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Message Subject: History Year 7 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 Saxon England • Saxon England • The death of Edward the Confessor • Ability to show the skill of chronology • Knowledge of ‘Romans’ from KS2 • Key vocabulary • Feudal • Succession • Power vacuum • Witan • Tapestry and song as sources Baseline assessment on William Duke of Normandy. Problems he faced in life Early success Does he have a valid claim to the Throne. Revision with staff structure for the assessment. Beginning of research skills. The Norman invasion of England • The claimants to the throne • The Battles of 1066 -depth study on Hastings • The crowning of William Link to “The Saxon Golden Age” Chronology Settlement in England by the Vikings and Saxons. Developed reasoning and judgement on the claimants to the throne Key words- • Conquest • Conquer • Tactics • Permanence “Why did William win the Battle of Hastings?” Luck? Tactics? Types of soldiers? Landscape? Beginning the skill of Judgement- HA students shown the correct structure of PEE and forming a Judgement in answers. Key Questions: Why has Saxon England been seen as a “Golden Age” “Why did William win the Battle of Hastings.” How far do you agree with this statement? HT2 Conquest and Control • Motte and Bailey castles • The emergence of stone keep castles • The Feudal system • The legal system • The reform of the English Church and its long-term impact • Domesday Book • Source skills • Chronology • Judgement on importance Of permanence-long term impact • Key vocabulary • Domesday • Feudal system • Monastery • Precedent • Comprehension of sources Comparison Evaluation of a source- Summative Assessment throughout Main formative assessment- How can we link Domesday to all the changes made in England. Domesday book as a case study of a flawed source which has incredible value to Historians? Key Questions: “Why did William build castles? “What was the significance of Norman changes to the English Church?”

CIAG Assessing evidence and reaching a conclusion is vital in a range of jobs such as Police, Construction, Politics and the church. Stone wall castles show the use of Mathematics and width, height ratios. HT3 The Tudors • Link from medieval times to Tudor • War of The Roses/ Princes in the Tower • Succession of Henry VII-long term consequences • Reign of Henry VII including Judgement • The Henrician Reformation- • causes and consequence • continuation under Edward VI • The importance of Monasteries including dissolution. • Chronological sequencing • Source analysis • Highlighting judgement in formative assessments • Retrieval– the role of the church Developing the skill of bringing together short- and long-term consequences and forming a judgement. Key words which often cause misconceptions Catholic and Protestant. Comparison of Henry VII with Henry VIII- Who provides- -stability -wealth -international prestige Research based HW on Fisher and More. Retrieval task based on finding evidence about each king and forming a judgement based on short term and long-term impact HA- Are the bodies of the young children really “the princes in the tower?” Key Questions: “Why did Henry want to divorce Catherine”- LA “ Why was there opposition to Henry’s changes in England” Why is the reign of Edward VI significant? HT4 Is the title “Bloody Mary” justified? • Who was Mary Tudor? • The challenges of being a female monarch • The Catholic revival in England • Retrieval- the development of the Christian church • Chronology of monarchs • Developed answer on Audience, Author and purpose of a source • Source based evaluation on the death of Thomas Cranmer Independent task to investigate the numbers of martyrs under each Tudor Monarch. The reign of Queen Elizabeth I • Who was Queen Elizabeth? • The restoration of the protestant church • Mary Queen of Scots and Babbington plot • Portraits of Elizabeth- key skill of source evaluation • Elizabethan poor • Armada Link to the previous monarch’s problems as a female Use of pictorial sources to develop the skill of inference Sources about the Spanish Armada- is “Glorianna” justified? Main HW is to develop a challenge to the male narrative of the two Tudor Queens, and reflect on potential misogyny in Historical sources. Key Questions: “Who was the most significant Tudor Monarch?” MA- Why did Elizabeth keep such control over her image? HA- Why did the Protestant church come to dominate England from the break to 1603? CIAG Leadership of women in male dominated work/society. What steps should any employer be taking to create an inclusive workplace? HT5 The Reign of the first two Stuart kings • Who was James VI and why did he become king of England • The Gunpowder Plot The role of the church in society Explanation of a variety of factors and reaching a judgement Which reason was the most important reason for the outbreak of Civil war in England? Developed Thinking Task (reference to KS4 mark scheme)- were

