History

KS3


Rationale

Studying History builds coherent knowledge and understanding of Britain’s past and that of the wider world. It provides a basis from which pupils can gain a better sense of their own identity. At St Peter’s we inspire pupils to frame their own valid historical questions, think critically, weigh evidence and develop perspective and judgement. We want pupils to understand why the past has been interpreted differently and evaluate these interpretations. Pupils will engage with historical concepts and key terms in a range of contexts. They will develop fluency in their thinking, reading and writing so that they can articulate their ideas clearly and persuasively. We seek to foster engagement through a study of diverse History that will enhance their lives in and beyond the classroom.

Pupils will gain a chronologically secure knowledge of British, local and world history. This will enable them to make sense of the new knowledge they acquire and will provide a well-informed context for their wider learning. Depth studies will enhance understanding of the complexity of specific aspects of content. Overview topics will help pupils appreciate the long arc of development across areas of content, fostering a sense of period and genuine connection with the bigger picture. 

History is important because it provides perspective from which pupils can make sense of their present. The study of History encourages analysis, reflection and critical thinking, these are skills which are valued greatly in further education and employment. Moreover, our broad and knowledge-rich curriculum supports pupils in becoming better citizens through the promotion of British values. It teaches our pupils to cherish democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. 

Intent 

 We want our pupils to

  • Think like an historian: 
    • To gain a greater understanding of the past through the application of second order concepts (cause and consequence, change and continuity, similarity and difference, significance). 
    • To understand the methods of historical enquiry and how historical claims are made.
    • To introduce pupils to historians’ views of the past. 
  • Know like an historian: 
    • To understand and engage with the complexity of the past through repeated meaningful encounters with key concepts, such as empire. 
    • To foster a sense of period through engaging with overview studies. 
    • To develop cultural capital by placing their growing knowledge into different contexts – world, national and local. 
  • Write like an historian. 
    • To develop small, medium and extended written answers to specific enquiries based on second order concepts.
    • To evaluate source-based evidence and interpretations in a convincing manner.
  • Read like an historian. 
    • Focusing on the implicit and explicit teaching of specialist vocabulary.
    • Disciplinary Reading: How might we read sources and interpretations differently; considering authorship, bias and context. 

 

YEAR 7 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Overview Study – Water Through Time Depth Study – Norman Conquest & Consolidation of Power Depth Study – The Middle Ages Depth Study – The Islamic Empire and the Crusades Explain why medieval kings struggled to rule England and decide whether the Tudors were really so “terrible”
Rational Part 1: “What is History?”. A review of key historical skills; including how historians measure time, how historical sources are used to make claims and understanding historical interpretations. This builds upon knowledge from Key Stage 2. These skills will run throughout the curriculum. In this depth study pupils will understand the background to the Norman Conquest and the reasons for William’s victory at Hastings. Pupils will reflect on the extent to which 1066 was a turning point in the lives of ordinary people by evaluating Simon Schama’s interpretation. In this depth study pupils will understand the influence of the Roman Catholic Church on beliefs, ideas and education. They will learn what life was like for a peasant and how towns grew during this period. Source based material will be used to assess the position of women in medieval society. Finally, pupils will consider the significance of the Black Death, including the Peasants’ Revolt. In this unit, pupils will contrast their understanding of life in the Middle Ages (Spring 1) with developments in the East. They will use source-based material to understand advances in the Islamic Empire. Pupils will also understand the significance of Baghdad as a centre of learning, comparing it to London at this time. The final part of the topic focuses on the Crusades. This unit of study focuses firstly on the complexities of rulership in Medieval England. More specifically, on the complex relationship between Church and State – this can clearly be seen in the relationship between Henry II and Becket and, to a lesser extent, in the reign of King John.

Pupils will gain a broad understanding of Tudor society that moves beyond the monarchs themselves. We will explore the reformation and renaissance, as well as the impact this had upon society. Pupils will also be introduced to two black Tudors, showing that Tudor society was indeed more diverse than has previously been taken for granted.

