History

World in c.1000 

Students will study three key enquiries where they will look at the Christian world, Islamic world and England in c.1000. They will be able to describe what the world was like at this time and explain similarities and differences with a focus on three key cities: Constantinople, Baghdad and Winchester. Students will also look at primary sources and make inferences from these. 

The Norman Conquest 

Students will look at how England changed from Anglo-Saxon to Norman rule, with a focus on the Battle of Hastings. They will also look at the changes William the Conqueror made when he became King of England and how he kept control. Students will also practise describing key features and explaining causes and consequences of events. 

Life in Medieval England and the Crusades 

Students will start the term looking at life in Medieval England and will be able to compare this with England in c.1000 from the start of the year. Students will then focus on learning about the Crusades, predominately the First Crusade. They will also practise describing key features and explain causes of events. 

King John and the Peasants’ Revolt 

Students will start the term by looking at the reign of King John and why the Barons rebelled against him. They will then find out about the Black Death and the impact that this event had on England, alongside causing the Peasants’ Revolt. Students will explain causes and consequences of the different rebellions and evaluate how effectively monarchs maintained control.

Life in Early Modern England

Students will start the term looking at life in Early Modern England and will be able to analyse how England has changed from c.1000 in Autumn 1 to c.1600. They will look at the changes to religion and the restoration under the Tudor monarchs in more detail. Students will explain changes and continuities that have taken place in England.

History of Portsmouth

Students will complete a local history project, investigating how Portsmouth has changed over time and the key events that have impacted the city. Students will also explain similarities and differences, alongside evaluating the extent of change.

The English Civil War, Cromwell and the Restoration 

Students will start the term by looking at the English Civil War and why England went from a having a monarchy to being a republic. They will then study what England was like under Cromwell and why the country restored Charles II to the throne. Students will also look at and explain causes and consequences of key events.

Revolutions

Students will study three key revolutions: The American, French and Haitian. They will look at what caused the revolutions and the overall impact. Students will explain similarities and differences between these revolutions and evaluate how similar they were. 

The British Empire and slavery 

Students will start the term by looking at the British Empire with a key focus on British rule in India. They will then study the slave trade and how it became abolished in Britain. Students will also look at how different historians have interpreted the British Empire and understand why people have different interpretations.

Industrial Revolution 

Students will start the term by looking at the Industrial Revolution and the key changes this brough to Britain. They will then look at ordinary life in the 19th century and how the Chartists fought for their rights. Students will explain consequences of the Industrial Revolution and evaluate its significance. 

World War One 

Students will first look at the causes of World War One and how people were recruited to the army. They will then study key events of the war, such as the Battle of the Somme and how warfare developed. Students will explain causes and evaluate how much warfare has changed.

Votes for women 

Students will look at how women fought for the right to vote, particularly the actions of the Suffragettes. They will look at primary sources in depth and evaluate their differences.

Russian Revolution 

Students will begin by looking at the Russia Revolution and why the Tsar abdicated. They will then study what Russia was like under Lenin and the development of a communist society. Students will look at causes of unrest in Russia and evaluating how far the Russian Revolution impacted ordinary people.

World War Two 

Students will first look at the rise of dictators and what causes World War Two to break out. They will then study the key events of the war, such as the Battle of Britain and D-Day.  Students will also look at historical interpretations of history and use their own knowledge to evaluate the interpretations. 

Holocaust and world genocides 

Students will spend this term looking at key genocides from different time periods across the world, such as the Incas, Holocaust and the Cambodian genocides. They will study why these genocides took place and the impact that they had. Students will also look at primary sources, making inferences and evaluating the usefulness.

Post - WWII Britain and the wider world 

Students will begin by looking at decolonisation and the migration of people to Britain after WWII. They will then look at how the end of WWII impacted the wider world and the foundations of the Cold War. Students will also look at explaining consequences and the importance of key events. 