• Witches The reign of Charles 1 and the causes of the civil war Links between common problems faced by Mary, Elizabeth and James the gunpowder plotters framed? HT6 The Civil war in England • The two conflicting armies • Why does parliament win • The role of the New Model Army • The death of King Charles • Was Cromwell a “king in all but name” The role of a Monarch Previous links to battles e.g. Hastings and how warfare has changed/ stayed the same The role of the church Developed answer giving both sides of the argument and a judgement. Key Question- “Does Cromwell deserve his statue outside Parliament?” Why did Charles lose his life- was it inevitable? To research at least one battle of the civil war- find out who led the armies and why one side was victorious. Key Questions: “Was James the Wisest Fool in Christendom?” MA- Why did “Thou shall not suffer a witch to live” bring such fear to England? Key Questions: “Charles was his own worst enemy.” How far do you agree? MA- How does Cromwell save England? HA- Assessment Question above CIAG Leadership by authoritarian control- what do the levellers teach us about power? Careers involved – any with an element of chronology, local and national politicians. Journalists making a story dramatic. Armed forces understanding the New Model Army and the impact of training “staff” to a high standard.

Subject: History Year 8 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 The Industrial Revolution • The end of the Domestic System • The growth of towns around factories • Factory conditions • Children of the Industrial revolution • Local study of Ancoats in 19th C • Role of Christians as a force for positive change leading to Booth and Rowntree • Retrieval from year 7 on how we assess sources • Some students may have covered this topic in Primary ( St Christophers so may need to use that acquired knowledge in class) Most primaries do a local study which may have relevance • ( Quarry Bank Mill) - Descriptive writing - Use of Oliver Twist as a source to show how fiction can help historical understanding Key words Servitude Revolution Industrialisation Exploitation “Gentle Prison” How useful is Oliver Twist as a historical source? Summative assessments on Children in the Mills Why were Owen and Salt also exploiters A case study with guided research on Saltaire Use of the gravestone data put together by staff to justify or challenge prior learning. Key Questions: MA-“Can I explain the short and long term impacts of the IR?” HA- What happened in poorer areas of Manchester during the Industrial revolution? HT2 Life in Victorian England • Poor housing overcrowding and sanitation • Cholera outbreaks • Public Health reforms • Peterloo • Political reforms • Suffragettes • Link to BD and effects of disease on the population. • Use of cartoons as a source and developing the skill of inference • Key words • Suffrage • Peterloo • Oracy • Reactionary • Source based assessment on Peterloo including bias and provenance • Summative assessment comparing Cholera with 1665 outbreak- link to GCSE style 8 mark question. HW will be on knowledge and application of Knowledge in preparation for the main assessment task Eg: Where did the term Peterloo originate HA- why did the government need

to bring in Public Health Acts. Key Questions: “Why did cholera break out on several occasions in the 19th Century?” Why were the suffragettes unsuccessful at first”. MA- why is Peterloo such a significant event in Britain’s history?” CIAG Low wages and effect on workers/ Supply and demand for goods and the wide range of modern jobs involved in this. HA to reflect on risk/ reward in business. Why taxes matter. The main aim is to show how a wide range of careers came into being and contribution to society. HT3 The origins of the Slave trade • African life before the slave traders arrived • Capture of slaves and the middle passage • Slave auctions and prices • Link to Christian belief and practice • Inference from sources - Extracting key information including inferences from sources - Key vocabulary -enslavement Cargo -slave triangle Source based assessment based on model of middle passage- Is there risk and reward in the diagrams (retrieval from last term) HW tasks -watch the clip from Westminster Abbey in reference to Clarkson and form a Judgement. Life on Plantations • Slaves’ jobs • Why escape was impossible • Family life on the plantations • Source skills • Comparison of live in Africa to plantation -Key vocabulary -Comprehension of sources Formal assessment of comparison of primary sources with Roots. HA students encouraged in HW to challenge Roots narrative The work of Harriet Tubman and the Underground Railway. The Abolition of the trans -Atlantic slave trade Role of slaves in bringing about their own emancipation- new addition to CO- emphasis on role of Equaino • The role of William Wilberforce/ Thomas Clarkson and Equiano • Financial opposition to the abolitionist movement • The role of the churches and monarchy • The Emancipation Proclamation in the USA- why is this unique in History • Black soldiers fighting for the Union • Gettysburg Address • Recall Middle passage The use of autobiography as a tool for persuasion “Am I not a man and a brother?” Source-based task. This will be a challenge for all and LA may need support. HA to examine how perceptions change over time based on audience and further knowledge. This is a really good chance to introduce L3P needed for the GCSE Q2. All- to be able to form a view on the contrasting roles of WW, TC and AE but HA to develop a balance with Judgement on the new CO. Key Questions: “Why was life on plantations so brutal? MA- HA to lead learning on who should get credit for abolition and why has an alternative narrative on emancipation become stronger in recent years? HT4 To describe the Jim Crow laws in the USA • What were the Jim Crow laws? • Why did black citizens have no recourse under the law? • Why were conditions different in the North than in the south of the USA? • Chronological sequencing • Source analysis • Highlighting judgement in -Developing the skill of bringing together short- and long-term consequences Why did the KKK have a greater impact in American society 1900-1929? Plessey V Ferguson – students to produce and independent piece and HA to compare

