Year 7 

Topic 

Learning Outcomes

What is history? Roman Britain

• To develop key disciplinary concepts such as chronology, change and continuity, cause and consequence, significance, historical interpretations, source analysis, similarity and difference.
• To develop key knowledge of the impact of Roman rule on Britain

The Silk Roads - How did the Silk Roads shape the world?

• To analyse the significance of Baghdad and the spread of ideas on the Silk Roads
• To analyse the significance of Genghis Khan
• To analyse historical interpretations of Genghis Khan

Norman England - To what extent did the Normans bring a ‘truck load of trouble’?

• To analyse the causes and consequences of the Battle of Hastings
• To analyse the causes and consequences of Norman rule
• To analyse similarity and difference between Norman England and Medieval Baghdad

Medieval England - How ‘merry’ was medieval England?

• To explain the causes, events and consequences of the Black Death
• To explain the causes, events and consequences of the Peasant’s Revolt
• To analyse whether medieval England can be described as ‘merry’

‘Damsels in Distress?’ – how well does this describe medieval women?

• To analyse the position of women in Medieval society
• To analyse the significance of females from the medieval period

Medieval Monarchs - Who had the power in medieval England?

• To analyse the causes and consequences of Thomas Beckett’s murder
• To analyse the personality of King John – was he useless or unlucky?
• To analyse the significance of the Magna Carta

Why was Mansa Musa the greatest Mansa of Mali?

• To analyse the causes and consequences of Mansa Musa’s rule
• To analyse historical interpretation about the significance of Mansa Musa

Why is the Tudor period known as a religious rollercoaster?

•  To assess the role of religion in Tudor England
• To analyse the causes and consequences of the reformation in England
• To analyse historical interpretation about Queen Mary I

Elizabeth I – was it the age of Gloriana?

• To assess the success of Elizabeth I’s reign
• To analyse the success of Elizabeth I’s Middle Way
• To analyse the causes, events, and consequences of the Spanish Armada

• To analyse the causes and consequences of the Civil War
• To analyse the significance of the death of King Charles I

Year 8 

Topic      

Learning Outcomes

The British Empire – How similar was the experience of the colonised in Africa, India and Australia? 

• To describe the experiences of the colonised in Africa, India and Australia
• To assess how similar the experiences of the colonised was in these countries
• To analyse how Britain justified its empire

 The Industrial Revolution – To what extent was the Industrial Revolution “Liberty’s Dawn”?

• To analyse the changes and continuities and changes from early modern to industrial England
• To analyse historical interpretations about the extent of improvement in the industrial period

Industrial Revolution - A perfect wilderness of foulness”. Is this the best way to describe Victorian Leeds? 

• To describe the living conditions in industrial Leeds
• Analyse the continuities and changes in industrial Leeds

Slavery - What can Harewood House reveal about the Transatlantic slave trade?

• To analyse historical sources about Harewood House and its involvement in the slave trade
• To analyse the conditions on the middle passage and on a plantation

Slavery – How did Africans resist slavery?

• To describe how Africans resisted slavery
• To analyse historical sources and historical interpretations about the success of resistance

Slavery - How did different people contribute to the end of the Transatlantic Slave Trade? 

• To explain how different factors contributed to the abolition of slavery
• To analyse the most significant factor in causing the abolition of slavery

How close did British people come to achieving democracy in the 18^th and 19^th centuries? 

• To analyse the development of democracy in the industrial period
• To analyse the significance of the changes to democracy in the 19^th century

What can the Jack the Ripper case reveal about attitudes towards women in 19^th century Britain? 

• To describe attitudes towards women in the 19^th century
• To analyse historical sources to reveal attitudes towards women in the 19^th century

How similar were the aims and actions of Suffragettes and Gists? 

• To describe the actions of both suffragettes and suffragists
• To analyse how similar their actions were

Year 9 

Year 9 Topic  

Learning Outcomes

World War One - Why did the First World War break out?