American and British civil rights 

Students will begin by looking at the fight for civil rights in America, predominately focusing on the 1940s-60s. They will then look at how different groups in Britain have campaigned for equal rights nearer the end of the 20th century. Students will also look at explaining causes and evaluate the significance of key events.

Crime and Punishment 1250-present 

Students will study a condensed thematic unit where their key focus will be looking at how punishments have changed across time. They will study key examples from each time period and why these changes have taken place. Students will also explain similarities and differences across time.  

Warfare through time from 1250-present

Key knowledge

Thematic unit focusing on change and continuity over time, building upon the thematic units in year 9.

c1250-c1500: Medieval warfare and English society

The nature of warfare:

-Composition of the army

-Weapons

-Strategy

-Tactics

The experience of warfare:

-Recruitment

-Training

-Supplies

-Impact on civilians

Case studies:

-The Battle of Falkirk (1298).

-The Battle of Agincourt (1415).

c1500-c1700: Warfare and English society in the early modern period

The nature of warfare:

-Composition of the army

-Weapons

-Strategy

-Tactics

The experience of warfare:

-Recruitment

-Training

-Supplies

-Impact on civilians

Case studies:

-The Battle of Naseby (1645)

Key skills

-Explaining similarities and differences.

-Explaining why something has changed/continued

-Evaluating the nature/extent of change, patterns of change, the process of change and the impact of change.

Warfare through time from 1250-present

Key knowledge

c1700-c1900: Warfare and British society in the eighteenth and nineteenth centuries

The nature of warfare:

-Composition of the army

-Weapons

-Strategy

-Tactics

The experience of warfare:

-Recruitment

-Training

-Supplies

-Impact on civilians

Case studies:

-The Battle of Waterloo (1815).

-The Battle of Balaclava (1854)

c1900-present: Warfare and British society in the modern era

The nature of warfare:

-Composition of the army

-Weapons

-Strategy

-Tactics

The experience of warfare:

-Recruitment

-Training

-Supplies

-Impact on civilians

Case studies:

-The Battle of the Somme (1916) -The Iraq War (2003)

Key skills

-Explaining similarities and differences.

-Explaining why something has changed/continued.

-Evaluating the nature/extent of change, patterns of change, the process of change and the impact of change.

Warfare: historical environment case study 1939-1945

Key knowledge

An historical environment unit, building upon the unit in year 7.

-The context of London in the Second World

-Preparations for war in London in 1939.

-The nature of attacks on London.

-Types of bomb used in 1940–41 and 1944–45.

-The impact of the Blitz on civilian life in London.

-Leisure activities in London.

-The extent of disruption to daily life and work, and government concerns about morale.

-London’s response to the war.

-The historical context of the Second World War.

-Government use of propaganda and censorship.

-Examples of both public and private sources from the Blitz.

Key skills

-Describing features

-Following up a source

-Evaluating the usefulness of a source considering the content, context and provenance.

Weimar and Nazi Germany 1918-1939

Key knowledge

A modern depth study that builds upon previous changes students look at during KS3.

-The origins of the Republic, 1918–19

-The early challenges to the Weimar Republic, 1919–23

-The recovery of the Republic, 1924–29

-Changes in society, 1924–29

-Early development of the Nazi Party, 1920–22

-The Munich Putsch and the lean years, 1923–29

Key skills

-Making inferences from sources

-Evaluating the usefulness of a source considering the content, context and provenance.

-Explaining causes/consequences

-Describing the main difference in the views of historical interpretations.

-Explaining why historical interpretations have different views.

-Evaluate how far they agree with historical interpretations, using own knowledge to support.

Weimar and Nazi Germany 1918-1939

Key knowledge

-The growth in support for the Nazis, 1929–32

-How Hitler became Chancellor, 1932– 33

-The creation of a dictatorship, 1933– 34

-The police state Controlling and influencing attitudes

-Opposition, resistance and conformity

Key skills

-Making inferences from sources

-Evaluating the usefulness of a source considering the content, context and provenance.