formative assessments and forming a judgement. Why did that popularity change it to Brown v Board of education Why is Brown v. Board of education so important? • Why is the year 1954 so important in US history? • The Little Rock Nine • The role of President Eisenhower • Comparison of these events with The Montgomery Bus Boycott • Recap discrimination in American society and its long-term causes -Developed answer on audience, author and purpose of a source- Elizabeth Eckford Source based evaluation on Elizabeth Eckford Why is the song “Strange Fruit” so significant (8-mark GCSE style question) Who influenced the American people the most? • Case study of the following people looking at their impact on their community and the USA • Martin Luther King • Malcolm X • Muhammad Ali • Emmett Till • Claudette Colvin • Link to previous work on why male leaders achieve more status than female leaders also link to independent task set. Use of primary sources on each person and selection of key vocabulary. Assessment will be on why Colvin is least well known of these leaders and HA to be developed into a 8 mark comparison about today’s standards and Colvin. HA- who had the greater long-term impact- King or X and why? Did the African Americans have to wait for freedom to be given by a white Texan. Key Questions: “Why is Colvin the least well known of these leaders?” MA Which individual had the greatest long-term impact in Civil Rights in the USA. What is the long term impact of the Little Rock Nine? CIAG Rights in the work place. Legal change within a system of government helpful in politics, charity work, careers in the Church and British Values. Journalistic careers will also benefit here as will anyone planning to shape a career in the USA HT5 Why did the First World War begin? • The British Empire and its influence on the world • The growing threat from Germany • The M.A.I.N causes of the Great War • The trigger at Sarajevo British colonial expansion and financial growth under the slave trade Some students may have a knowledge of WW1 from primary eg- Poppy Day and its meaning -Students to be given sentence starters which show explanation and development-E.g.- “This was a more important reason because…” Key Terms-Propaganda Militarism Nationalism Why was Princip’s Shot “heard around the world?” Formative Assessment on Recruitment and Propaganda HA to investigate beyond MAIN causes of the war- Can they link the collapse of Empire in Turkey and Austria with Britain? HW – independent research task is on the Navy Race and its importance Life in the Trenches • Conditions in a Front-Line trench • Why did so many men contract disease? • New weapons of the war Why was an attack launched at The Somme? • The rivalry between Germany and Britain -Key vocabulary – attrition/No Man’s Land/bombardment • Describe the dangers in a front-line trench • Is “Lions led by donkeys a fair Why was there no breakthrough on the front MA- HW Independent

• The first morning and why it failed so badly • Why was the Somme ultimately a success for Britain • The Blockade • Failure of the Ludendorff Offensive • The entry of the USA into the war • The abdication of the Kaiser -Imagery as a technique- “Lions led by donkeys” summary of the Battle of the Somme” • What was the main reason for Germany’s defeat. Comparison of Somme with Taylor’s quote research on The Big Picnic HA – Why did Germany lose the Great War- of the several reasons which is the most important and why Key Questions: “What were the M.A.I.N causes of the Great war? “Why did war break out so suddenly following the assassination? Why was the Somme both a typical battle and yet THE decisive battle of the Western Front? HT6 The Home Front • Recruitment and Propaganda • The changing role of women- From “Right to vote to Right to serve” • Local case study of Annie Kenny and the Manchester Suffragettes- “First in the Fight” • The key issues for female leaders in persuading men; retrieval from Mary & Elizabeth Tudor • Women’s’ contribution and its effect on government Use of Propaganda- implied meaning in a text Key words Canary girls National effort Suffrage Source based assessment including bias and provenance on “women of Britain say Go” For HA Why would this propaganda be more challenging to the men than Kitchener? Independent challenge- why did Davison harm not help the struggle? Local challenge for HA why has it taken so long for Annie Kenny to get her statue? Key Questions: “How did the Great War change the position of women in society? MA- Why is Mrs Pankhurst’s decisions in 1914 so critical and HA Is the change in the position of women the main change in Britain during the Great War, why/why not? CIAG Military careers would be of interest here but also those professions where delegation and trust to subordinates is vital. The importance of preparation in any job to be contrasted against July 1916. Women in the work place linking to year 9 topic on Equal Pay at work from 1970 onwards