• To analyse the long term and short term causes of the First World War

World War One - To what extent was trench warfare ineffective? 

• To describe the conditions in the trenches
• To analyse the outcome of the Battle of the Somme and the role of General Haig
• To analyse the strengths and weaknesses of trench warfare

World War One - How did different people experience the First World War? 

• To describe the experiences of men and women in Britain, India, Australia and Africa
• To analyse how similar their experiences were

Interwar period - How did Hitler gain control of Germany?

• To explain the impact of World War One on Germany
• To analyse the factors that led Hitler to gain control of Germany 

World War Two - Why did war break out in Europe again? 

• To explain the causes of World War Two
• To analyse the responsibility that each country had in the build up to World War Two

World War Two - What were the key turning points of World War Two?

• To describe the events and consequences of key battles in World War Two
• To analyse which battle could be considered the turning point of World War Two

The Holocaust – How did people resist the Holocaust?

• To analyse historical sources to explain how people resisted the Holocaust
• To assess the extent to which the Nazis had control over their occupied population

The Holocaust - How should the Holocaust be remembered? 

• To analyse historical interpretations of the Holocaust by investigating states and memorials
• To design your own memorial based on how you think the Holocaust should be remembered

The Cold War - Why did tension increase after World War Two between USA and USSR 

• To explain the causes of increased tension between USA and USSR
• To analyse which country was at fault for this increase in tension – USA or USSR

The Civil Rights Movement – Who was the most significant individual that contributed towards the Civil Rights Movement?

• To describe the treatment of African American people after the American Civil War
• To explore the significance of key individuals such as Martin Luther King, Rosa Parks, Ruby Bridges, Claudette Colvin, Malcolm X and Ella Baker in the Civil Rights Movement

Year 10 

Key Question

Knowledge Required  

Half Term 1 & 2 

Early Elizabethan England

Key topic 1: Queen, government and religion, 1558–69  

• The situation on Elizabeth’s accession 

Elizabethan England in 1558: society and government.; The Virgin Queen: the problem of her legitimacy, gender, marriage. Her character and strengths; Challenges at home and from abroad: the French threat, financial weaknesses. 

• The settlement of religion 

Religious divisions in England in 1558; Elizabeth’s religious settlement (1559): its features and impact; The Church of England: its role in society.  

• Challenge to the religious settlement  

The nature and extent of the Puritan challenge; The nature and extent of the Catholic challenge, including the role of the nobility, Papacy and foreign powers 

• The problem of Mary, Queen of Scots  

Mary, Queen of Scots: her claim to the English throne, her arrival in England in 1568; Relations between Elizabeth and Mary, 1568–69. 

Key topic 2: Challenges to Elizabeth at home and abroad 1568-1589

• Plots and revolts at home 

The reasons for, and significance of, the Revolt of the Northern Earls, 1569–70; The features and significance of the Ridolfi, Throckmorton and Babington plots. Walsingham and the use of spies; The reasons for, and significance of, Mary Queen of Scots’ execution in 1587.  

• Relations with Spain 

Political and religious rivalry; Commercial rivalry. The Americas, privateering and the significance of the activities of Drake.  

• Outbreak of war with Spain, 1585–88  

English direct involvement in the Netherlands, 1585–88; The role of Robert Dudley; Drake and the raid on Cadiz: ‘Singeing the King of Spain’s beard’.  

• The Armada   

Spanish invasion plans; Reasons why Philip used the Spanish Armada; The reasons for, and consequences of, the English victory. 

Key topic 3: Elizabethan society in the Age of Exploration, 1558–88

• Education and leisure 

Education in the home, schools and universities; Sport, pastimes and the theatre. 

• The ‘problem’ of the poor 

The reasons for the increase in poverty and vagabondage during these years; The changing attitudes and policies towards the poor. 

