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Curriculum Plan

SUBJECT: HISTORY 

 

CURRICULUM PLAN 

 

History curriculum intent statement

History, perhaps more so than any other subject at school, involves the transmission of a society’s story to the next generation. 

The History curriculum at St. Edmund’s is designed to give pupils a broad, knowledge-based overview of the major periods of British history, beginning with the medieval period. Pupils here study a mixture of social, political, economic and religious history, forming a grand narrative of the country’s history. While this might at face value appear to be narrowing a rich subject, our country’s history is closely tied to many global historical developments worth studying, allowing us to also explore important events outside the British Isles. Given the context of the school and local area, it is our duty to ensure that pupils leave St Edmund’s with this general understanding of the country in which they live. Within the curriculum, historical skills such as source analysis are only taught once pupils have a strong grasp of the knowledge of the period in question.  

 

 

The National Curriculum 

We have not deviated from the National Curriculum in this subject. 

 

 

 

By the end of Key Stage 2 

Pupils have studied: 

  • Common words and phrases related to the passing of time. 

  • Changes in Britain from the Stone Age to the Iron Age. 

  • The Roman Empire and its impact on Britain. 

  • British settlement by the Anglo-Saxons and Scots. 

  • Viking and Anglo-Saxon struggles for England. 

  • Ancient Greece. 

  • A non-European, contrasting society. 

 

They can: 

  • Understand historical concepts such as continuity and change. 

  • Understand basic methods of historical enquiry. 

  • Ground historical knowledge into different contexts. 

 

 

SUBJECT KEY CONCEPTS / COMPOSITES 

 

 

Key Stage 3 

 

Republic, social class, empire, peace, prosperity, elect, law, trade, assassination, senate, landowner, BC, AD, taxes, Latin, city, myths, urbanisation, agriculture, legion, citizen, climate, gods, conquer, slave, public health, province, worship, sacrifice, rebellion, economy. 

 

Key Stage 4 

 

Medieval, conquest, parliament, hierarchy, feudal, peasant, Divine Right, crusade, holy war, empire, revolution, monarchy, renaissance, exploration, industry, reform, republic, trade, ideology, genocide, suffrage, continuity, change, political unions. 

 

CURRICULUM PLAN: KEY STAGE 3 

 

Year 7 

Year 8 

Year 9 

Knowledge 

Pupils will study the history of medieval Britain, covering the following topics: 

  • Anglo-Saxon England. 

  • The Norman Conquest. 

  • Medieval life and society. 

  • The reigns of prominent English medieval monarch- including the conquests of Wales/Scotland/Ireland and the development of England’s legal system. 

  • The Crusades. 

  • Late medieval England. 
     

 

 

 

 

 

 

 

 

 

We have chosen to teach this knowledge because the knowledge of developments in the medieval period will help to inform their understanding of later developments in the subject such as the Reformation, the English Civil War and the Renaissance. 
 

Pupils will study the history of early modern Britain up until the beginnings of the British Empire, covering the following topics: 

  • European Renaissance. 

  • Tudors and the Reformation. 

  • English Civil War. 

  • The Commonwealth and the Restoration. 

  • Georgians. 

  • Early British Empire and the Atlantic slave trade. 
     

We have chosen to teach this knowledge because it follows on from topics covered in Y7 in both a chronological and thematic sense. It also prepares pupils for studies of the late modern period of British and global history in Y9. 

Pupils will study the history of modern Britain and the wider world, including the various revolutions and conflicts of the period, covering the following topics: 

  • American and French Revolutions. 

  • Industrial Revolution and its political/economic/social changes. 

  • Victorian Empire. 

  • First World War. 

  • Interwar period. 

  • Second World War. 

 

 

 

 

 

 

We have chosen to teach this knowledge because they are critical events in modern, British and world history. Moreover, their study gives pupils a solid foundation of historical knowledge with which they can pursue other studies in the humanities as the events studied have influenced disciplines such as philosophy, economics and politics. 

Skills 

Pupils will be able to: 

  • Exhibit an understanding of chronology. 

  • Display an understanding of cause and consequence. 

  • Understand and explain different interpretations of events. 

  • Identify examples of change and continuity. 

Pupils will be able to: 

  • Exhibit an understanding of chronology. 

  • Display an understanding of cause and consequence. 

  • Understand and explain different interpretations of events. 

  • Identify examples of change and continuity. 

Pupils will be able to: 

  • Exhibit an understanding of chronology. 

  • Display an understanding of cause and consequence. 

  • Understand and explain different interpretations of events. 

  • Identify examples of change and continuity. 

 

Cultural Capital 

Pupils will all have been exposed to the following concepts: 

  • Monarchy. 

  • Religious conflict. 

  • Social hierarchy. 

  • War and conquest. 
     

 

 

 

 

 

 

This will enhance cultural capital because the content covered will allow pupils to understand the development of the Union and the foundation of areas such as our legal/political system. Furthermore, it will expose pupils to wide range of cultural references. 
 

Pupils will all have been exposed to the following concepts: 

  • Divine Right of Kings. 