 

YEAR 7 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Overview Study – Water Through Time Depth Study – Norman Conquest & Consolidation of Power Depth Study – The Middle Ages Depth Study – The Islamic Empire and the Crusades Explain why medieval king struggled to rule England and decide whether the Tudors were really so “terrible”
Part 2: Water Through Time is an overview study, assessing the long arc of historical development over time. This topic builds on their knowledge of chronology from Key Stage 2 and provides a strong chronological framework on which pupils can pin future topics in the curriculum. Part 2: Water Through Time is an overview study, assessing the long arc of historical development over time. This topic builds on their knowledge of chronology from Key Stage 2 and provides a strong chronological framework on which pupils can pin future topics in the curriculum. This unit links to their study of sanitation during the Middle Ages (Autumn 1) as well as the Norman Conquest (Autumn 2). It provides vital contextual learning for later topics, including the Britain, Health and the People topic (Year 9).  This unit is vital in allowing our pupils to study developments in wider world history that facilitated progress and change. This unit links closely to the Britain, Health and the People topic (Year 9).
End point Pupils will be able to explain how and why sanitation changed over time in Britain. Pupils will be able to explain how far the Normans changed England. Pupils will be able to determine how miserable life was in the Middle Ages. Pupils will be able to explain how the Islamic Empire was more advanced than the West Pupils will be able to explain why medieval kings struggled to rule England and decide whether the Tudors were really “terrible”. 

 

YEAR 7 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Key Vocabulary Source              Interpretation

Chronology        Century

Decade              Provenance 

Sanitation          Hygiene

Latrine               Cess Pit

Anglo Saxon      Heir

Bayeux Tapestry    Consolidate   

Witan                 Domesday Book

Feudal System   Barons

Motte & Bailey    Monarch

Christendom         Indulgence

Pilgrimage            Monk

Strip System        Charter

Black Death          Buboes

Plague                   Revolt

Civilisation             Caliphs

Crusades               Islam

Conquer                 Round City

Mosque   House of Wisdom

        Empire               Holy Land

Protestant             Catholic

Magna Carta         Tudor

Archbishop of Canterbury

Barons        Renaissance

Parliament      Humanism

Ninety-five Theses

Dissolution   

Heir

      Execute     Monastery

Trial             Armada

        Invade      Pope

Break with Rome

Summative Assessment AP1 AP2 AP3

 

YEAR 8 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Overview Study – The Development of the Crown’s Power 1485-1688 Overview Study – African Civilisations Depth Study – The Slave Trade Local Depth Study – The Industrial Revolution and Middlesbrough Overview Study – The British Empire Overview Study – The Development of Voting Rights
Rationale This overview study builds on pupils’ understanding of change over time, studied in the Water Through Time topic (Y7 Aut 1). Pupils will analyse trends and trace fluctuations in the Crown’s power during the Tudor and Stuart periods. They will study key events which have had an impact on the Crown’s power; such as the Reformation, the personality of the monarch and the English Civil War. This overview study builds on the Power of the Crown topic (Year 7 and 8). Pupils will explore the concepts of monarchy and leadership within an African context. This also links to our previous study of the Islamic Empire and contextualises next term’s slavery topic. Pupils will understand the reason for Britain’s participation in the Slave Trade, life as a slave on the plantations and the reasons for the passing of the Slavery Abolition Act (1833). In this local depth study, pupils will understand how national developments affected their local community. They understand why Middlesbrough developed and use source-based evidence to evaluate what life was like to live in industrial Middlesbrough. This overview study develops pupils’ understanding of empire as a concept, introduced in the Islamic Empire, African Civilisations and Slave Trade units. Pupils will understand why Britain wanted an Empire and how it developed. Pupils will then study the lived experiences of those under colonial rule in India and Africa.   Pupils will understand how voting rights for men and women developed through investigating the role of groups such as the Chartists, Suffragists and Suffragettes. The second order concepts of continuity, change and historical significance will be enhanced.

 

