History

This unit may inform pupils on British attitudes to Parilamentary reforms and social revolutions which may be helpful when they come on to consider resistance to women's suffrage 

Pupils will be familiar with the French Revolution from their prior study of the Enlightenment period (Y8). They will draw upon their knowledge of the political situation in Britain in the 17th century (Y8) to help inform their understandings of British attitudes to the revolutionary period.

How did Europe respond to the French Revolution?

The development of new technologies will help to contextualise Britain's self-confidence and the expansion of the Empire (Y9). This knowledge will also form a critical basis for pupils' appreciation of the importance of trade and industry, which they will continually re-visit over the remainder of the curriculum.

Pupils have looked at the changing nature of the lives of ordinary people across both the medieval and early modern periods in the earlier half of the curriculum 

The Industrial Revolution: did industrialisation revolutionise people's lives?

In this unit, pupils investigate the expansion of voting rights and who benefited from these changes. This will be extended in the next unit, ‘Women's suffrage: why did it take so long for women to get the vote in Britain?’, where pupils will examine the struggle for women’s political rights and the reasons for the delay in achieving suffrage.

In ‘The Industrial Revolution: did industrialisation revolutionise people's lives?’, pupils explored the major social and economic transformations brought about by industrialisation. This unit builds on this by examining how these changes contributed to the widening of the franchise in Britain, granting more people the right to vote.

Widening the franchise: who gained the right to vote?

This will help to contexualise responses to the Empire that they will go on to study, as well as aid their appreciation of the era of decolonisation (Y9).

Pupils have already considered the emergence of the British Empire through their study of the Atlantic World and Britain's interactions with India (Y8). Pupils will have also gained a strong understanding of the importance of trade across the period of history.

The British Empire: how far was it transformed in the mid-nineteenth century?

An understanding of the differing interpretations of empire is crucial for pupils' understanding of current debates surrounding the legacy of the British Empire. This will also give pupils an insight into the era of decolonisation and the impact of WW1 on Britain's colonies (Y9).

Pupils will have a strong understanding of the British Empire. They will also be familiar with the impacts of the Empire and the legacy of colonisation, through their previous study of the impact of the Transatlantic Slave Trade and the Haitian Revolution (Y8).

Interpreting the British Empire: how has it been commemorated and contested? 

Knowledge of parliamentary reform in the early 20th century and the wider campaign for women's rights will help pupils contextualise the social changes in Britain, that took place in the later part of the century (Y9).

Pupils will have knowledge of how women have been impacted since medieval times, with their knowledge of the Anarchy (Y7) and Elizabeth I (Y8). Pupils' knowledge of the Enlightenment and the power of new ideas will also give them an appreciation of the significance of the Campaign for Women's Suffrage (Y8).

Women's suffrage: why did it take so long for women to get the vote in Britain?

This will contextualise the global political situation in the inter-war period and the eventual outcome of the Second World War (Y9), which will also prepare them for their studies of the Second World War (Y9). Finally, pupils will be able to apply their knowledge to post-war Russia, to aid their understanding of the context of the Russian Revolution (Y9).

Over the course of the entire Key Stage 3 curriculum, pupils will have developed strong knowledge of a range of global conquests and know that the imperial expansion of European powers gave wars in the modern period an increasingly global dimension.

World War One: how 'total' was it for people in the British Empire?

This knowledge will provide pupils with an understanding of the significance and reality of different political approaches that existed across Europe in the 20th Century. It will also help pupils understand the rise of democratic socialism throughout the post-war period (Y9).

Pupils will have an understanding of the power of new ideas through their studies of the Renaissance (Y7), the Reformation (Y8) and the Enlightenment (Y8)

The Russian Revolution: did communism completely transform Russian society? 

This will contextualise the political and social situation of post-war Britain which they will move on to study (Y9). An understanding of the Second World War will also help pupils understand the historical and political context in which the Holocaust took place in (Y9).

Pupils will have knowledge of military history and methods of warfare in both medieval (Y7) and early modern (Y8) contexts. Pupils' studies of the First World War will also help inform their understanding of modern warfare (Y9) and they will also be able to contexualise the Second World War, due to their previous studies of WW1 and the Russian Revolution (Y9).

WW2: which events turned the tide in the story of the Second World War? 

In this unit, pupils explore the Holocaust and its profound impact. This sets up the next unit, ‘Decolonisation: how similar was decolonisation throughout the British Empire?’, where they will investigate how the Holocaust influenced the founding of Israel and how this event intersected with wider decolonisation processes.

Pupils will have a knowledge of the Second World War (Y9) and they will also have an appreciation of the existence of Anti-Semitism throughout History, as they will be able to link back to Edward I's Edict of Expulsion in 1290 (Y7). Through pupils' knowledge of the Transatlantic Slave Trade, they will have an understanding of the oppression and persecution of groups (Y8).

The Holocaust: what was the Holocaust?

In this unit, pupils examine the varied experiences of decolonisation throughout the British Empire. This sets up the next unit, ‘Post-war Britain: for whom did the United Kingdom become a ‘New Jerusalem’?’, where they will explore how decolonisation influenced immigration patterns and contributed to the changing social landscape of post-war Britain.

In ‘Interpreting the British Empire: how has it been commemorated and contested?’, pupils studied the diverse interpretations and controversies surrounding the British Empire. This unit extends this understanding by analysing the decolonisation process and its impact on different regions within the empire.

Decolonisation: how similar was decolonisation throughout the British Empire?

In this unit, pupils explore how post-war Britain aimed to become a ‘New Jerusalem’ and address social reforms. This prepares them for the next unit, ‘Thematic study: how has the role of women in British society changed?’, where they will examine the evolving role of women and how it reflects broader social changes.

In ‘The Industrial Revolution: did industrialisation revolutionise people’s lives?’, pupils explored how industrialisation transformed society. This unit continues that exploration by analysing how post-war Britain aimed to improve social conditions and redefine itself as a ‘New Jerusalem’ amid new challenges and opportunities.

Post-war Britain: for whom did the United Kingdom become a ‘New Jerusalem'?

This knowledge will help inform pupils of the impact that disease and scientific discoveries can have on human civilisation. This may give pupils a better appreciation of the challenges that are faced by post-pandemic societies and a wider understanding of the potential impacts of Covid.

Pupils will have knowledge of the impact of disease on societies through their studies of the Black Death (Y7) and the experience of the Native Americans (Y8). They will also have a keen understanding of the power of new ideas, knowledge of the scientific elements of the Renaissance (Y7) and the Enlightenment (Y8), which will help contexualise developments in medicine.

History

Choose a unit (13)

Some of these units will soon be taken down.

Choose a previously released unit (18)

Some of these units will soon be taken down.