History

Year

HT1

HT2

HT3

HT4

HT5

HT6

Year 7  

Key knowledge

How has sanitation changed through time?

Disciplinary knowledge: Chronology, change and continuity.

Theme: What were the lives of people in the past like?

Substantive concepts: Public Health, parliament, historical eras.

How can we tell the story of 1066?

Disciplinary knowledge: Narrative.

Theme: How did people gain power in the past?

Substantive concepts: Monarchy, conquest, hierarchy, slavery (thralls).

How did William gain control of England after 1066?

Disciplinary knowledge: Causation.

Theme: How did people gain power in the past?

Substantive concepts: Monarchy, conquest, rebellion, suppression of rebellion, authority, hierarchy.

What made Baghdad such a significant place in the Medieval world?

Disciplinary knowledge: Significance

Theme: What did people believe in the past?

Substantive concepts: Empire, conquest, trade, Silk Roads.

How miserable were Medieval lives?

Disciplinary knowledge: Consequences

Theme: What were the lives of people in the past like?

Substantive concepts: Monarchy, rebellion, hierarchy, authority, Silk Roads.

What mattered to monarchs in the years 1500 – 1600?

Disciplinary knowledge: Inference

Theme: How did people gain power in the past?

Substantive concepts: the Church, Papacy, monarchy, authority, empire, Catholic, Protestant, trade, parliament.

Building and revisiting 

· From KS2 History National Curriculum – Chronology and key historical terminology.

· Historical periods which have been studied as part of the KS2 national curriculum including the Iron Age, Roman Britain, the Vikings and the Anglo-Saxons.

· KS2 history skills including change, similarity and difference. KS2 work on connections, contrasts and trends over time as well as the appropriate use of historical terms.

· From KS2 History National Curriculum – Establishing clear narratives within the periods they study.

· Enquiry One year 7 (sanitation). Chronological order is vital to completing the assessment for this enquiry.

· Enquiry One year 7 (Sanitation). England/Britain has been shaped by ideas and people from other countries and cultures.

· From KS2 History National Curriculum – Cause.

· Enquiry One and Two – Chronology of the Norman Conquest and change/continuity after 1066.

· The unit builds on students’ understanding of what happened after the Battle of Hastings from Enquiry Two.

· From KS2 History National Curriculum – significance.

· Comparison of the importance of military conquest (spread of Islam and Norman conquest) as well as the spreading of ideas.

· How England/Britain has been shaped by ideas from other countries and culture (Arabic mathematics, technological, medicine, education).

· Thematic revisiting of Enquiries 1 & 4 – comparing ordinary lives in the past.

· Building on the importance of the Medieval Silk Roads from enquiry 4 as a vector for global transmission of the Black Death.

· The social hierarchy established after 1066 from enquiry 3 as a cause of the peasants’ revolt.

· Suppression of opposition (Peasants Revolt in this enquiry with Harrying of the North – Enquiry 2).

· Thematic revisiting of enquiries 2 & 3 – How did people gain power in the past?

· Comparison of how William increased his power after 1066 with how Henry used religious changes to increase his power.

· Empire and conquest – English and Spanish exploration and cultural encounters in the New World building on Enquiry 4.

Assessment

RAP: 1.Explain the continuities in sanitation between the Iron Age and the Medieval period.
2. Explain how sanitation changed between the Later Middle Ages and the Stuart period.

3. Explain the changes and continuities in sanitation during the Victorian period.

RAP: See KAST 1

KAST 1/RAP: Write a narrative account explaining how William became King of England in 1066. 30-mark knowledge test.

RAP: Explain why William was able to gain control of England after 1066.

RAP: Explain the significance of Medieval Baghdad.

RAP: Explain two consequences of the Peasants’ Revolt for the English economy.

How far do you agree that life in Medieval England was ‘miserable.

KAST 2: Explain why William was able to gain control of England after 1066. 30-mark knowledge test.

 Year

HT1

HT2

HT3

HT4

HT5

HT6

Year 8

Key knowledge

How was England ‘turned upside down’ during the seventeenth century?

Disciplinary knowledge: Narrative

Theme: How did people gain power in the past? What did people believe in the past?

Substantive concepts:
Monarchy, parliament, Civil War, authority, republic, public health.

Did the industrial revolution improve the lives of ordinary people?

Disciplinary knowledge: Evaluating interpretations.