Subject: History Year 9 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 The causes of World War Two • Hitler’s foreign policy-Living Space • The reasons for Appeasement • The rearmament of Germany • Failure of the League of Nations • The Munich Conference • Nazi Soviet Pact • The Treaty of Versailles • Abdication of the Kaiser - Extracting key information including inferences from sources e.g., “Pax Germanica” - Key vocabulary -Living space -appeasement -Sudetenland “Appeasement was the main cause of the second world war” How far do you agree? Based on 16 marker GCSE question. All aim at SF for at least 8; MA 10-12 and HA targeted at a level 4 answers with sustained J There are a variety of independent tasks to be completed according to ability. HA in particular, to show research into Chamberlain’s actions and making a sustained judgement into appeasement. o Key Questions: “Which cause was the most significant in starting WW2? Why did the League of Nations fail? o Why did the Munich conference lead to the Nazi Soviet Pact? HT2 The Home Front during World War Two • Rationing • Conscription • The role of women (Including SOE/ Bletchley Park) This needs to be of particular focus with the focus on Szabo and changing attitudes towards women in History • Home front in Great War • Retrieval of Misogyny in Tudor times -Key vocabulary -Comprehension of sources: Diary of an evacuee Operation Pied Piper Land Army APR Formal assessment on the long- term importance of evacuation in Britain linking to later parts of the course e.g.- gang culture Why was evacuation never compulsory Independent task on SOE and the women involved Class to do a task on the shocking treatment of Turing. Key Battles of World War two • Bombing and evacuation • Dunkirk • The Battle of Britain • D-day • Changing position of women in society • New weapons of war from WW1 • Atomic bomb -Use of Churchill’s language after Dunkirk- “Deliverance not Victory”- imagery and metaphor Assessment of the terror of D-Day Why is Dunkirk so important? Why was Calais important HA For MA/LA why was El Alamien important? The role of Winston Churchill as a wartime leader • His accession as Prime Minister in 1940 • Speech to Parliament • Decision to bomb French ports • “mobilising” the English language • Source analysis • Highlighting judgement in formative assessments -Developing the skill of bringing together short- and long-term consequences Overall judgement given both good and bad examples of leadership Class to use this topic for study at home and develop the points made in class for a proper

• Dresden Comparison linking to PHSCE lessons to develop an in-depth view of Churchill and forming a judgement. -Use of repetition in speeches sustained judgement bringing together all the evidence ( GCSE 16 marker) Key Questions: “Was Dresden really necessary? Why are Dunkirk and D-Day so significant? “Britain would not have been able to win World War Two without the contribution of women” How far do you agree? CIAG Importance of the armed forces, science and technology playing a crucial role and careers such as engineering and their importance HT3 Why was Winston Churchill defeated in 1945? • Churchill’s tactics and use of “Gestapo” • “Cheer Winston Vote Labour” • The Beveridge Report • Evacuation of children in the war and impact on middle class England -Use of short phrases to persuade Why is the Beveridge Report so important? HA why has perceptions of the BR changed over time? Was it inevitable? The Creation of the NHS • The election of 1945 • Labour landslide • The opposition of doctors to the NHS • The role of Nye Bevan • The resignation of Bevan • The impact of the Beveridge Report -Analysis and use of primary sources on each person and selection of -key vocabulary – “Stuff their mouths with gold” Why did Bevan and others resign? Collapse of the Labour Govt The long term impact of an individual such as Bevan ( 16 marker Health Through Time) Make a judgement on Bevan’s resignation. All create a skeleton answer on Government change since Laissez Faire Key Questions: “Were the British people ungrateful? MA- “Cheer Winston Vote Labour” – What does this phrase mean? – Why did Bevan come so close to failure? Why did Bevan resign over the NHS? HT4 British society and Migration before 1948 • Local Depth study of Bert Trautman who changed the history of Manchester • The contribution of Empire troops to the war effort • Impact of WW2 on British society • The Home front and position of women -Students to be given sentence starters which show explanation and development-E.g.- “This was a more important reason because…” Assessment must be on the contribution of Empire troops. Use of Propaganda films to challenge the patronising tone of these. Vital all students understand some of the numbers involved Why was there a scandal recently involving a ship from 1948? Is Bert Trautmann really a typical post war story-challenge the narrative. How did immigration into Britain change after 1948? • The British Nationality Act • The attempts to limit immigration in the 1960’s • The experience of immigrants in Britain • The Empire during the Great War • Trautmann • The “Cautious Welcome” -Explaining change over time. -Developed reasoning - students need to know the level Using Powell to draw links with modern language and as a source to evaluate and analyse a source. On this topic alone, there are obvious reasons why independent study is discouraged. Students will be

