Please read the overview tables for each year alongside the important principles for each enquiry table
YEAR 7
Autumn1
Autumn2
Spring1
Spring2
Summer1
Summer2
Key Enquiry Question:
What changed from the Stone Age to the Vikings? (Bridging History) What makes a good historian?
What was migrating along the Silk Roads during the first millennium? What did migration to Britain in the first millennium look like?
Simon Schama says the Normans caused ‘a truck-load of trouble’. How did they do this?
Why is…castle significant to my local area? Why is Mali’s Timbuktu the ‘Jewel’ in the Medieval world?
Dan Jones on the Plantagenets: ‘These kings murdered, betrayed and tyrannised their way to spectacular success’. How far do you agree?
What mattered to Medieval people?
Key Book:
Simon Schama, A History of Britain, 3000BC-1603 Helen Carr & Suzannah Lipscomb, What is History, Now?
Peter Frankopan, The Silk Roads Marc Morris, The Anglo Saxons
Marc Morris, William I/ Simon Schama, A History of Britain, 3000BC-1603
Michael Gomez, African Dominion
Dan Jones, The Plantagenets
Ian Mortimer, Time Traveller’s Guide to Medieval England
Context/ Disciplinary concepts
Change and continuity/Chronology (Intro to all concepts) Breadth Study Wider World
Similarity and difference Wider World British Breadth Study
Interpretations Cause and consequence British Depth
Significance British Wider World Depth
Interpretations British Breadth
Sources and evidence Creating own historical enquiry British Depth
YEAR 8
Autumn1
Autumn2
Spring1
Spring2
Summer1
Summer2
Key Enquiry Question:
Why did Henry VIII change England’s religion? How strong and stable were the latter Tudors?
What was Renaissance Europe like? Which Mughal Emperor had the greatest impact on India?
How far was 17th century Britain turned upside down?
What changes did the revolutions of the 18th century bring?
Why did the Slave Trade last so long? How far was 1865 a turning point for African Americans?
‘It is puerile to reduce imperial history to a matter of ‘good’ and ‘bad’’, Empireland, Sanghera. How have interpretations on the British Empire changed and why?
Book:
John Guy, Henry VIII Helen Castor, Elizabeth I
Jerry Rotton, The Renaissance, A very short introduction
Christopher Hill, A century of Revolution
Emily Griffin, Liberty’s Dawn
Robin Walker, Black History Matters
Empireland, Sanghera
Context / Disciplinary concepts
Significance British Depth Study
Sources and evidence Interpretations Wider World Depth
Cause and Consequence British Breadth
Similarity and difference British and Wider World Breadth
Change and continuity Wider World Breadth
Interpretations British and Wider World Breadth
YEAR 9
Autumn1
Autumn2
Spring1
Spring2
Summer1
Summer2
Key Enquiry Question:
How have historians changed the narrative on Jack the Ripper? Why did women get the vote after men?
How similar were people’s experiences of WWI?
Why did Hitler become the most dangerous man in Europe?
How was the Holocaust able to happen?
What has warfare been like since WWII?
What has been significant about modern migration to Britain?
Book:
Hallie Rubenhold, The Five My Story: Princess Sophia Duleep Singh, Sufiya Ahmed
Michael Howard, The First World War a very short Introduction
Ian Kershaw, Hitler
UCL Centre for Holocaust Education, Understanding the Holocaust
Robert McMahon, A very short introduction to the Cold War
Black and British, an illustrated History David Olusoga, (for pupils) Bloody Foreigners: The story of Immigration to Britain, Robert Winders
Context / Disciplinary concepts
Interpretations British Depth
Similarities and Differences British and Wider World Depth
Cause and Consequence Wider World Breadth
Significance Wider World Depth
Change and Continuity Wider World Breadth
Significance British Breadth
Important principles to consider for each enquiry
Scholarship opportunities
Homework Opportunities
Disciplinary Writing
Assessment
Enrichment Opportunities
Key text for teacher and pupilTeacher to read key text to develop teacher’s subject knowledgeExtracts read aloud to the classParts analysed on a visualiserGuided reading worksheets on textHistorian’s judgements discussed, analysed and evaluated
Knowledge Organiser and Glossary to read and pre learn vocab for quizMeanwhile Elsewhere/Meanwhile NearbyRevision Activity e.g. mind map, flash cards, online quizThink and Link two topics activityGuided readingOne opportunity per year to design own historical enquiry question, research and answer it
Focus on literacy throughout each enquiry but also on specific disciplinary styles of writingOnce a term from the following types;‘the history paragraph’Rigorous evaluation of sources/writing inferencesStructured accounts/narrativeExplain/analysis accountsTwo-sided argumentHow and why Interpretations differCreating, researching and answering their own historical enquiries
Weekly low-stakes retrievalCore assessments twice a year Each core assessment to have mix of previous topics & current topic and include;a) specific 1mark knowledge questions b) multiple choice questionsc)using sources (specific low mark section)d) interpretations (specific low mark section) e) some extended writing
‘Read, watch, click, visit’ sheet for each enquiryHistorical Fiction opportunities History Book Discussion ClubHistory Film Discussion ClubLocal History University links Streamed/recorded lectures History Club (Build a Castle, build a trench etc)OAT CompetitionsEducational Visits (Museums, Historic Houses/ Castles, Theatre e.g. Horrible Histories) Virtual visits to educational sites
Part time OAT Lead for Humanities. T&L Curriculum enthusiast. Passionate about CPD from ITT to Developing Leaders, Coaching and Educational Research
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Teaching with Jenny Nicholls 