History

In ‘The Great War: how did the Great War affect my local area?’ pupils momentarily leave their study of Viking Age Britain to consider the impact of the First World War on their local area at an appropriate time in the school year. In ‘The Vikings: how do we know so much about Viking York?’ they return Britain in the Viking Age with a depth study about Viking York.

In ‘The Vikings: why did they come to the British Isles?’ pupils learnt about how and why the Vikings began to settle in Britain. In ‘The Great War: how did the Great War affect my local area?’ pupils momentarily leave their study of Viking Age Britain to consider the impact of the First World War on their local area at an appropriate time in the school year.

The Great War: how did the Great War affect local people and their communities? 

 In ‘The Vikings: how do we know so much about Viking York?’ pupils return to Britain in the Viking Age with a depth study about Viking York. In ‘The Vikings: how did Viking settlement help to make England?’ the focus switches to the political narrative of how Viking settlement helped to forge England.

In ‘The Great War: how did the Great War affect my local area?’ pupils momentarily left  their study of Viking Age Britain to consider the impact of the First World War on their local area at an appropriate time in the school year. In ‘The Vikings: how do we know so much about Viking York?’ they return Britain in the Viking Age with a depth study about Viking York.

The Vikings: how do we know so much about Viking York?

In ‘The Vikings: how did Viking settlement help to make England?’ pupils study the political narrative of how Viking settlement helped to forge England. In ‘Non-European societies: Benin or the Maya’ pupils are encouraged to compare and contrast their understanding of Anglo-Saxon England with a non-European society that was roughly contemporaneous.

 In ‘The Vikings: how do we know so much about Viking York?’ pupils returned to Britain in the Viking Age with a depth study about Viking York. In ‘The Vikings: how did Viking settlement help to make England?’ the focus switches to the political narrative of how Viking settlement helped to forge England.

The Vikings: how did Viking settlement change Britain?

In ‘Non-European societies: Benin or the Maya’ pupils are encouraged to compare and contrast their understanding of Anglo-Saxon England with a non-European society that was roughly contemporaneous. In ‘Significant turning points: how did experiences differ during WW2?' Pupils extend their chronological understanding by studying the significant turning point of WW2.

In ‘The Vikings: how did Viking settlement help to make England?’ pupils studied the political narrative of how Viking settlement helped to forge England. In ‘Non-European societies: Benin or the Maya’ pupils are encouraged to compare and contrast their understanding of Anglo-Saxon England with a non-European society that was roughly contemporaneous.

Non-European societies: Benin or the Maya

In ‘Significant turning points: how did experiences differ during WW2?' Pupils extend their chronological understanding by studying the significant turning point of WW2. In ‘Significant turning points: in what ways did Britain change after WW2?’ they are expected to consider the impacts of WW2 more widely whilst continuing to extend their chronological understanding.

In ‘Non-European societies: Benin or the Maya’ pupils were encouraged to compare and contrast their understanding of Anglo-Saxon England with a non-European society that was roughly contemporaneous. In ‘Significant turning points: how did experiences differ during WW2? Pupils extend their chronological understanding by studying the significant turning point of WW2.

Significant turning points: how did experiences differ during WWII?

In ‘Significant turning points: in what ways did Britain change after WW2?’ pupils consider the impacts of WW2 whilst continuing to extend their chronological understanding. In ‘The Christian Church: how completely did the Great Schism transform Christendom?’ they begin their study of Y7 history with a survey of the western Christian world in the 10th century.

In ‘Significant turning points: how did experiences differ during WW2?' Pupils extended their chronological understanding by studying the significant turning point of WW2. In ‘Significant turning points: in what ways did Britain change after WW2?’ they are expected to consider the impacts of WW2 more widely whilst continuing to extend their chronological understanding.

History

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