• Exploration and voyages of discovery 

Factors prompting exploration, including the impact of new technology on ships and sailing and the drive to expand trade; The reasons for, and significance of, Drake’s circumnavigation of the globe. 

• Raleigh and Virginia 

The significance of Raleigh and the attempted colonisation of Virginia; Reasons for the failure of Virginia. 

Key Question

Knowledge Required 

  Half Term 3, 4 & 5

Medicine Through Time  

Key topic 1: Medicine in Medieval England    

• Supernatural and religious explanations of the cause of disease.
• Rational explanations: the Theory of the Four Humours and the miasma theory; the continuing influence in England of Hippocrates and Galen. 2 Approaches to prevention and treatment
• Approaches to prevention and treatment and their connection with ideas about disease and illness: religious actions, bloodletting and purging, purifying the air, and the use of remedies.
• New and traditional approaches to hospital care in the thirteenth century. The role of the physician, apothecary and barber surgeon in treatment and care provided within the community and in hospitals, c1250–1500. 3 Case study
• Dealing with the Black Death, 1348–49; approaches to treatment and attempts to prevent its spread 

Key topic 2: Medicine in Renaissance England  

• Continuity and change in explanations of the cause of disease and illness. A scientific approach, including the work of Thomas Sydenham in improving diagnosis. The influence of the printing press and the work of the Royal Society on the transmission of ideas. 2 Approaches to prevention and treatment
• Continuity in approaches to prevention, treatment and care in the community and in hospitals.
• Change in care and treatment; improvements in medical training and the influence in England of the work of Vesalius. 3 Case studies
• Key individual: William Harvey and the discovery of the circulation of the blood.
• Dealing with the Great Plague in London (1665): approaches to treatment and attempts to prevent its spread. 

Key topic 3: Medicine in 18th and 19th Century England  

• Continuity and change in explanations of the cause of disease and illness. The influence in Britain of Pasteur’s Germ Theory and Koch’s work on microbes. 2 Approaches to prevention and treatment
• The extent of change in care and treatment: improvements in hospital care and the influence of Nightingale. The impact of anaesthetics and antiseptics on surgery.
• New approaches to prevention: the development and use of vaccinations and the Public Health Act (1875). 3 Case studies
• Key individual: Jenner and the development of vaccination.
• Fighting Cholera in London (1854); attempts to prevent its spread; the significance of Snow and the Broad Street pump. 

Key Topic 4: Medicine in Modern England 

• Advances in understanding the causes of illness and disease: the influence of genetic and lifestyle factors on health.
• Improvements in diagnosis: the impact of the availability of blood tests, scans and monitors. 2 Approaches to prevention and treatment
• The extent of change in care and treatment. The impact of the NHS and science and technology: improved access to care; advances in medicines, including magic bullets and antibiotics; high-tech medical and surgical treatment in hospitals.
• New approaches to prevention: mass vaccinations and government lifestyle campaigns. 3 Case studies
• Key individuals: Fleming, Florey and Chain’s development of penicillin.
• The fight against lung cancer in the twenty-first century: the use of science and technology in diagnosis and treatment; government action. 