Theme: What were the lives of ordinary people like in the past?

Substantive concepts: Industrialisation, rights, exploitation, trade, working class, public health.

How did the Transatlantic Slave Trade begin and why did it come to an end?

Disciplinary knowledge:
Causation

Theme: What were the lives of ordinary people like in the past? What did people believe in the past?

Substantive concepts: Racism, revolution, rights, exploitation, protest, rebellion, trade, parliament.

What was significant in the development of democracy in Britain c.1800 – 1918?

Disciplinary knowledge: Significance

Theme: How did people gain power in the past?

Substantive concepts: Democracy, parliament, protest, parliament, militancy, trade unions, working class, feminism, poverty.

What did British colonialism look like between c.1750 and c.1900?

Disciplinary knowledge: Explaining the difference between historians’ interpretations.

Theme: How did people gain power in the past? What did people believe in the past?

Substantive concepts:  Colonialism, empire, trade, protest, rebellion, racism, exploitation. 

How did two bullets lead to the death of 20 million people? 

Disciplinary knowledge: Evaluating interpretations.

Theme: What were the lives of people in the past like? What did people believe in the past?

Substantive concepts: Nationalism, imperialism, empire, propaganda.

Building and revisiting 

· Year 7 enquiry Two – constructing a narrative.

· Year 7 enquiry Three was about William gaining authority of England. This unit begins with how Charles I lost authority. 

· Year 7 enquiry five included the Peasants revolt which was an unsuccessful rebellion against the monarch. This unit looks at a rebellion which overthrew the monarch and introduced a republic.

· Differences in peoples’ lives between Medieval and Industrial periods – moving away from the countryside and the decline of the domestic system. Similarities between the periods particularly exploitation and outbreaks of disease.

· Enquiry One year 7 – revisiting cholera outbreaks in cities and deepening students’ understanding of why this became an issue in the context of the industrial revolution.

· Year 7 enquiry five– changes/continuities in everyday life – Medieval farming, exploitation (villeins and work service), outbreaks of disease (black death).

· Year 7 enquiry Three – explaining causation.

· Year 8 Unit Two – goods produced in the factories of the industrial revolution were exchanged for enslaved people and resources produced through enslavement supported British industrialisation.

· Year 7 enquiry two – slavery had existed in other contexts including the use of thralls in Anglo-Saxon England.

· Year 8 enquiry two – the concept of revolution as expressed in the ‘industrial revolution’ and the ‘Haitian revolution’.

· Year 7 enquiry Four – explaining significance.

· Year 8 enquiry one investigated the growing power of parliament. This unit looks at how ordinary people gained more influence over electing members of parliament.

· Year 8 enquiry two investigated how investigated how the industrial revolution led to the growth of towns and cities. This unit looks at the impact of this in terms of people demanding representation for these new towns/cities.

· Year 7 enquiry four – the concept of empire through the Islamic Caliphate.

· Industrial Revolution – students should already understand that the British Empire played a pivotal role in the Industrial Revolution through providing both raw materials and a market for British goods.

· The Indian rebellion and the suppression of rebellion including year 7 enquiry three (Harrying of the North), year 7 enquiry five (Peasants’ Revolt) and year 8 enquiry one (Civil War).

· Year 8 enquiry two – evaluating interpretations.

· Year 8 enquiry five – the role of colonialism and imperialism as a cause of tension in Europe.

· Year 8 enquiry two – the role of technology and industrial production in making WWI such a destructive conflict.

· Year 8 enquiry five – the role of empire soldiers in WWI.

Assessment

RAP: Write a narrative account of events between 1658 – 1660 that led to the restoration of Charles II.

RAP: Practice assessment for KAST 1.

KAST 1/RAP: “The industrial revolution led to improvements in the lives of ordinary people in Britain.” Explain how far you agree.

RAP: Explain why the slave trade was abolished in 1807.

RAP: Explain the significance of the campaign to achieve votes for women between 1900 and 1918.

RAP: Interpretations A and B give different views on the impact of British control of India. What is the main difference between the views?

KAST 2: Explain the significance of the campaign to achieve votes for women 1900-1918.

RAP:  ‘The most important cause of WWI  was the assassination of Franz Ferdinand in June 1914.’ How far do you agree?

Year

HT1

HT2

HT3

HT4

HT5

HT6

Year 9

Key knowledge

Why has the Russian Revolution been described as a “People’s Tragedy”?