  • Republics. 

  • Slavery. 

  • Global trade. 

  • Exploration. 

  • Transmission of ideas. 

 

This will enhance cultural capital because will gain a deeper understanding of our legal/political system and knowledge of how religious beliefs impact society. They will also understand how our language/culture spread across the globe. 

Pupils will all have been exposed to the following concepts: 

  • Revolution. 

  • Empire. 

  • Political ideology. 

  • Genocide. 

  • Suffrage. 
     

 

 

 

 

This will enhance cultural capital because pupils will gain a basic understanding of major strains of modern political thought. Pupils will also be able to draw on several references to the key events of modern European and global history to understand how the modern world as we know it was shaped. 
 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on: 

  • The knowledge and skills covered in class. 

  • Vocabulary tests on current topics that pupils review as homework.  

 

 

 

 

 

 

By… 

  • Weekly homework quizzes on previous topics to embed the knowledge into their long-term memories. 

  • Mid-unit formative assessment on the current topic. 

  • End of unit summative assessment on the current topic. 

  • End of year exam on all topics covered that year in class. 

 

Pupils will have been assessed on: 

  • The knowledge and skills covered in class. 

  • Vocabulary tests on current topics that pupils review as homework.  

By… 

  • Weekly homework quizzes on previous topics to embed the knowledge into their long-term memories. 

  • Mid-unit formative assessment on the current topic. 

  • End of unit summative assessment on the current topic. 

  • End of year exam on all topics covered that year in class. 

Pupils will have been assessed on: 

  • The knowledge and skills covered in class. 

  • Vocabulary tests on current topics that pupils review as homework.  

 

 

 

 

By… 

  • Weekly homework quizzes on previous topics to embed the knowledge into their long-term memories. 

  • Mid-unit formative assessment on the current topic. 

  • End of unit summative assessment on the current topic. 

  • End of year exam on all topics covered that year in class. 

 

 

CURRICULUM PLAN: KEY STAGE 4 

 

Year 10 

Year 11 

Knowledge 

Pupils will know: 

  • Anglo Saxon and Norman England 1060-1088 

  • Superpower relations and the Cold War 1941-91. 

  • Medicine in Britain 1250 to present 

We have chosen to teach this knowledge because they are topics required by Papers 1 and 2 of Edexcel History GCSE. 

Pupils will know: 

  •  Medicine: British Sector of the Western Front 1914-1918 

  • Weimar and Nazi Germany 

 

 

 

We have chosen to teach this knowledge because they are topics required by Paper 3 of Edexcel History GCSE 

Skills 

Pupils will be able to: 

  • Demonstrate cognitive skills such as non-routine problem-solving e.g understanding how Earldoms supported the power of William I 

  • Demonstrate and understanding of continuity and change. 

  • Demonstrate critical thinking e.g explaining the impact of the Black Death on the development of Medicine from 1349.  

Pupils will be able to: 

  • Demonstrate Cognitive skills such as non-routine problem-solving e.g understanding why the Treaty of Versailles was so unpopular in Weimar Germany. 

  • Demonstrate systems thinking e.g Explaining why unemployment figures reduced under the Nazi Government. 

  • Demonstrate critical thinking e.g explaining the role of the Church in opposition, resistance and conformity. 

Cultural Capital 

Pupils will all have been exposed to the key concepts of 

  • Power and Sovereignty 

  • Social and political hierarchy 

  • Impact of economic development 

  • Impact of scientific development 

 

 

This will enhance cultural capital because pupils will be able to understand how such powerful factors have on lives and how such factors can lead to further development. 

Pupils will all have been exposed to the key concepts of 

  • Political structures 

  • Role of the individual 

  • Impact of economic development 

  • Impact of theories of racial/ethnic difference 

  • Impact of scientific discoveries. 

This will enhance cultural capital because pupils will be able to understand strengths and weaknesses of political structures. Pupils will also be able to make informed judgements about social politics. 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on: 

  • Their understanding of Anglo-Saxon and Norman monarchy and their contrasting rule. 

  • Understanding of the origins and crises and end of the Cold War. 

  • The  

  • The development of medicine: cause of illness; prevention of disease and treatment 125-present; development of medicine in World War I. 

Pupils will have been assessed on: 

  • The Weimar Republic 1918-29. 

  • Hitler’s rise to power 1919-33. 

  • Nazi control and dictatorship 1933-39. 

  • Life in Nazi Germany 1933-39. 

  • British developments in medicine on the Western Front 1914-1918. 

 

 

 

YEAR GROUP PLANS 

Year 7 

Term 1 

Term 2 

Term 3 

Term 4 

Term 5 

Term 6 

Pupils will study: 

  • Anglo-Saxon society and rule. 

  • Viking Britain. 

  • Alfred the Great. 

  • Anglo-Saxon Golden Age. 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

 

Pupils will all have been exposed to the following concepts: 

  • How the fall of the Roman Empire affected Europe. 

  • How Anglo-Saxon and Viking culture affected Britain. 

