Year 7

How similar was the Golden Age of Baghdad and Anglo-Saxon England?

This unit introduces our Year 7s to the skill of history by study comparison between the Golden Age of Baghdad and Anglo-Saxon England. Students work towards answering the question; “How similar were 10th century Baghdad and Anglo-Saxon England?”

How did the Normans change England forever?

The module engages pupils with the dramatic story of the battle for the English throne between the three main contenders. Students will learn how William Duke of Normandy becomes King and what the consequences are for England, answering the questions; “How did the Normans change England forever?”

Where did power truly lie in Medieval England?

This unit looks at multiple challenges to medieval kingship, focusing on themes of religion, power and control. As part of this unit, students complete a case study of;

• Henry II and Thomas Beckett
• King John and Magna Carta
• Henry III and Simon de Montfort (and the foundations of Parliament)

Students then evaluate the extent to which medieval kings could act as they wished, answering the question; “where did power truly lie in Medieval England?” 

Year 8

The English Civil War: How far was Charles I to blame for starting the Civil War?

Following the Tudor unit, which focuses on the power of the monarchy, this unit follows the events of King Charles I and the clash with Parliament. Students answer the question; “How far was Charles I to blame for starting the Civil War?”

The Age of Revolution: How was the world made over?

A comparison of three revolutions: American, French and Haitian. Students analyse how far did the new ideas of the Enlightenment change thinking in these countries answering, “The Age of Revolution was caused by enlightenment thinking.” How far do you agree?’

The Slave Trade: Why did the Slave Trade end?

Pupils will gain a knowledge of the history of slavery and its legacy. This focuses on how people became enslaved, life for enslaved people and the campaign to end the Slave Trade, with the work of both black and white abolitionists.

The Industrial Revolution: How far did the Industrial Revolution change England?

This unit focuses on both the national and local issues of the Industrial Revolution and the way it impacted on the development England as a whole, but also specifically Lancashire. Links will also be made to the enslaved people working on the cotton plantations that fed the Industrial Revolution. Students answer, ‘How far did the Industrial Revolution change England?’ This takes the issues from Lancashire and looks at them on a much larger scale.

How did experiences of the British Empire vary across the globe?

This looks at case studies from Australia, India and Africa. Ultimately, students look at the impact of the British empire on their colonies and focus on the effect that colonisation had. Students answer, ‘Discuss the impact of the British Empire on their colonies.’

What was the experience of soldiers during the First World War?

Studying the First World War draws together the students’ recent study of Britain’s place in the world and new industrial developments that will also change the nature of warfare. Looking first at trench warfare, weaponry and soldiers from the empire. Students then look at the effects of fighting on the Western Front, with a focus on Verdun and the Somme. Pupils then use sources to evaluate ‘Does Douglas Haig deserve the title “Butcher of the Somme”?’ Following this, students look at the end of the war with America’s entry and the signing of the Armistice in 1918.

Year 9

The Roaring Twenties: Was everyone ‘roaring’ about the twenties?

Students will learn about significant changes in society in America with links to the wider world. Specifically, it will analyse changes in democracy, equality and conflict in America and the consequences this had for different people across the nation, whether these were positive and ‘roaring’ or not, and why. 

The Second World War: Why did the Allies win?

In this topic, students will examine the reasons for the Allied victory in the Second World War. They will explore the strengths and weaknesses of both sides, including the role of military leadership, technology, and economic resources. Key turning points such as the Battle of Britain, Stalingrad, D-Day, and the use of atomic bombs will be studied to assess how the war shifted in the Allies’ favour. By analysing these events, students will develop skills in evaluating causation, weighing the relative importance of different factors, and constructing balanced historical judgments about why the Allies emerged victorious.

Exploring the Holocaust

The Holocaust brought the destruction both of millions of individual human beings and of communities and cultures which had existed in Europe for centuries. Study of their fate – and their lives before they were victims – therefore helps to ensure that they are not forgotten and serves to demonstrate to students the richness and diversity of European societies before the Second World War. Holocaust education thus offers a form of history which goes beyond dry study of the actions of states and governments, engaging students’ interest in the lives of ordinary people not too dissimilar to themselves.

