth threatened by plots and revolts at home between 1569-1588?

1

Why was the Revolt of the Northern Earls in 1569 a turning point?

• Recall: Unit 1 key knowledge quiz.
• ‘Religion was the main cause of the revolt of the Northern Earls in 1569-70’. How far do you agree?

To know and understand the causes, events, and consequences of the Northern Earls Revolt.

Critical thinking and collaboration: linking of causes to explain causes. Developing judgements.

2

What threats did Catholic plots pose to Elizabeth?

• Recall: key knowledge quiz.
• Describe two features of the Babington Plot.
• Lack of foreign support was the main reason why Catholic revolts and plots against Elizabeth failed.’

To know the features of the Revolt of the Northern Earls, 1569-70, the Ridolfi, Throckmorton and Babington Plots.

Critical thinking and communication: discussion on significance of each plot and level of threat.

Evaluation of failures to be able to reach a judgement.

3

Why was Mary Queen of Scots executed in 1587?

• Recall: Brain dump MQOS.
• Explain why Mary Queen of Scots was executed in 1587

To know the causes of MQOS execution.

Critical thinking: why is the execution significant?

Topic: Paper 2 Early Elizabethan England, 1558-88

Enquiry:  Why did England and Spain go to war in 1585?

1

Why was there rivalry over the ‘New World’?

• Recall: Brain dump – causes of conflict between Spain and England.
• Evaluation of the New World and how far it was a cause of war.

To understand Elizabeth’s foreign Policy aims and why this caused tension.

Critical thinking: evaluate how far Elizabeth’s Foreign Policy aims contributed to the breakdown in relationship between England and Spain.

2

Why did Elizabeth’s relationship with Spain deteriorate due to political and religious challenges?

• Recall: Elizabeth’s foreign policy aims using dual coding.
• Evaluation of the New World and how far it was a cause of war.

To know what political challenges there were between England and Spain especially in the Netherlands.

Critical thinking: evaluate how politics contributed to the breakdown in relationship between England and Spain.

3

How far did Elizabeth’s actions cause war with Spain?

• Recall: Key knowledge quiz.
• Explain why war broke out between England and Spain in 1585?
• “The decline in Anglo-Spanish relations in the years 1569-85 was caused by Sir Francis Drake.”
• Write a judgement on main cause of war using criteria.

To understand Elizabeth’s increasing actions in the Netherlands and the Treaty of Nonsuch and its consequences.

Critical thinking and collaboration: Evaluate Elizabeth’s actions and how far they contributed to the breakdown in relationship between England and Spain.

4

What happened to the Armada?

• Recall: odd one out to recall reasons for war.
• Write an account of the armada

To know the chronological events of the Spanish Armada.

Critical thinking: was Philip to blame for its defeat?

5

Why was the Spanish Armada defeated in 1588?

• Recall: put events into chronological order.
• Categorise reasons for defeat.
• ‘The Spanish Armada was defeated because of superior English tactics’ How far do you agree?

To understand the causes of the English victory and the significance of it.

Critical thinking:  evaluate Spanish mistakes, English strengths, and elements of luck, to reach a judgement on what the main reason for victory was.

Topic: Paper 2 Early Elizabethan England, 1558-88

Enquiry:  Was Elizabethan England a ‘Golden Age’ to live in?

1

How different was Elizabethan education?

• Recall: Correct the mistakes key knowledge task.
• Describe two features of Elizabethan education.

To know what education was available to Elizabethan society.

To understand attitudes towards education.

Critical thinking and communication: evaluate how big an impact education had on Elizabethans

2

Did leisure and entertainment bring the Elizabethans together?

• Recall: Key knowledge quiz.
• Describe two features of Elizabethan theatre.

be able to describe some Elizabethan leisure activities and who would do them.

Critical thinking: be able to assess how far entertainment and leisure brought the Elizabethan people together.

3

Why was there an increase in poverty and vagabondage in Elizabethan England?

• Recall: Brain dump Elizabethan education and leisure.
• Explain why there was increasing poverty during the Elizabethan era?

Know the causes of poverty.

Collaboration, critical thinking, and communication. Group task to find the links between causes.

4

How far did attitudes and policies change towards the poor?

• Recall: Pictionary of key terms.
• Judgment on haw far attitudes had change using criteria.

To know the laws put in place to deal with the poverty and explain why attitudes changed/stayed the same/ got harsher.

Critical thinking: analyse how successful the response to dealing with poverty was.

5

Why was there an increase in exploration during the Elizabethan period?

• Recall: key knowledge quiz.
• Explain why there was an increase in exploration during Elizabeth’s reign.
• The main reason that voyages of exploration were undertaken during Elizabeth I’s reign was to increase England’s wealth’. How far do you agree? Reach a supported judgement.

To know the reasons why exploration increased and be able to categorise them.

Critical thinking: why would Elizabethan’s want to explore?

6

Why is Sir Francis Drake a significant person?

• Recall: brain dump on Drake so far in the course.
• ‘Drakes most significant achievement was his circumnavigation of the globe’ write a supported judgement.

Know the chronology of Drakes most famous events.

Critical thinking and evaluation: evaluate success of each event to be able to reach a judgement on his most significant achievement.

7

Why did the colonisation of Virginia fail?

• Recall: if this is the answer what is the question?
• Explain why the first attempt to colonise Virginia failed?

Understand the reasons for establishing an English colony in Virginia.