 

 

 

 

 

 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

 

Pupils will study: 

  • 1066 succession crisis. 

  • Battle of Hastings. 

  • Norman Conquest. 

  • Feudal system. 

  • Major Norman monarchs. 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

Pupils will all have been exposed to the following concepts: 

  • Impact of the Norman Conquest on Britain. 

  • Causes of succession crises. 

  • Feudal hierarchy. 

 

 

 

 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

 

Pupils will study: 

  • Medieval village life. 

  • Medieval castle developments. 

  • Knights and chivalry. 

  • Medieval church. 

  • Crime and punishment. 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

Pupils will all have been exposed to the following concepts: 

  • Feudal hierarchy. 

  • Development of England’s legal system. 

  • Role of the church in medieval life. 

  • Development of castles and their role in medieval society. 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

 

Pupils will study: 

  • Henry II and Thomas Beckett. 

  • King John and Magna Carta. 

  • Edward I and his military campaigns. 

  • Henry V and the ‘Hundred Years War’. 

  • Medieval Queens- Eleanor of Aquitaine and Isabella of France. 
     

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

Pupils will all have been exposed to the following concepts: 

  • Development of Magna Carta and Parliament. 

  • England’s relationship with France. 

  • Medieval gender roles. 

  • English expansion into the British Isles. 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

 

Pupils will study: 

  • The Islamic world. 

  • The First Crusades. 

  • Crusader states. 

  • Life as a crusader. 

  • The end of the crusades. 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

Pupils will all have been exposed to the following concepts: 

  • Origins and spread of Islam. 

  • Impact of Islamic culture on the medieval world. 

  • Causes and impact of religious conflict. 

 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

 

Pupils will study: 

  • The Black Death. 

  • The Peasant’s Revolt. 

  • Wars of the Roses. 

  • Yorkist England. 

  • Battle of Bosworth field. 
     

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

 

 

 

 

Pupils will all have been exposed to the following concepts: 

  • Early ideas of medicine. 

  • Impact of the Black Death on society. 

  • Causes of civil war: class conflict and dynastic struggles. 

 

 

 

 

 

 

 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

 

Literacy 

Key terms: 
Ad, BC, burh, Danegeld, Danelaw, Dark Ages, Earl, Empire, fyrd, golden age, Great Heathen Army, Jorvik, longboat, Mercia, monk, native, pagan, shire, Valhalla, Wessex, Witan. 

Literacy 

Key terms: 

Anarchy, Anglo-Norman, baron, Bayeux Tapestry, bishop, civil war, conquest, disembowel, Domesday Book, exile, fealty, feudal system, heir, hereditary, hierarchy, huscarls, illegitimate, knight, lord, monarch, motte and bailey, noble, oath, omen, peasant, royal court, subject, vassal. 

Literacy 

Key terms: 
Armour, Benefit of Clergy, breach, cathedral, chainmail, chivalry, clergy, Common Law, concentric castle, crenellations, Doom Painting, croft, demesne, duel, ducking stool, gauntlet, heraldic crest, keep, manor, moat, monastery, nun, pilgrimage, pottage, Purgatory, relic, siege, siege tower, squire, stocks, strip farming, superstition, tithe, tonsure, trebuchet, trial by jury, trial by ordeal, undermining, wattle and daub. 

Literacy 

Key terms
Angevin Empire, Aquitaine, Depose, dysentery, excommunication, Habeas Corpus, hanged drawn and quartered, homage, Hundred Years War, interdict, jousting, longbow, Magna Carta, man-at-arms, martyr, pailings, Parliament, Prince of Wales, regent, Stone of Destiny, treason, tyrant. 

Literacy 

Key terms: 
Acre, anti-Semitism, Asia Minor, Byzantium, caliphate, crusade, crusader state, Dome of the Rock, Eastern Orthodox Church, Holy Land, Holy Sepulchre, House of Wisdom, Islam, Jerusalem, Jews, Jihad, Knights Hospitaller, Knights Templar, Mamluks, Mecca, Saracen. Seljuk Turks, Shia, Sultan, Sunni. 

Literacy 

Key terms: 
Black Death, buboes, bubonic plague, dynasty, flagellant, Lancastrian, miasma, Peasants’ Revolt, pestilence, pikemen, pneumonic plague, poll tax, protector, Savoy Palace, Statute of Labourers, Sumputary Laws, Wars of the Roses, yeoman, Yorkist. 

Connections 

English- Medieval literature. 

RS- History of Christianity and the impact of Christian beliefs on society. 

Art- Medieval art and the importance of religious iconography. 
 

Connections 

English- Medieval literature. 

RS- History of Christianity and the impact of Christian beliefs on society. 

Art- Medieval art and the importance of religious iconography. 
 

 

Connections 

English- Medieval literature. 

RS- History of Christianity and the impact of Christian beliefs on society. 

Art- Medieval art and the importance of religious iconography. 
 

 

Connections 

English- Medieval literature. 

RS- History of Christianity and the impact of Christian beliefs on society. History and origins of anti-Semitism. 