YEAR 8 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Overview Study – The Development of the Crown’s Power 1485-1688 Overview Study – African Civilisations Depth Study – The Slave Trade Local Depth Study – The Industrial Revolution and Middlesbrough Overview Study – The British Empire Overview Study – The Development of Voting Rights
Rationale As part of this unit, pupils will know how the following key factors have affected the Crown’s Power; finance, individuals, religion and war. This unit addresses misconceptions of African history, formed as a legacy of the colonial period. It encourages pupils to see the broader scope of ‘Black history’ beyond the existing narratives of empire and slavery. Pupils will be introduced to strong African leaders who ruled successfully over their people, including Mansa Musa of Mali and Queen Amina of Zazzau.  This unit complements our previous study of African history, enabling learners to appreciate the vibrance that existed in African society pre-Trans-Atlantic slave trade and, therefore, avoid a singular association of Black history with slavery. The Industrial Revolution transformed life in Great Britain and brought into play new agents of historical change, such as demands for suffrage and the capacity to mass produce weaponry. Therefore, this unit contextualises the subsequent “development of rights” unit (Year 8 Summer 2) and their study of World War One (Year 9 Autumn 1). The Scramble for Africa is key to understanding the causes of World War One (Year 9 Autumn 1). The development of Empire in Africa also contextualises the genocide in Rwanda (Year 9 Spring 1). This unit of study builds upon previous learning on how the power of the Crown changed during the Middle Ages and Early Modern periods (Year 7 Summer 1 and 2, Year 8 Autumn 1). Cultural Capital will be built as pupils understand why they live in a democratic country.

 

YEAR 8 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Overview Study – The Development of the Crown’s Power 1485-1688 Overview Study – African Civilisations Depth Study – The Slave Trade Local Depth Study – The Industrial Revolution and Middlesbrough Overview Study – The British Empire Overview Study – The Development of Voting Rights
Rationale Pupils will use their knowledge to challenge interpretations by nineteenth century historians. Some money generated from slavery was invested in industry, linking with our study of the Industrial Revolution (Year 8 Spring 2). Slavery was also part of the story of the growth and development of the British Empire (Year 8 Summer 1).
End Point Pupils will be able to explain how and why the Crown’s power developed between 1509 and 1688 Pupils will be able to explain how and why we can challenge interpretations arguing that Africa has no worthwhile history Pupils will be able to explain how the victims of the slave trade should be remembered, why Britain was involved in the Trans-Atlantic Slave Trade and why the Slavery Abolition Act was passed. Pupils will be able to explain how the Industrial Revolution transformed Middlesbrough. Pupils will be able to explain the lived experiences of those ruled under the empire. Pupils will be able to explain how and why voting rights developed in Britain during the nineteenth and early twentieth centuries

 

YEAR 8 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Key Vocabulary Consolidate     Reform

Purgatory  Ninety Five Theses

Supreme         Dissolution

Settlement      Compromise

Civil War   Divine Right of Kings

Interpretation         Empire

Scramble for Africa

Tenkamenin           Zaria

Mansa Musa  Oral Tradition

Civilisation         Inference

Catalan Atlas

Slavery                   Slaver

Triangular Trade Abolish

Plantation        Resistance 

Slavery Abolition Act (1833)

O. Equiano W. Wilberforce  

Middle Passage

Revolution              Industry

Agriculture              Textiles

Bolckow and Vaughan

Port Darlington       Tees

Workhouse            Ironstone

Stockton to Darlington Railway

Colony              Colonisation

East India Company

British Raj                 Sepoys

Viceroy    Koh-i-Noor Diamond  Exploitation

Scramble for Africa    Atrocity

Peterloo Massacre

Luddites                Vote

Factor                     Chartism

Great Reform Act  Polling

Suffragists Suffragettes  

Rotten Boroughs 

Summative Assessment AP1 AP2 AP3

 

YEAR 9 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Depth Study – World War One Depth Study – Hitler, Life in Nazi Germany and the road to World War Two Overview Study – The Holocaust and genocide today Overview Study – Civil Rights in America Overview Study – Britain, Health and the People (Parts 1 and 2) – Medicine 1000-1800AD
Rationale This links to pupils’ study of the Industrial Revolution (Year 8 Spring 2) and the Scramble for Africa (Year 8 Summer 2).  Pupils will develop their understanding of causation in evaluating the long and short term causes of World War One. Pupils will develop their use of source-based material in a new context, through analysing sources to understand the nature of trench conditions. The consequences of World War One shaped developments covered in this world depth study. Pupils will understand how German anger with the Versailles Treaty facilitated Hitler’s rise to power.  In studying life in Nazi Germany, pupils will evaluate source-based material to understand the suffering of certain groups under the Nazi regime as well as why some supported the  Our study of the Holocaust builds upon knowledge of Hitler’s rise to power and life in Nazi Germany (Autumn 2). Cultural Capital will be built as pupils see the inherent capacity for evil in mankind, the danger of racism and intolerance and the importance of standing for truth.  This overview study builds upon learning in Year 8; African Civilisations (Autumn 2) and the Slave Trade (Spring 1) units. Pupils will understand the hardships black people faced in the years following the emancipation (1863) and the need for further reform. They will weigh the significance of key events within the Civil Rights Movement and evaluate the extent to which it  Britain, Health and the People is an overview study, taught to give pupils an understanding of 1000 years of British History. Its thematic focus builds upon previous overview studies, enabling pupils to observe and explain continuity, change, similarity and difference, long term and short-term significance within and between periods.