Weimar and Nazi Germany 1918-1939

Key knowledge

-Nazi policies towards women

-Nazi policies towards the young

-Employment and living standards

-The persecution of minorities

Key skills

-Making inferences from sources

-Evaluating the usefulness of a source considering the content, context and provenance.

-Explaining causes/consequences

-Describing the main difference in the views of historical interpretations.

-Explaining why historical interpretations have different views.

-Evaluate how far they agree with historical interpretations, using own knowledge to support.

Superpower Relations and the Cold War 1945 -1991

Key knowledge

A period study that builds upon the changing nature of warfare throughout 7-11.

Early tension between East and West

-The Grand Alliance.

-Tehran, Yalta and Potsdam conferences.

-The ideological differences between the superpowers.

-The development of the atomic bomb

-The Long and Novikov telegrams

-Creation of Soviet satellite states

The development of the Cold War

-Truman Doctrine and the Marshall Plan.

-Cominform, Comecon and the formation of NATO.

-The Berlin Crisis

The Cold War intensifies

-The arms race.

-The Hungarian Uprising

Cold War crises, 1958–70

-The building of the Berlin Wall

-The Bay of Pigs

-The Cuban Missile Crisis

Key skills

-Explaining consequences

-Explaining importance

-Writing an analytical narrative

Superpower Relations and the Cold War 1945 -1991

Key knowledge

Cold War crises, 1958 –70

-Soviet invasion of Czechoslovakia.

-Creation of the Brezhnev Doctrine.

Attempts to reduce tension between East and West

-Détente, SALT 1, Helsinki, SALT 2.

-The significance of Reagan and Gorbachev’s changing attitudes.

-Gorbachev’s ‘new thinking’.

Flashpoints

-Soviet invasion of Afghanistan.

-Reagan and the ‘Second Cold War’.

The collapse of Soviet control of Eastern Europe

-The impact of Gorbachev’s ‘new thinking’ on Eastern Europe.

-Fall of the Berlin Wall.

-The collapse of the Soviet Union.

Key skills

-Explaining consequences

-Explaining importance

-Writing an analytical narrative

Early Elizabethan England 1558 - 1588

Key knowledge

A British depth study that builds upon the themes covered in year 7.

The situation on Elizabeth's accession

-Society and government.

-Problems Elizabeth faces.

-Challenges at home and from abroad.

The ‘settlement’ of religion

-Religious divisions in England in 1558.

-Elizabeth’s religious Settlement.

-The Church of England.

Challenge to the religious settlement

-Puritan challenges.

-Catholic challenges.

The problem of Mary, Queen of Scots

-Her claim to the English throne.

-Relations between Elizabeth and Mary.

Plots and revolts at home

-Revolt of the Northern Earls.

-Ridolfi, Throckmorton and Babington Plots.

-Mary Queen of Scots’ execution

Relations with Spain

-Political and religious rivalry

-Commercial rivalry and the activities of Drake.

Key skills

-Describing features

-Explaining causes/consequences.

-Evaluating the extent of similarity, difference, change, continuity, causation or consequence.

Early Elizabethan England 1558-1588

Key knowledge

The outbreak of war with Spain, 1585-88

-English involvement in the Netherlands.

-Drake and the raid on Cadiz.

The Armada

-Reasons why.

-Reasons for and consequences of the English victory.

Education and leisure

-Education

-Sport, pastimes and the theatre.

The problem of the poor

-Reasons for the increase in poverty.

-Policies towards the poor.

Exploration and voyages of discovery

-Factors prompting exploration.

-Drake’s circumnavigation of the globe.

Raleigh and Virginia

-Raleigh and the attempted colonisation of Virginia.

-Reasons for the failure of Virginia

Key skills

-Describing features

-Explaining causes/consequences.

-Evaluating the extent of similarity, difference, change, continuity, causation or consequence.