Art- Medieval art and the importance of religious iconography. 
 

 

Connections 

English- Medieval literature. 

RS- Study of the origins of Islamic and how Islamic beliefs have shaped societies. 

Art- Medieval art and the importance of religious iconography. 
 

 

Connections 

English- Medieval literature. 

RS- History of Christianity and the impact of Christian beliefs on society. 

Art- Medieval art and the importance of religious iconography. 

Science- Infections and diseases. 

Geography- Diseases and their impact on populations (Y8 cycle 3) 
 

 

 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

 

Sequencing 

Year 7 pupils at St Edmund’s have less contact time compared in History compared to those in Year 8 and 9 and a result, the content that we cover is expansive. This however enables us to teach a slower pace with a rigorous focus on consolidating the basic knowledge, namely dates, chronology and major events. The course starts off with Anglo-Saxon England, with the expectation that pupils will have gained some knowledge of, at the very least, Ancient Greece and Rome and possibly other ancient civilisations. While the general sequencing of the curriculum is chronological, some topics such as medieval society and the Crusades are more thematic. This approach ensures that by the end of Year 7, pupils will have a knowledge of key events, figures and aspects of medieval England. This approach prepares pupils for further study in Years 8 because pupils will be better equipped to understand events such as the Reformation/Glorious Revolution if they can recount how medieval monarchs interacted with the Church and the signing of Magna Carta. 

 

YEAR GROUP PLANS 

Year 8 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will study: 

  • Mary I’s reign. 

  • Elizabeth I’s religious settlement. 

  • Elizabethan Golden Age: court life, theatre and privateers. 

  • Spanish Armada. 

  • Late Tudor society: gentry and the poor. 

  • Henry VII’s early reign. 

  • The Reformation. 

  • English Reformation. 

  • Henry’s ‘Great Matter’. 

  • Edward VI’s religious reforms. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

 

 

 

 

 

Pupils will all have been exposed to the following concepts: 

  • Development of the Church of England. 

  • Transition from feudal society. 

  • Religious conflict in England. 

  • Impact of the Reformation on Europe. 

  • England’s split from Rome. 

 

 

 

 

 

 

 

 

 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

 

Pupils will study: 

  • Italian Renaissance. 

  • Scientific advances: printing, gunpowder and astronomy. 

  • Global exploration: Marco Polo. Vasco Da Gama, Chrisopher Colombus. 

  • The ‘New World’: conquistadors and Ferdinand Magellan. 

  • James I and the Gunpowder Plot. 

  • Charles I’s struggles with Parliament. 

  • English Civil War. 

  • Charles I’s trial and execution. 
     

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

 

 

 

Pupils will all have been exposed to the following concepts: 

  • Impact of Greek/Roman thought on Europe. 

  • Scientific advances and their impacts on society. 

  • Changing nature of warfare. 

  • Early European expansion and exploration. 

  • Divine Right of Kings. 

  • Early development of the Union. 

  • Role of the monarch and Parliament. 

  • Causes of civil war. 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

 

Pupils will study: 

  • Cromwell’s Commonwealth. 

  • The Restoration. 

  • Life in Restoration England: scientific advances and the Great Plague. 

  • Great Fire of London. 

  • Glorious Revolution. 

  • Creation of Great Britain. 

  • Development of parliamentary government. 

  • Jacobite uprisings. 

  • Georgian aristocracy. 

  • Life in Georgian England: poverty and crime. 
     

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

 

Pupils will all have been exposed to the following concepts: 

  • Development of constitutional monarchy. 

  • Parliamentary government. 

  • Development of the Union. 

  • Transition from superstition to rational thought. 

  • Early modern social conditions. 

  • Succession to the British throne. 

 

 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

Pupils will study: 

  • British colonies in America. 

  • British expansion into India. 

  • Britain and Australia. 

  • Development of the Royal Navy. 

  • Mercantilism and British global trade. 

  • Triangular, trans-Atlantic slave trade. 

  • Life as a slave. 

  • Abolition movement. 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

Pupils will all have been exposed to the following concepts: 

  • Growth of the British Empire. 

  • Slave trade. 

  • Economic competition. 

  • Growth of consumerism. 

  • Significance of the Royal Navy. 

  • Development of British identity. 

  • Origins of the USA. 

 

 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

Literacy 

Key terms: 
Armada, counter-reformation, deserving poor, doublet and hose, Elizabethan Religious Settlement, Foxe’s Book of Martyrs, galleon, gentlemen, gentry, Gloriana, hellburner, martyr, papal bull, Poor Laws, privateer, propaganda, rack, Royal Progress, ruff, vagrant, Wars of Religion. Act of Supremacy, altar, Book of Common Prayer, cardinal, celibate, corruption, Dissolution of the Monasteries, Hampton Court, heretic, Holy Roman Empire, incense, indulgence, lady-in-waiting, Lord Chancellor, mass, mercenary, Oath of Supremacy, Protestantism, Reformation, transubstantiation, vestments. 