This medical focus of this unit re-enforces and builds upon knowledge from Year 7 and the early part of Year 8; the Middle Ages, Islamic Empire and early Modern Period.

Pupils will evaluate the utility of source-based evidence and explain the role of specific factors in causing progress and regress in medical development.

 

YEAR 9 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Depth Study – World War One Depth Study – Hitler, Life in Nazi Germany and the road to World War Two Overview Study – The Holocaust and genocide today Overview Study – Civil Rights in America Overview Study – Britain, Health and the People (Parts 1 and 2) – Medicine 1000-1800AD
Their study of the Versailles Peace Settlement contextualises their future learning. German anger at the Versailles Settlement was a key reason for Hitler’s rise to power (Autumn 2), which then influenced his actions as leader of Germany (Autumn 2 and Spring 1). This unit contextualises Remembrance in November and the Conflict and Tension unit at Key Stage Four. regime out of self-interest.  Pupils will then apply their historical knowledge to political cartoons on the outbreak of World War Two.

This topic links to our subsequent study of the Holocaust (Spring 1).  

This unit also builds on their learning from Year 8, their study of empire contextualises their understanding of circumstances in Rwanda at the time of genocide in 1994. achieved its aims by looking at more recent events in American history, including Obama’s presidency and the recent Black Lives Matter protests (2020).

 

YEAR 9 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Depth Study – World War One Depth Study – Hitler, Life in Nazi Germany and the road to World War Two Overview Study – The Holocaust and genocide today Overview Study – Civil Rights in America Overview Study – Britain, Health and the People (Parts 1 and 2) – Medicine 1000-1800AD
End Point Pupils will be able to explain (1) the causes of World War One, (2) the experiences of soldiers during the war and (3) the reasons why the Versailles Treaty was so harsh on Germany. Pupils will be able to explain (1) what life was like in Nazi Germany and (2) use their knowledge to assess political cartoons on the outbreak of World War Two Pupils will be able to (1) explain the key events of the Holocaust and (2) draw comparisons with the later genocide in Rwanda. Pupils will be able to (1) explain how civil rights improved in twentieth century America and (2) to assess whether the American Civil Rights Movement achieved all it set out to do. Pupils will be able to explain how and why medicine progressed between c. 1000 AD to the present day.
Key Vocabulary Long term          Short term

Sarajevo            Assassination

Conscription      Propaganda

Douglas Haig  

Over the Top     No Man’s Land

Battle of the Somme

Mein Kampf         Dictator

Nazi                     Gestapo

Hitler Youth        League of Nations

Kinder, Kirche and Kuche

Disarmament Appeasement

Lebensraum

Anti-Semitism        Persecution

Genocide                 Ghetto 

Himmler            Final Solution

Wannsee Conference

Tutsi                         Hutu

Ethnic Tension

Emancipation

Sharecropping

Segregation        KKK

Emmett Till         Civil Rights  

Montgomery Bus Boycott

Martin Luther King 

Barak Obama    BLM Protests   

Hippocratic and Galenic Medicine

Four Humours          Miasma

Dissection                Anatomy

Avicenna                  Rhazes

Progress                   Regress

Islamic Medicine

Renaissance

Vesalius

Pare Harvey

Cauterisation

Jenner

Vaccination

Quack

Reformation

Hunter 

 

YEAR 9 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Depth Study – World War One Depth Study – Hitler, Life in Nazi Germany and the road to World War Two Overview Study – The Holocaust and genocide today Overview Study – Civil Rights in America Overview Study – Britain, Health and the People (Parts 1 and 2) – Medicine 1000-1800AD
Summative Assessment AP1 AP2 AP3

 

YEAR 10 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Overview Study – Britain, Health and the People (Parts 3 and 4) – Medicine 1800 to the present day. British Depth Study – Elizabethan England (1568-1603) British Depth Study – Elizabethan England (1568-1603) British Depth Study – Elizabethan England (1568-1603) Conflict and Tension, The First World War 1894-1918 Conflict and Tension, The First World War 1894-1918
Rationale This overview study continues from Year 9 (Summer 1 and 2) and continues to build upon continuity and change over time

Pupils will evaluate source-based evidence and explain the role of specific factors in causing progress and regress in medical development. This builds upon existing knowledge of the Industrial Revolution (Year 8) and WW1. 

