Year 7 History Curriculum

Half Term Topic and Key Description of content

Focus Skills
Autumn (Sept Norman Year 7 start the year by looking at the invasion of Britain in 1066.
– Oct) Conquest of They are asked to think critically and question why it happened, how
1066 it could have been prevented and what the lasting consequences of
Key Historical the invasion were. This ends in an assessment entitled ‘Why did
focus: Cause William win the Battle of Hastings’?
and
Consequence
Autumn (Oct – Black Death in The focus of this section is to develop student’s knowledge and
Dec) the Middle Ages understanding of a specific event in history: The Black Death.
Key Historical Students study the reality of what actually happened and caused the
Focus: Black Death, compared to the belief systems and explanations used at
Knowledge and the time. This ends in a creative assessment with the students making
understanding ‘Guides to prevent the Black Death’ designed to showcase the beliefs
of those living in the Middle Ages.
Spring (Jan – Religion and the This unit gives the students an overview of how religion and the
Feb) Monarchy monarchy continuously come into conflict over a wide period of time.
Key Historical The students cover the death of Beckett, Henry VIII, Bloody Mary and
Focus: the Gun Powder Plot. The students are asked to use evidence to
Using Evidence investigate and work out what happened, but equally to question the
reliability and usefulness of a range of sources. This ends with an
assessment based on evidence work asking the students ‘Were the
Gunpowder plotters framed?’
Spring (Feb – Witchcraft and Students are asked to focus in depth at the role of witchcraft and
April) Witch hunts witch hunts in the 16th and 17th Century. They will learn about ways to
Key Historical identify a witch, along with why witchcraft was so feared, ways of
Focus: testing for witchcraft and the dreaded witch finder Matthew Hopkins!
Knowledge and Students then give an assessed presentation to the class based on
understanding what they have learnt!
Summer (April Industrial This unit focuses on the importance of the Industrial Revolution in
– May) Revolution Britain and how it made Britain into a modernised country. Students
Key Historical are asked to look at different interpretations of the revolution –
Focus: including Danny Boyle’s famous Olympic opening ceremony! This unit
Interpretations ends in an exam focussed on the significance of the revolution.
and Significance
Summer (May- Local History In the final topic of the year, year 7 students focus on local history.
July) Study They look at the effects of the Industrial Revolution on Bridport and
Key Historical how this made Bridport change from an agricultural district, into a
Focus: town. This involves the students researching their own information
Change and and producing a ‘Guide to Bridport’ to demonstrate the changes
Continuity Bridport has experienced throughout history.
 Year 8 History Curriculum

Half Term Topic and Key Description of content

Focus Skills
Autumn (Sept Slavery Year 8 start the year by looking at one of the most moving aspects of
– Oct) Key Historical history, the story of slavery. This unit focuses on developing the
focus: student’s knowledge of events, but also on their empathy. Exploring
Knowledge and the life of a slave using literature and film, students develop their
understanding understanding of what it was like to be a slave and why this was
allowed to happen. This ends in the students writing a ‘Slave Diary’
explaining the capture and life of the average slave.
Autumn (Oct – The First World Students move on to Modern World history and kick start the second
Dec) War Key Events half term with an overview of key events in the First World War. This
Key Historical starts with how the war began, and moves through key aspects such
Focus: as The Battle of the Somme, and the weaponry and tactics used. This
Knowledge and ends in an assessed essay where the students focus on the horrors
understanding and reality of the Battle of the Somme – arguably the greatest
bloodbath in British history!
Spring (Jan – The First World Students continue with their study of the First World War, but they
Feb) War Trench Life take a much more in-depth approach focussing on trench life. The
Key Historical students are asked to use evidence a range of evidence including
Focus: poetry, photographs, paintings and letters, to investigate what life
Using Evidence was like in the trenches, but equally to question the reliability and
usefulness of a range of sources. This ends in the students comparing
their favourite sources and deciding which is best to answer the
question ‘What was life like in the Trenches?’
Spring (Feb – The Second Students start this unit by looking at how the end of the First World
April) World War Key War leads to the start of the Second World War. They then cover the
Events key events and battles that the Second World War is known for
Key Historical including: Dunkirk, DDay, Battle of Britain, and the Holocaust.
Focus: Students are asked to draw their knowledge from across the two
Cause and world wars to write an assessed essay answering the question ‘To
Consequence what extent did the First World War cause the Second World War?’
Summer (April The Second Students focus their knowledge of the Second World War by looking
– May) World War in-depth as to how the war affected those still living in Britain. This
Home Front involves the student’s looking at the Evacuation of children, the Blitz,
Key Historical Women during the War and the Home Guard. Students are asked to
Focus: think about the importance and significance of these home front
Interpretation policies, as well as to how they have been interpreted through history.
and Significance They then sit an end of year exam assessing them on their
understanding of Interpretations and Significance across both World
Wars.
Summer (May- The World Students are asked to produce a presentation answering the question
July) Today ‘How did ___________ change the world?’ They can choose from a
Independent range of modern day topics, such as Martin Luther King and Civil
Study Rights in America, Conspiracy Theories surrounding JFK, Votes for
Key Historical Women etc. This is an opportunity for the students to look at much
Focus: more modern history, whilst also focus on any aspect of their
Change and choosing and work independently on something that they find
Continuity interesting.
 Year 9J History Curriculum

The year 9 J band curriculum mimics the set-up of the GCSE curriculum. The students study one depth
study that develops the students in-depth understanding of one specific time period, in this case Life in
Nazi Germany 1918-1939. They then study one development study that allows them get an overview of a
much larger time period and look specifically at how things changed and why. This should get students
to question the different factors that enable and prevent change, and whether progression is always a
straight line. The students will be assessed continuously in a GCSE manner throughout the year to
prepare them for the GCSE course starting in year 10, but will also sit an end of year exam covering both
topics.

Half Term Topic and Key Description of content

Focus Skills
Autumn (Sept Life in Nazi Students start right at the beginning with the Treaty of Versailles and
Feb) Germany its affects in Germany, to how this influenced Hitler, the Creation of
Key Historical the Nazi party and the impact that the Nazi’s had on German society.
focus: A Depth They will cover key topics such as The Night of Long Knives,
study Kristalnacht, The Reichstag Fire, The Gestapo, Hitler Youth and the
Final Solution. Students will be introduced to GCSE style answers
gradually and taught to develop their essay structure throughout the
course.
Autumn (Feb – Crime and After three half terms intent focus on one specific historical period,
July) Punishment students are encourage to open their minds to look at the breadth of
Through Time change over time by studying Crime and Punishment in Britain. This
Key Historical starts with Roman times, looking at the reasoning behind varying
Focus: A degrees of punishments before moving up to The Middle Ages,
Development Witchcraft and more Modern Day crime. They will be focussed at
Study looking for how and why things changed and will tackle GCSE style
questions on a regular basis to build up practice and understanding.