Literacy 

Key terms: 
Astronomy, Aztec, bombardment, Cape of Good Hope, circumnavigate, city state, classical, colony, Conquistadors, Florence, geocentric, heliocentric, humanism, Inca, moveable-type printing, New World, Patagonia, patron, printing press, Renaissance, Republic, revolution, Silk Road, Taino, Treaty of Tordesillas, Venice. Absolutist, Bishops’ War, cavalier, Divine Right of Kings, Long Parliament, MP, Militia Ordinance, New Model Army, Parliamentarians, Presbyterian, Pride’s Purge, Puritan, roundhead, royalist, ship money, Stuarts, touching the king’s evil, treason. 
 

 

Literacy 
Key terms:
 

Commonwealth, Declaration of Breda, exile, firebreaks, Glorious Revolution, godly providence, Great Seal, illegitimate, Lord Protector, miasma, military dictatorship, rational thought, regicide, Royal Society, Rump Parliament, Scientific Revolution, superstition, Test Act, Bill of Rights, Treaty of Dover.  Act of Settlement, Act of Union, aristocracy, clan, claymore, Darien Scheme, Fort George, gout, grand tour, Hanoverians, Highlands, highwayman, House of Commons, House of Lords, Jacobite, Parliamentary government, peer, Prime Minister, satirical, season, stagecoach, Tories, Whigs, Union Jack. 

Literacy 

Key terms: 
Aborigine, admiral, Barbados, Bengal, Britannia, consumer society, customs duties, East India company, exports, colonial factories, imports, indigenous, mercantilism, Mughals, nawab, patriotism, penal colony, Pilgrim Fathers, press gangs, Quebec, scurvy, Seven Years’ War, Thirteen Colonies, Treaty of Allahabad, Virginia. Abolitionist, branding, coffle, evangelical, maroon, middle passage, monopoly, petition, plantation, Royal African Company, shackles, triangular trade, West Indies. 

Connections 

PA- Elizabethean theatre. Cultural inheritance from ancient Greece/Rome. 

Art- Renaissance art and architecture alongside significant artists. 

English- Shakespearean literature. 

RS- History of Christianity and the impact of Christian beliefs on society 
 

Connections 

PA- Elizabethean theatre. Cultural inheritance from ancient Greece/Rome. 

Art- Renaissance art and architecture alongside significant artists. 

English- Shakespearean literature. 

Science- Scientific advances, namely the development of heliocentrism. 

RS- History of Christianity and the impact of Christian beliefs on society. 

Geography- South America/Brazil and its Spanish/Portuguese influences (Y7 Cycle 4 and Y9 Cycle 2). 

Connections 

Art- Neoclassicism and Romanticism. 

Science- Scientific advances, namely the theory of gravity and tackling infectious diseases. 

RS- History of Christianity and the impact of Christian beliefs on society 

Connections 

PA- Development of musical cultures. 

RS- History of Christianity and the impact of Christian beliefs on society. 

Geography- How proximity to the sea affects trade (Y9 Cycle 2 and Y10 Cycle 3). 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 
 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

Sequencing 

Pupils in Year 8 study this country’s early modern period leading up to the beginnings of the British Empire. It begins with the key events and developments of the European Reformation, as the advances made during this period dovetail with events such as the Renaissance and the expansion of colonies. Naturally, the Tudors, Stuarts, Restoration England and Georgian Britain feature heavily in the curriculum as many of the country’s major constitutional and social changes occurred during this time. The year ends with the development of the British Empire, including the trans-Atlantic slave trade. This sequencing is again largely chronological, but with some thematic elements were necessary. This prepares pupils for Year 9 as the backdrop of the development of Great Britain, growth of Protestantism and scientific advances form a critical bank of knowledge with which one can study modern British and European history. 

 

YEAR GROUP PLANS 

Year 9 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will study: 

  • American Declaration of Independence. 

  • American War of Independence. 

  • American 

  • Ancien Regime. 

  • French Revolution: execution and terror. 

  • Rise of Napoleon. 

  • Britain and Napoleon. 

  • Fall Napoleon. 
     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

 

 

Pupils will all have been exposed to the following concepts:

  • Causes and impact of revolutions. 

  • Development of the American national identity. 

  • Growth of republicanism. 

  • Development of modern political thought. 

  • Napoleonic wars. 

 

 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

 

Pupils will study: 

  • Development of the steam engine. 

  • Textile industry. 

  • Iron and coal industries. 

  • Changing transport/communication: canals, railways and the telegram. 

  • Urbanisation in Britain. 

  • Life in the factories. 

  • Social reform: workhouses and workers’ rights. 

  • Political reform: expansion of suffrage 

  • Reforms in law and order: establishment of the police and prison reforms. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

 

 

 

Pupils will all have been exposed to the following concepts: 

  • Impact of technological changes on society. 

  • Growth of suffrage. 

  • Social/political campaigning. 

  • Environmental challenges. 

  • Class conflict/struggles. 
     

 

 

 

 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

 

Pupils will study: 

  • Queen Victoria: image and family life. 

  • Indian Rebellion/Mutiny. 