The Historic Environment: The British sector of the Western Front

• The context of the British sector of Western Front and the theatre of war in Flanders and northern France: the Ypres salient, the Somme, Arras and Cambrai. The trench system - its construction and organisation, including frontline and support trenches. The use of mines at Hill 60 near Ypres and the expansion of tunnels, caves and quarries at Arras. Significance for medical treatment of the nature of the terrain and problems of the transport and communications infrastructure.
• Conditions requiring medical treatment on the Western Front, including the problems of ill health arising from the trench environment. The nature of wounds from rifles and explosives. The problem of shrapnel, wound infection and increased numbers of head injuries. The effects of gas attacks.
• The work of the RAMC and FANY. The system of transport: stretcher bearers, horse and motor ambulances. The stages of treatment areas: aid post and field ambulance, dressing station, casualty clearing station, base hospital. The underground hospital at Arras.
• The significance of the Western Front for experiments in surgery and medicine: new techniques in the treatment of wounds and infection, the Thomas splint, the use of mobile x-ray units, the creation of a blood bank for the Battle of Cambrai.
• The historical context of medicine in the early twentieth century: the understanding of infection and moves towards aseptic surgery; the development of x-rays; blood transfusions and developments in the storage of blood. 2 Knowledge, selection and use of sources for historical enquiries
• Knowledge of national sources relevant to the period and issue, e.g. army records, national newspapers, government reports, medical articles.
• Knowledge of local sources relevant to the period and issue, e.g. personal accounts, photographs, hospital records, army statistics.
• Recognition of the strengths and weaknesses of different types of source for specific enquiries.
• Framing of questions relevant to the pursuit of a specific enquiry.
• Selection of appropriate sources for specific investigations. 

Key Question 

Half Term 6

Key topic 1: The Weimar Republic 1918-1929 

• The legacy of the First World War. The abdication of the Kaiser, the armistice and revolution, 1918–19.
• The setting up of the Weimar Republic. The strengths and weaknesses of the new Constitution. 2 The early challenges to the Weimar Republic, 1919–23
• Reasons for the early unpopularity of the Republic, including the ‘stab in the back’ theory and the key terms of the Treaty of Versailles.
• Challenges to the Republic from Left and Right: Spartacists, Freikorps, the Kapp Putsch.
• The challenges of 1923: hyperinflation; the reasons for, and effects of, the French occupation of the Ruhr. 3 The recovery of the Republic, 1924–29
• Reasons for economic recovery, including the work of Stresemann, the Rentenmark, the Dawes and Young Plans and American loans and investment.
• The impact on domestic policies of Stresemann’s achievements abroad: the Locarno Pact, joining the League of Nations and the Kellogg-Briand Pact. 4 Changes in society, 1924–29
• Changes in the standard of living, including wages, housing, unemployment insurance.
• Changes in the position of women in work, politics and leisure.
• Cultural changes: developments in architecture, art and the cinema

Key topic 2: Hitler’s rise to power 

• Hitler’s early career: joining the German Workers’ Party and setting up the Nazi Party, 1919–20.
• The early growth and features of the Party. The Twenty-Five Point Programme. The role of the SA. 2 The Munich Putsch and the lean years, 1923–29
• The reasons for, events and consequences of the Munich Putsch.
• Reasons for limited support for the Nazi Party, 1924–28. Party reorganisation and Mein Kampf. The Bamberg Conference of 1926. 3 The growth in support for the Nazis, 1929–32
• The growth of unemployment – its causes and impact. The failure of successive Weimar governments to deal with unemployment from 1929 to January 1933. The growth of support for the Communist Party.
• Reasons for the growth in support for the Nazi Party, including the appeal of Hitler and the Nazis, the effects of propaganda and the work of the SA. 4 How Hitler became Chancellor, 1932–33
• Political developments in 1932. The roles of Hindenburg, Brüning, von Papen and von Schleicher.
• The part played by Hindenburg and von Papen in Hitler becoming Chancellor in 1933. 

Key topic 3:  

• The Reichstag Fire. The Enabling Act and the banning of other parties and trade unions.
• The threat from Röhm and the SA, the Night of the Long Knives and the death of von Hindenburg. Hitler becomes Führer, the army and oath of allegiance. 2 The police state
• The role of the Gestapo, the SS, the SD and concentration camps.
• Nazi control of the legal system, judges and law courts.
• Nazi policies towards the Catholic and Protestant Churches, including the Reich Church and the Concordat. 3 Controlling and influencing attitudes
• Goebbels and the Ministry of Propaganda: censorship, Nazi use of media, rallies and sport, including the Berlin Olympics (1936).
• Nazi control of culture and the arts, including art, architecture, literature and film. 4 Opposition, resistance and conformity
• The extent of support for the Nazi regime.
• Opposition from the Churches, including the role of Pastor Niemöller.
• Opposition from the young, including the Swing Youth and the Edelweiss Pirates. 