Once the Britain, Health and the People course has been completed, pupils will move onto their study of Elizabethan England (1568-1603). 

 

This is a British Depth study which covers the last 35 years of Elizabeth I’s reign. This unit builds upon pupils’ understanding of Tudor history from Key Stage Three as well as their understanding of the Reformation and Renaissance. The study of this period is integral in supporting our Catholic Values, given that it occurs amidst a backdrop of significant religious change.  

 

Pupils will explore Elizabeth’s Court and Parliament, Life in Elizabethan Times, and Troubles at Home and Abroad. As part of this study, they will employ their contextual knowledge to evaluate interpretations of the period. They will understand the importance of key events or individuals and place them in a broader context. Pupils will also investigate an Elizabethan historical site and evaluate it using key second order concepts.

Once the Elizabethan England unit has been completed, pupils will move onto their study of The First World War (1894-1918).

 

This unit builds upon prior learning at Key Stage Three. For example, the Industrial Revolution unit (Year 8 Spring 2) contextualises the capacity of nations to mass produce weaponry, linking to the arms race and the scale of death and devastation caused by new weaponry. Moreover, the study of Empire (Year 8 Summer 1) explains tensions between colonial powers in the build up to World War One. Finally, the study of World War One in Year 9 provides a foundational map on which pupils can now build as they learn about the complex and diverse interests of Great Powers and other states. For 

 

YEAR 10 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Overview Study – Britain, Health and the People (Parts 3 and 4) – Medicine 1800 to the present day. British Depth Study – Elizabethan England (1568-1603) British Depth Study – Elizabethan England (1568-1603) British Depth Study – Elizabethan England (1568-1603) Conflict and Tension, The First World War 1894-1918 Conflict and Tension, The First World War 1894-1918
Rationale (Year 9). Pupils will revisit conditions on World War One battlefields, providing a backdrop for the impact of war on the development of penicillin & surgery.

In turn, key contextual knowledge will be drawn upon when studying Elizabethan England, Conflict & Tension (1894-1918) & Russia (1894-1945). 

example, the crises in Morocco, tension in the Balkans and Weltpolitik.

Pupils will develop their ability to make inferences from and evaluate source-based evidence. Their understanding of key second order concepts of cause, consequence, continuity and change will develop.

 

YEAR 10 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Overview Study – Britain, Health and the People (Parts 3 and 4) – Medicine 1800 to the present day. British Depth Study – Elizabethan England (1568-1603) British Depth Study – Elizabethan England (1568-1603) British Depth Study – Elizabethan England (1568-1603) Conflict and Tension, The First World War 1894-1918 Conflict and Tension, The First World War 1894-1918
End Point Pupils will be able to explain how and why medicine progressed between c. 1000 AD to the present day. Pupils will be able to explain how Elizabeth’s court and parliament functioned. Pupils will be able to explain how effectively Elizabeth managed religious problems and the threat posed by Mary Queen of Scots Pupils will be able to evaluate (1) the extent to which there was a Golden Age in Elizabeth I’s reign and (2) understand the reasons for the outbreak of war with Spain Pupils will be able to provide a detailed evaluation of why World War One broke out. Pupils will be able to explain why there was stalemate in World War One.

 

YEAR 10 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Overview Study – Britain, Health and the People (Parts 3 and 4) – Medicine 1800 to the present day. British Depth Study – Elizabethan England (1568-1603) British Depth Study – Elizabethan England (1568-1603) British Depth Study – Elizabethan England (1568-1603) Conflict and Tension, The First World War 1894-1918 Conflict and Tension, The First World War 1894-1918
Key Vocabulary Spontaneous Generation

Antiseptic             Aseptic

Anaesthetic          Laissez Faire

Germ Theory        Carbolic Acid

Public Health Act   Welfare State

Antibiotic

Court                  Courtier

Royal Progress   Parliament

JP                       Legitimate

Succession         Patronage

Essex Rebellion  Privy Council

Settlement            Protestant

Catholic                Puritan

Recusant              Excommunicate

Plots                     Ridolfi

Babington             Death Warrant

Golden Age            Impotent Poor

Able Bodied Poor   Idle Poor

Elizabethan Poor Law (1601)