  • Ireland and Home Rule. 

  • Scramble for Africa. 

  • Colonial trade and government. 

  • Tensions in Europe in 1914. 

  • Outbreak of WWI. 

  • Life on the Western Front. 

  • Allied victory. 

  • Votes for women. 
     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

 

 

Pupils will all have been exposed to the following concepts: 

  • Development of British identity. 

  • British colonialism. 

  • Defensive alliances/pacts. 

  • Changing nature of warfare. 

  • Campaigns for suffrage. 

  • Revolution. 

 

 

 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

 

Pupils will study: 

  • Marxism and Russia. 

  • Politics and society in the USSR. 

  • Rise of Hitler. 

  • Nazi Germany. 

  • Lead up to WW2: Spanish Civil War and the Third Reich’s expansion. 

  • War in Europe: fall of France, Battle of Britain and Operation Barbarossa. 

  • British Home Front: Churchill, Blitz and total war. 

  • The Holocaust. 

  • War in Asia: Japan and China, Pearl Harbour and the war in the Pacific. 

  • End of the war: Stalingrad, D-Day and the Manhattan Project. 
     

Pupils will be able to: 

  • Explain the key concepts of chronology, cause and effect. 

  • Explain how we have knowledge of past events. 

 

Pupils will all have been exposed to the following concepts: 

  • Modern political ideologies: Marxism, Communism and Fascism. 

  • Revolution. 

  • Genocide. 

  • Global conflict and total war. 

  • Changing nature of war. 

 

Pupils will be assessed through: 

Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination 

Literacy 

Key terms: 
Constitution, Continental Army, Continental Congress, Declaration of Independence, founding fathers, representation. 

Abdicate, Ancien Regime, Bastille, bourgeoisie, Concordat, continental system, counter-revolutionary, Declaration of the Rights of Man, Estates-General, guerrilla, guillotine, Jacobin, Napoleonic Code, National Assembly, polarise, Prussia, radical, revolutionary, sans-culottes, scorched earth. 
 

Literacy 

Key terms: 

Blast furnace, canal, coke, cold condenser, cottage industry, Crompton mule, efficiency, exponential, factory system, handloom, industry, mechanisation, navvies, packhorse, piston, power loom, spinning jenny, steam engine, telegraph, water frame. Chartism, climbing boy, constable, electoral system, electorate, labourer, laissez faire, luddite, philanthropist, piecer, rookery, rotten borough, scavenger, secret ballot, suffrage, trapper, Quaker, trade union, urbanisation, workhouse, working class. 

Literacy 

Key terms: 
Absentee landlord, Boer, Cape Colony, cash crop, civil service, concentration camp, dependent colony, Home Rule, Irish Republican Brotherhood, maharajas, maxim gun, missionary, mutiny, opium, Pax Britannica, puppet government, Raj, sepoy, settlement colony, Suez canal, sutti, tenant. Armistice, artillery, Austria-Hungary, balance of power, Balkans, Black Hand, blockade, hunger strike, isolationism, suffragettes, suffragists, trench warfare, Triple Alliance, Triple Entente, U-boat, war of attrition, Western Front, Eastern Front. 

Literacy 

Key terms: 
Annex, Anschluss, anti-Semitism, appeasement, Aryan race, Axis, putsch, Bolsheviks, bourgeoisie, capitalism, communism, concentration camp, demagogue, fascism, fuhrer, Nazis, pogrom, proletariat, Red Army, Rhineland, soviet, Third Reich, totalitarianism, tsar. 

Area bombing, banality of evil, blitz, Blitzkrieg, enigma, Gestapo, Guomindang, Holocaust, Luftwaffe, Manchuria, Manhattan Project, puppet state, radar, RAF, total war, Vichy France. 

Connections 

Art- Neoclassicism and Romanticism. Artistic criticism of the industrial period and its associated social issues. 

English- American literature. 

MFL- Paris and its history in relation to the Revolution. 
 

Connections 

Art- Neoclassicism and Romanticism. Artistic criticism of the industrial period and its associated social issues. 

Science- Scientific advances and their impacts on society, namely the steam engine and germ theory of disease. 

English- Victorian literature. 

Geography- Causes and impacts of industrialisation (Y7 Cycle 2, Y8 Cycles 2/3, Y9 Cycle 2, Y10 Cycle 3). 

Connections 

English- Victorian literature. 

Geography- Impacts of colonialism on Africa (Y7 Cycle 3, Y9 Cycle 2). 

 

 

Connections 

PA- Early twentieth century theatre. 

Art- Bauhaus architecture. 

Science- Scientific advances in relation to warfare, namely the atom bomb. 

RS- History and origins of anti-Semitism. 

Geography- Location and characteristics of East Asia (Y7 Cycle 3). 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 
 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

Learning at home 

Consolidation of learning will take place at home through weekly quizzes on previous topics and revision of key events/dates/figures of new content. 