Key topic 4: Life in Nazi Germany 

• Nazi views on women and the family.
• Nazi policies towards women, including marriage and family, employment and appearance. 2 Nazi policies towards the young
• Nazi aims and policies towards the young. The Hitler Youth and the League of German Maidens.
• Nazi control of the young through education, including the curriculum and teachers. 3 Employment and living standards
• Nazi policies to reduce unemployment, including labour service, autobahns, rearmament and invisible unemployment.
• Changes in the standard of living, especially of German workers. The Labour Front, Strength Through Joy, Beauty of Labour. 4 The persecution of minorities
• Nazi racial beliefs and policies and the treatment of minority groups: Slavs, Roma and Sinti, homosexuals, and people with disabilities
• The persecution of Jewish people, including the boycott of Jewish shops and businesses (1933), the Nuremberg Laws and 'Kristallnacht'. 

Year 11 

Half Term 1, 2 and 3

Key Question

Knowledge Required 

Indigenous peoples of the Plains: their beliefs and ways of life

• Social and tribal structures, ways of life and means of survival on the Plains
• Beliefs about land and nature and attitudes to war and property

Migration and early settlemen

• The factors encouraging migration, including the Oregon Trail from 1836, the belief in Manifest Destiny, and the California Gold Rush of 1849
• Early migration to c1850, including the experiences of the Donner Party and the Mormon migration, 1846–47
• The development and problems of early settlement

Conflict and tension

• Reasons for tension with Indigenous peoples of the Plains, including US government policy and the 'Permanent Indian Frontier'. The significance of the first Fort Laramie Treaty (1851). The Indian Appropriations Act (1851
• Lawlessness in early towns and settlements, including attempts to tackle lawlessness

The development of settlement in the West

• The significance of the railroads; the Pacific Railroad Act (1862) and the completion of the First Transcontinental Railroad (1869) and the spread of the railroad network
• The impact of the Homestead Act (1862). Attempts at solutions to problems faced by homesteaders: the use of new methods and new technology; the impact of the Timber Culture Act (1873)
• Introducing law and order in settlements, including the roles of law officers and increases in federal government influence

Ranching and the cattle industry

• The cattle industry and factors in its growth, including the roles of Iliff, McCoy and Goodnight, the significance of Abilene and of the increasing use of the railroad network
• The changing role of the cowboy, including changes in ranching. Relations between ranchers and homesteaders

Changes in the ways of life of Indigenous peoples of the Plains

• The impact of railroads, the cattle industry and gold prospecting on Indigenous peoples
• The impact of US government policy towards Indigenous peoples, including the continued use of reservations. The second Fort Laramie Treaty (1868).
• Conflict on the Plains: Little Crow’s War (1862) and the Sand Creek Massacre (1864), the significance of Red Cloud’s War (1866–68)

Changes in farming, the cattle industry and settlement

• Changes in farming: the impact of new technology and new farming methods
• Changes in the cattle industry, including the impact of the winter of 1886–87. The significance of changes in the nature of ranching. The end of the open range.
• Continued settlement: the Exoduster movement and Kansas (1879), the Oklahoma Land Rush of 1893. The closure of the 'Indian Frontier'

Conflict and tension

• Dealing with law and order, including sheriffs and marshals, including the significance of Billy the Kid, Wyatt Earp, the OK Corral (1881)
• The range wars, including the Johnson County War of 1892
• Conflict on the Plains: the Battle of the Little Big Horn (1876) and its impact; the Wounded Knee Massacre (1890)

Indigenous peoples of the Plains: the destruction of their ways of life

• The hunting and extermination of the buffalo
• Indigenous people's lives on the reservations
• The significance of changing government attitudes to Indigenous peoples, including the Dawes Act (1887)