Overall Curriculum Goals

 1. Students will gain a broad, chronological understanding of the History of Britain from 1066 onwards. This builds upon their learning in primary. 
 2. Students will understand the key concept of change and continuity.  
 3. Students will grasp how to analyse source content and provenance (NOP). 
 4. Students will develop an understanding of how modern society and power structures have been shaped over time.  
 5. Student will understand the four time frames, and their context, we study in History: Medieval, Renaissance, Industrial, and Modern. 
 

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5 & 6

Topic Title: 
Norman Conquest

Topic Title: 
Medieval Britain

Topic Title: 
The Tudors

Topic Title: 
Renaissance Britain

Topic Title: 
Why has crime and punishment changed so dramatically in the last 1000 years?

Topic Intent:
In year 7, we want students to gain a wide range of knowledge about the history of Britain from 1066 up to present day. 
This unit allows students to chronologically begin where the curriculum left off in primary school. This unit gives students the necessary understanding of the political changes 
Brought to England by the Normans and allows them to see the impact different leadership styles can have on a country.

Topic Intent:
This unit allows students to explore what life was like in medieval Britain and compare this to Norma England. It chronologically continues from the previous unit of study. 
This unit enables to students to grasps a key historical skill by learning about societal norms that are very different to ones we hold today. It allows students to see how a  
Different standard of life can affect a person in many ways and instills an appreciation for the life we are able to lead today. IT demonstrates how the law and human  
Rights protect us from being treated in similar ways to people of the past. 

Topic Intent: 
This topic is important because it educates students about the influence of religion within societies and teaches us about the partition in Christianity. It demonstrates how 
Change in religion can affect a country. Further to this, it is important because we look at a range of leaders including Elizabeth I, one of Britain’s most influential female  
Leaders. Students will learn how Elizabeth dealt with issues, changed life within Britain and expanded England’s influence overseas through extensive exploration. Students  
Will discover the impact Elizabeth’s reign had on society and our political systems today, as well as how influential Elizabeth was in paving the way for Britain to become a  
Significant country on the world stage today. 

Topic Intent:
In order to give students a detailed, chronological overview of how Britain changed over time. It teaches students about the political division that emerged and  
Transformed Britain into the political system in which we use today. It allows us to develop an appreciation for how things have changed through comparing current  
political systems and institutions to those of the past. It enables students to understand why we are a constitutional monarchy. 

Topic Intent:
It is important for our students to appreciate and understand why we have laws and why we should respect them. This unit allows  
Students to explore how crimes have changed and stayed the same throughout time and how different systems of punishment have evolved for those crimes. It allows  
Students to explore factors which affect crime rates and understand how different social standing/situations can have influence upon this. Students must understand that 
Committing a crime is a choice and that all actions have consequences. 
Given the area of our school, we want our students to grow into law abiding citizens who respect the law and what it stands for. 

Key Content / Skills:  

Key Content / Skills:  

Key Content / Skills:  

Key Content / Skills:  

Key Content / Skills:  

Assessment:
Key content quizzes completed regularly.  
A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing. 
Assessment data is collated /40. 

Assessment:
Key content quizzes completed regularly.  
A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing. 
Assessment data is collated /40. 

Assessment:
Key content quizzes completed regularly.  
A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing. 
Assessment data is collated /40. 

Assessment:Key content quizzes completed regularly.  
A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing. 
Assessment data is collated /40. 

Assessment:
Key content quizzes completed regularly.  
A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing. 
Assessment data is collated /40. 

Assessment:
Key content quizzes completed regularly.  
A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing. 
Assessment data is collated /40. 

Home Learning:
Skills booklet 

Home Learning:
Skills booklet 

Home Learning:
Worksheets 

Home Learning:
Worksheets 

Home Learning:
Project work/Research 

Employability, Professionalism and Enterprise  (EPE) Links

Employability, Professionalism and Enterprise  (EPE) Links

Employability, Professionalism and Enterprise  (EPE) Links

Employability, Professionalism and Enterprise  (EPE) Links

Employability, Professionalism and Enterprise  (EPE) Links