Investigate the challenged faced by the early colonists in Virginia and how they responded.

Critical thinking and collaboration: Compare the importance of the different challenges faced.

Topic: Paper 3 Weimar and Nazi Germany

Enquiry: How successful was the Weimar Republic?

Homework will be set weekly of a EDUCAKE quiz and exam question or recall task. This will be interleaved topics and will be based on current data and assessment on areas to focus on for each individual group.

1

What was the consequence of WWI on Germany?

• Recall: impact of WWI
• Give two things you can infer from Source A about how well Germany was being governed in November 1918.

Know and understand the impact of WWI on Germany and the consequences it may cause.

Communication and critical thinking: discussing possible consequences.

2

How was a new Germany set up?

• Recall: position of Germany in 1918
• Strengths and weaknesses of the new constitution.
• Explain how democratic the new constitution was.

Know and understand the new Weimar constitution features.

Critical thinking and collaboration: discussion on weaknesses and strengths.

3

Why did Germany dislike the Treaty of Versailles?

• Recall: Key features of the Weimar constitution.
• Explain why the Germans disliked the Treaty of Versailles.

Know the key features of the Treaty of Versailles.

Communication and critical thinking: discussion on terms and categorise which would have been hatred the most.

4

Why did some groups want to get rid of the Weimar Republic?

• Recall: GARGLE recall of terms.
• Develop a political spectrum.

Know what political opposition there was to the Weimar Republic.

Understand the difference between left and right on the political spectrum.

Critical thinking: why would some groups never support the Weimar Republic?

5

How serious was the threat from the left and right?

• Recall: Who supported whom?
• Evaluate how serious each threat was to the Weimar Republic.

Know about the Sparticist and Kapp Putsch challenges.

Understand the link between them.

Critical thinking and communication: how serious was each threat discussion task.

6

Why is 1923 a ‘disaster’ year for the Weimar Republic?

• Recall: what reparations did Germany have to pay?
• Explain why 1923 was a challenging year for the Weimar Republic.
• How and why do interpretations differ?

Know the key events of 1923 and make links between them.

Different interpretations skills.

Collaboration and communication: paired work analysing the links between causes.

7

How did Stresemann help the German economy?

• Recall: Rank order of issues in 1923?
• Evaluate how successful the policies were.

Know who Gustav Stresemann is and the Economic and political strategies he introduced.

Creative thinking: create a contemporary newspaper headline.  

8

Was the period 1924-29 a ‘Golden Age’ for the Weimar Republic?

• Recall: what changes did the Weimar constitution bring for people?
• Evaluate how far the changes went for women.

Know the cultural changes for women, stand of living and in the arts.

Creative: create an overview of changes.

Topic: Paper 3 Weimar and Nazi Germany

Enquiry: How did Hitler come to power in Germany?

1

What was the early development of the Nazi Party?

• Recall: Key term quiz.
• Evaluate how successful the party were at reorganising.
• What two things do you infer from Source A about the NSDAP in the 1920s?

Examine Hitler’s early career in politics, including his personal appeal.

Understand the policies of the NSDAP

Source inferences.

Communication and collaboration: working in pairs to share ideas.

2

Was the Munich Putsch a complete disaster for the Nazi Party?

• Recall:  unscramble the key words about 1923.
• Explain why the Munich Putsch failed.
• Overall, was the Munich Putsch a positive or negative event for the NSDAP? Explain why.

Understand the causes and consequences of the Munich Putsch in 1923.

Critical thinking: how far was the Munich Putsch a disaster?

3

Why is the period 1924-29 the ‘Lean Years’ of Nazi Party support?

• Recall:  Write down 5 improvements that were made to lives or culture during the period 1924-28.
• Categorise reasons using, economic factors, Nazi mistakes, actions of the Weimar Republic

Know about the lean years of the Nazi Party, and the reasons for their limited support.

Collaboration: paired work in categorisation.

4

What made people vote for the Nazis 1929-32?

• Recall: key knowledge quiz.
• Explain why the Nazi’s increased the number of people voting for them.
• Categorise the social, economic, and political impacts of the Wall Street Crash?
• Evaluate how far Hitler was the main reason people voted for the Nazis and write a judgment.

Understand the reasons for the growth of Nazi support, including the consequences of the Wall Street Crash and the appeal of Hitler and the SA.

Collaboration: paired discussions.

5

How did Hitler become Chancellor?

• Recall: who does what? Chancellor or president.
• Explain how Hitler became chancellor of Germany 1933.

Know the chronology of events leading to Hitler becoming Chancellor, 1932-33.

Evaluate how far he was helped into power my Von Papen and Hindenburg.

Curriculum Plan – History GCSE EDEXCEL 9-1

Intent:  To develop enquiring minds to critically evaluate how the past has developed and influenced the present.

Year 11

Subject Content

Homework and Assessments

Subject Skills and 21^st Century Soft Skills

Topic: Paper 3 Weimar and Nazi Germany

Enquiry: How successful was the Weimar Republic?

Homework will be set weekly of a EDUCAKE quiz and exam question or recall task. This will be interleaved topics and will be based on current data and assessment on areas to focus on for each individual group.

1

What was the consequence of WWI on Germany?

• Recall: impact of WWI
• Give two things you can infer from Source A about how well Germany was being governed in November 1918.

Know and understand the impact of WWI on Germany and the consequences it may cause.

Communication and critical thinking: discussing possible consequences.