of racism endured Be careful of key language set formative HW tasks but limits on research must be established to retain the confidence of parents. Key Questions: “Was Britain a racist country in the 1950s?” MA- Why is it so shocking that Powell had widespread support? CIAG Supply and demand in markets ( housing) What forces can drive down wages? The role of a trade union and why there should be shame over this period? The unlawfulness of racism in the workplace as designed by the 1965 and 1968 acts. HT5 The Changing position of women in the 1950s • The Butler Education Act and its impact • “White heat of Technology” and McMillan’s views • “Good Housewife Guides” • Education of Girls and beginning of university education • The key issues for female leaders in persuading men • Misogyny • Propaganda -Use of Propaganda- implied meaning in a text Oracy- to hear and make a value judgement on Pathe news sources Source comparison of two conflicting views about women and work in 1950’s (one in favour one against). HW What are the big differences over time? HA- Why does education and propaganda in the 1950’s mislead historians about opportunities for women? The increased power of women in the 1960s and 1970s • The laws on divorce/abortion/ matrimony and their impact on careers • Disruption to Miss World • The Equal Pay Act and the Dagenham strike • The rise of Mrs Thatcher • Male attitudes • The modern church compared to the importance of the church in earlier part of the century – and earlier -Inference and irony from a source -Power of propaganda “To what extent had women achieved equality by 1975?” Range of factors to include Miss World Language Equal Pay and Promotion HW How well does the movie source reflect the true story of Made in Dagenham? HA-The Dagenham ladies were lucky not brilliant. Do you agree? Key Questions: “Why was it so hard to change male attitudes? Why were men so afraid of the 1969 Divorce Act? HA- Can we explain why the differences from the 1950’s to the 1960’s happened so fast? HT6 Independent study on the age of Revolutions • French / or American revolution • Causes- why were people in the chosen country ready for revolt- was it only failure of government? • The aims of the revolutionaries • How did the revolutionaries overcome problems? • Why were the revolutions a success? • Key figures in either for historical analysis • Empire • Representation of the people • Peterloo • British Values • - Judging between conflicting opinions • Use of language and it’s • This is new so will require • Low level knowledge based questions • MA to suggest a range of reasons for each action Creation of independent study along the lines laid down by Wilian and in preparation for GCSE

double meaning. Independent revision and production of independent work in preparation for GCSE • HA to draw strong links between the two events (comparison) How far did the revolutions change life for the working people • How did ordinary people in Paris/ USA react to the revolts • Were there lives significantly changed by revolution? Was the new government, eventually similar to the old -prior knowledge of first revolution -changes in Suffrage in Britain -class system in Britain Charles Dickens opens year 8 and closes year 9 • Comparison of two historical opinions • Judgement based on evidence • What was the significance of the French/American Revolution (GCSE stem) • Both revolutions failed to change life for ordinary people” • (16 marks) • How far do you agree to develop the knowledge required for GCSE Key Questions: “Class and greed were the main reasons for the revolution.” HA- Why did neither revolution finally achieve its goals and are the reasons connected? CIAG Politics/ the importance of journalists in reporting news/corruption of leadership and Acton’s dictum.