Sequencing 

The History curriculum in Year 9 is based on the most significant events of modern British and now global history. Two key historical themes form the majority of what is studied in this year: revolution and war. The sequencing is arguably more thematic than previous years, but against a backdrop of developing a sense of chronology. By the end of KS3, pupils will be able to tackle a GCSE as they will be equipped with a broad historical framework of Britain’s major religious, social, political and economic developments over a period of roughly 1,000 years. This lends itself to either more in-depth studies of periods that we have already covered, or branching out to the history of other countries, as pupils will have developed a general understanding of chronology. Crucially, this involves the memorisation of key dates, events and figures, without which one cannot truly understand the general narrative of our national story. 

 

YEAR GROUP PLANS 

Year 10 

Cycle 1 and 2 

Cycle 2 and 3 

Cycle 4 

Pupils will study: 

  • Anglo Saxon England the Norman Conquest 1060-66. 

  • William I in power securing the Kingdom 1066-87. 

  • Norman England 1066-88 

 

 

 

 

Pupils will be able to: 

  • Describe the economic, social and political situation in England 1060-88 

 

 

 

 

 

Pupils will all have been exposed to the following concepts: 

  • Monarchy. 

  • Economy. 

  • Political development. 

  • Religion. 

  • Conflict.  

 

 

 

 

 

 

 

 

Pupils will be assessed through: 

  • Formative – classwork and homework. 

  • Summative – end of cycle assessments and end of year examination 

 

Pupils will study: 

  • The origins of the Cold War 1941-58. 

  • The Cold War crises 1958-70. 

  • The end of the Cold War 1970-91. 

 

Pupils will be able to: 

  • Describe the development, intensification and eventual end of the Cold War period. 

 

Pupils will have been exposed to the following concepts: 

  • Political and economic development of Western/Eastern bloc countries. 

  • International relations. 

  • Political ideologies. 

  • Conflict and proxy wars. 

 

Pupils will be assessed through: 

  • Formative- classwork and homework. 

  • Summative- end of cycle assessments and end of year examination. 

Pupils will study: 

  • Medicine in medieval England 1250-1500. 

  • The Medical Renaissance in England 1500-1700. 

  • Medicine in 18th and 19th centuries. 

  • Medicine in Modern Britain 1900-present. 

 

 

 

Pupils will be able to: 

  • Understand the concepts of change and continuity in relation to cause, prevention and treatment of disease. 

  • Understand the impact of individuals, legislation and scientific development on approaches to medicine.   

 

 

 

 

Pupils will have been exposed to the following concepts: 

  • Change and continuity.  

  • Impact of key individuals, economics, faith, politics, industrialisation and science/technology on medicine. 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be assessed through: 

  • Formative- classwork and homework 

  • Summative- end of cycle assessments and end of year examination. 

Literacy 

Key terms: 

Ceorl, hides, earls, oath, reeve, Danelaw, embassy, housecarls, fyrd, hundreds, tithings, blood feuds, Godwin, hostages, succession, shield wall, submission, march, motte, bailey, castellan, harrying, genocide, forfeit, tenure, reconciliation, excommunication, fief, knight, service, barony, homage, regent, demesne, Normanisation. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 

Anglo Saxon and Norman England c1060-1088 Edexcel GCSE (9-1). 

 

Literacy 

Key terms: 

Abdicate, brinkmanship, capitalism, colonialism, communism, containment, conventional weapons, democracy, détente, deterrent, doctrine, economic sanctions, free city, glasnost, hawks, ideology, isolationism, non-proliferation, Perestroika, ratification, reparations, satellite states, shah, socialism, Soviet Union, ultimatum, veto. 

 

Reading opportunities: 

Superpower relations and the Cold War, 1941-91 Edexcel GCSE (9-1). 

Literacy 

Key terms: 

Malnutrition, famine, paralysis, diagnosing, physician, mass, pilgrimage, dysentery, penance, scourge, quarantine, secular, alchemy, royal charter, New World, journeyman, dissolution of monasteries, pneuma, quack doctor, enlightenment, microbes, bacteriology, aseptic surgery, inoculate, cowpox, antibodies, laissez-faire, cesspit, hereditary diseases, DNA, genome, haemophilia, mastectomy, compound, MRSA. 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 

Medicine through time c1250 –present Edexcel GCSE (9-1) 

 

Connections 

We have identified these connections to other subject areas:  
English- Medieval literature. 

RS- History of Christianity and the impact of Christian beliefs on society. 

Art- Medieval art and the importance of religious iconography 

Connections 

We have identified these connections to other subject areas: 

Geography- Command economies (Y8 Cycle 4). 

Connections 

We have identified these connections to other subject areas: 

Learning at home 

Consolidation of learning will take place at home through Seneca Learning. 

Learning at home 

Consolidation of learning will take place at home through Seneca Learning. 

Learning at home 

Consolidation of learning will take place at home by Seneca Learning. 