Disciplinary knowledge: Using sources for an enquiry.

Theme: How did people gain power in the past? What did people believe in the past?

Substantive concepts:
Revolution, communism, dictatorship, totalitarianism, propaganda, hierarchy.

How and why did the Holocaust happen?

Disciplinary knowledge: Evaluating interpretations.

Theme: What were the lives of ordinary people like in the past? How did people gain power in the past? What did people believe in the past?

Substantive concepts:

Racism, antisemitism,  dictatorship, nationalism, communism, propaganda.

Why did British colonialism in India and Kenya come to an end?

Disciplinary knowledge:
Causation

Theme: How did people gain power in the past?

Substantive concepts: Colonialism, empire, protest, nationalism, democracy, economics, trade.

How did different groups of Americans experience the ‘roaring twenties’?

Disciplinary knowledge: Using sources for an enquiry.

Theme: What were the lives of ordinary people like in the past?

Substantive concepts: Capitalism, economics, working class, middle class, racism.

What were the changes and continuities for black Americans between 1865 and 1975?

Disciplinary knowledge: Change and continuity.

Theme: How did people gain power in the past?

Substantive concepts:  Racism, democracy, protest, rights, economics.   

What has been important in the history of Warrington? 

Disciplinary knowledge: Consequences

Theme: What were the lives of people in the past like?

Substantive concepts: Public Health, parliament, empire.

Building and revisiting 

· Russia as an empire – year 7 enquiry four and year 8 enquiry five.

· Industrialisation – year 8 enquiry two.

Impacts of WWI – year 8 enquiry six

·  Concept of revolution – industrial revolution (year 8 enquiry two and Haitian Revolution (year 8 enquiry three).

·  Comparison of the suppression of rebellion (Harrying of the North – year seven enquiry three).

· Wider impacts of the First World (year 8 enquiry six) – the impacts on Germany after 1918.

· Wider impacts of the Russian Revolution (year 9 enquiry one) – the Spartacist Uprising.

· Wider impacts of the Russian Revolution (year 9 enquiry one) – the idea of Communism and life in the USSR during the 1920s and early 1930s as a cause of the rise in support for the Nazis.

· Comparison of gaining power and suppressing opposition (year 7 enquiries two & three, year 8 enquiry four, year 9 enquiry one).

· Year 7 enquiry three, year 8 enquiry three – explaining causation. The unit allows for a more sophisticated approach to explaining causation by looking at factors.

· Year 8 enquiry three – this unit builds on students’ understanding of nineteenth century British colonialism and how this came to an end.

· Year 8 enquiry six, year 9 enquiry two –wider impacts of WWI & WWII in terms of the economic impact on Britain and its role as a world power.

· Year 9 enquiry one – using sources for an enquiry.

· Year 7 enquiry six – European arrival in America.

· Year 8 enquiry four – democracy and disenfranchisement.

·

· Year 7 enquiry one – change and continuity.

· Year 8 enquiry three – the development of the transatlantic slave trade and its impacts.

· Year 9 enquiry three – protest as a means of achieving change and power.

· Year 8 enquiry four – democracy and campaigning for the right to vote.

· Year 7 enquiry five – consequences.

· Year 7 enquiry one – Roman impact on Britain in local context.

· Year 8 enquiry two – development of the turnpikes in a local context. Development of the canals and railways in a local context. Impacts of industrialisation in a local context.

· Year 9 enquiry two – impact of WWII in a local context.

· Year 8 enquiry five – the impact of British colonialism in Ireland in a local context.

Assessment

RAP: Explain why source 1 is useful to find out about the reasons why Stalin began the Five-Year Plans.

RAP: Practice assessment for KAST 1.

KAST 1: “The strengths of the Nazis were the main reason for their growing support between 1929 and 1932.” How far do you agree? Explain your answer.

RAP: Explain why Kenya gained independence from the British Empire in 1963.

RAP: Explain why source 1 is useful to find out about why prohibition in America was ended in 1933.

RAP: 1. Explain one social change for black Americans by 1975 compared with the situation in the reconstruction era 2. Explain one economic change for black Americans by 1975. 3. Explain one legal continuity for black Americans by 1975.

KAST 2: Explain why Kenya gained independence from the British Empire in 1963 and explain why source 1 is useful for an enquiry into…