How far was Mao’s China “destructive, demoralising and disastrous”?

In this topic, students will explore the rise and rule of Mao Zedong, from the Communist victory in 1949 to his death in 1976. They will study key groups such as peasants and young people and what impact they had on Chinese society, economy, and culture. By examining both propaganda and opposition, students will gain insight into how totalitarian states maintain control. This builds skills in analysing cause and consequence, judging the success and failure of policies, and understanding how ideology shapes government action.

Was the fight for equality more successful in the UK than the US?

This topic examines the struggle for equality in Britain and the USA across the 20th century. Students will begin by studying the Civil Rights campaigns of African Americans, including Martin Luther King, Rosa Parks, and Malcolm X before moving onto the women’s suffrage movement, comparing peaceful suffragist and militant suffragette tactics. They will also explore Britain’s own experiences with race relations, including Windrush, the Bristol Bus Boycott, and Notting Hill riots. This develops students’ ability to evaluate different methods of protest, judge the significance of key individuals and events, and recognise links between social, political, and cultural change.

Cold War: What caused rising tensions?

In this topic, students will investigate the global rivalry between the USA and USSR from 1945 to 1991. Starting with the division of Europe after WWII, they will trace key flashpoints such as the Berlin Blockade, Korean War, Cuban Missile Crisis, and the Vietnam and Afghanistan conflicts. They will also consider the role of nuclear weapons, propaganda, and diplomacy, ending with the fall of the Berlin Wall and the collapse of the Soviet Union. This builds students’ understanding of international relations, their ability to analyse change and continuity over time, and their skills in weighing up the causes of tension and conflict in a global context.

Year 10

Students will begin their GCSE journey by starting with the MAIN causes of the First World War (Paper 1 Section A), they will analyse the chronological and thematic events and significant individuals involved in the Great War and discuss how they all play an important part in the domino-effect of the buildup to international war. Students will be introduced to exam technique almost immediately, exploring the opinions of historians of the main cause of war, to the main reason for German defeat where students will be encouraged to apply their knowledge to complete extended writing questions. This unit also emphasises the significance of source analysis, and the value of sources as historical evidence in most lessons.

Students will then move onto the political whirlwind of Germany 1890-1945, Democracy to Dictatorship (Paper 1 Section B), they will initially draw on some similar content links between the two units, before moving onto the events of the lasting impact of the Wall Street Crash in Weimar Germany, leading to the eventual rise of the Nazis in Germany. Students will study the societal changes in German society throughout the home, workplace, army and international status, drawing on differences and similarities throughout the studied time period. Students will focus on the analysis of interpretations to prepare them for their GCSE exam, asking how and why historical interpretations differ, and which they believe to be most convincing, drawing on their own opinions as well as their own knowledge.

Students will be introduced to the thematic study Britain: Health and the people, c.1000-present (Paper 2 Section A) by studying the first topic focusing on the Medieval period. This includes key events such as the Black Death and the role of the Church in public health. The role of individuals will play a running theme throughout the units studied in Year 10, and students will be encouraged to constantly assess significance and impact in their actions within the time periods discussed.   

Year 11

In Year 11, students will continue the thematic study Britain: Health and the people, c1000-present (Paper 2 Section A). Students will look at the beginnings of change during the Renaissance; the revolution in medicine in Industrial Britain and modern medicine in Modern Britain.

Students will finish the content of the course by studying the British depth study including the historic environment, Elizabethan England, c1568-1603 (Paper 2 Section B). Students will look at Elizabeth’s court and parliament; life in Elizabethan times; the troubles at home and abroad, and the historic environment. The historic environment offers an exciting opportunity, changing yearly; students can visit an Elizabethan site and answer a question on this specific site in their exams.

The final half-term is reserved for revision lessons on all four GCSE modules, with a more thematic approach allowing students to apply their content knowledge by practicing exam technique and skills.

If you would like any more information about our History curriculum, please contact Mr B Adams, Head of Humanities and MFL, by emailingbadams@colneprimet.co.uk, filling in the form on our contact us page or phoning the main office to arrange a call back.