Sequencing 

We have chosen this method of sequencing in Year 10 because Anglo Saxon and Norman paper has historically been more difficult for our pupils. Teaching this first enables quick identification of the pupils that are struggling with the move into GCSE. By placing the Medicine unit in Cycle 4, it allows the British component, which is source-based, to be taught in Year 11 and works in tandem with the source paper on Weimar Germany. The unit of the Cold War is taught next as it builds on the final units covered in Y9, namely the causes, events and outcomes of WWII. While not directly linking to the unit on the history of medicine, studying the Cold War still gives pupils a sense of the ‘grand narrative’ of global history, including an understanding of some of the major technological advances of the 20th century. Cycle 4’s topic links to the work that will be done in Year 11 by linking Y10 Medicine to the Cycle 1 unit on the development of the British sector of the Western Front: This enables both Source Units (WW1 and Weimar) to be taught in succession. This gives the pupils a greater focus on source-based questions. 

 

YEAR GROUP PLANS 

Year 11 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will study: 

  • The development of the British Sector of the Western Front injuries, treatment and the trenches. 

  • The rise of the Weimar Republic 1918-1929 

 

Pupils will be able to: 

  • Describe the problems of trench warfare and the subsequent development of medical technology on the Western Front 

  • Explain the creation of the Weimar Republic and its strengths and weaknesses. 

  • Analyse key events between 1918 and 1929. 

 

Pupils will have been exposed to the following concepts: 

  • Scientific and technological change. 

  • Conflict. 

  • Political change. 

 

 

 

Pupils will be assessed through: 

  • Formative: classwork and homework. 

  • Summative: end of cycle assessment. 

  • PPE. 

Pupils will study: 

  • Hitler’s rise to power, 1919-33. 

  • Nazi control and dictatorship 1933-39: creation of a dictatorship. 

  • Nazi police state. 

 

 

Pupils will be able to: 

  • Analyse the reasons for the rise of the Nazi party. 

  • Analyse the methods used by the Nazis to achieve state control and move away from the Weimar Republic. 

  • Make judgements on political developments. 

 

 

 

 

Pupils will have been exposed to the following concepts: 

  • Key features of economics, legislation and politics. 

  • Conflict between democracy and fascism. 

 

 

 

 

Pupils will be assessed through: 

  • Formative: classwork and homework. 

  • Summative: end of cycle assessment. 

  • PPE. 

Pupils will study: 

  • Nazi control and dictatorship 33-39: controlling and influencing attitudes. 

  • Opposition, resistance and conformity in Nazi Germany. 

  • Life in Nazi Germany 

 

Pupils will be able to: 

  • Make judgements on the Nazi methods of state control.  

  • Evaluate levels of resistance and conformity within the Nazi state.  

  • Evaluate how the economic and racial policies impacted people's lives in Germany. 

 

 

 

Pupils will have been exposed to the following concepts:  

  • How propaganda can be used within government, how individuals and organisations can resist and/or conform. 

  • Pupils will also experience how racial theory can lead to prejudice and persecution. 

 

Pupils will be assessed through: 

  • Formative: classwork and homework 

  • Summative: end of cycle assessment. 

Course Completed 

Literacy 

Key terms: 

Radiology, transfusion. universal blood type, salient, RAMC, FANY, anaesthetic. 

Abdication, communist, constitution, civil servant, trades, unions electorate. 

 

Reading opportunities: 

Medicine through time Edexcel History GCSE (9-1) 

Weimar and Nazi Germany 1918-1939 Edexcel History GCSE (9-1) 

Literacy 

Key terms: 

Propaganda, nationalism, socialism, paramilitary, putsch.  

 

 

 

 

Reading opportunities: 

Weimar and Nazi Germany 1918-39 Edexcel GCSE (9-1) 

Literacy 

Key terms: 

SS, Gestapo, concentration camp, Reich, censorship, Swing Youth, Lebensborn, Hitler Youth, RAD, eugenics, anti-Semitism. 

 

 

Reading opportunities: 

Weimar and Nazi Germany 1918-39 

Edexcel History (9-1) 

 

 

 

Connections 

We have identified these connections to other subject areas:  

Science - B6 Preventing and treating disease (Y10)

Geography- Impact of medical advances on populations (Y8 Cycles 2/3, Y10 Cycle 3). 

Connections 

We have identified these connections to other subject areas: 

Connections 

Art- Bauhaus architecture. 

 

Learning at home 

Consolidation of learning will take place at home by Seneca and Quiz 

Learning at home 

Consolidation of learning will take place at home by Seneca and Quiz 

Learning at home 

Consolidation of learning will take place at home by Seneca and Quiz 

 

Sequencing 

We have chosen this method of sequencing in Year 11 because the British sector of the Western Front connects in terms of chronology with the development of the Weimar Republic. Pupils can also focus on the questions stems for source-based questions. It builds on the work done in Year 10 by overlapping the medicine work between Cycle 4 Year 10 and Cycle 1 Year 11. This is useful in terms of retention of contextual detail. 

 

Our Mission and Values

“Therefore learn as if to live forever; live as if to die tomorrow” (St Edmund of Abingdon)

Read Our Values & Ethos Statement

Trust Information

St Edmund's Catholic School is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Edmund's Catholic School is a business name of Kent Catholic Schools’ Partnership.

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