The Globe              John Hawkins

The New World       Spanish Armada

Netherlands 

Annex                   Place in the Sun

Splendid Isolation     Dreadnought

Weltpolitik                 Ultimatum

Two-power standard 

Moroccan Crises     Balkans Crisis

July Crisis

Stalemate        Verdun

War of Attrition Artillery

Battle of the Marne

Passchendaele

Somme

U-boat Campaign 

Western Front Eastern Front

Summative Assessment AP1 AP2 AP3(PP3)

 

YEAR 11 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Review of previous topics, followed by British Depth Study, Elizabethan England.  British Depth Study (Elizabethan England) British Depth Study (Elizabethan England) Revision
Rationale Due to lockdown, pupils missed a significant amount of content from Year 10, especially the Britain, Health and the People topic. Therefore, the first four weeks of the course will be set aside for pupils to revisit their learning in two previously studied modules; Conflict and Tension and Britain, Health and the People. Once pupils have completed Part Three of the Elizabethan England course, they will move onto Part Two, which focuses on life in Elizabethan England. 

In Part Two pupils will assess whether Elizabeth’s reign really was a Golden Age; examining the theatre, poverty and the age of exploration,

Once pupils have completed Part Two of the Elizabethan England course, they will study the Historic Environment. This sequence of lessons allows pupils to see how an historical site in the Elizabethan period changed over time. The site chosen for this year is Burghley’s Almshouses Pupils will prepare for their final GCSE examinations – covering all three topics (Britain, Health and the People, Conflict and Tension and Elizabethan England). 

Sessions will be tailored to address gaps in pupil knowledge identified in both sets of PPE examinations and from low stakes in class assessment. 

 

YEAR 11 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Review of previous topics, followed by British Depth Study, Elizabethan England.  British Depth Study (Elizabethan England) British Depth Study (Elizabethan England) Revision
Rationale Pupils will then move forward in their Elizabethan England topic, beginning Part Three – covering Elizabeth I’s Religious Settlement and how she managed opposition from puritans and catholics. culminating in war with Spain. 

The decision was made to study Part Three before Part Two because of the centrality of religion in understanding developments in sixteenth century England

This topic is studied at the end of the course to allow pupils to draw on all of their contextual knowledge in order to understand the development of the site
End point Pupils will be able to explain how effectively Elizabeth managed religious problems and the threat posed by Mary Queen of Scots (Part Three) Evaluate the extent to which there was a Golden Age in Elizabeth I’s reign and understand the reasons for the outbreak of war with Spain (Part 2) Identify and explain the reasons why Burghley’s almshouses were built in Elizabeth I’s reign.

 

YEAR 11 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Teaching Focus Review of previous topics, followed by British Depth Study, Elizabethan England.  British Depth Study (Elizabethan England) British Depth Study (Elizabethan England) Revision
Key vocabulary  Settlement

Protestant

Catholic

Puritan

Recusant

Excommunicate

Plots

Ridolfi

Babington

Death Warrant

Golden Age

Impotent Poor

Able Bodied Poor

Idle Poor

Elizabethan Poor Law

The Globe

John Hawkins

The New World

Spanish Armada

Netherlands

Almshouse

Burghley

Poverty

Vagrancy

Poor Laws

Reformation

Legacy

Summative Assessment PPE1 PPE2

 

Impact 

Pupils are assessed continuously through low-stakes strategies like recall tasks, question and answer sessions, one to one teacher-pupil discussions, informal quizzes and maintenance marking. The valuable data which teachers receive from these sources are used to inform intervention; such as adapting lessons, revisiting key material, setting homeworks and utilising recall tasks. 

Key Stage Three pupils will receive written teacher feedback on one piece of work per half term, whether that be a formal AP (Assessment Point) or a Learning Consolidation Task. Pupil performance in these assessments will also be used to inform in-class intervention. Time has been built into the curriculum for pupils to respond to teacher feedback, redrafting their work. 

Teachers will also carry out maintenance checks on pupil books to ensure they are understanding the curriculum content and that pride is being taken in the presentation of written work. 

Key Assessment Objectives 

  • AO1: demonstrate knowledge and understanding of the key features and characteristics of

the period studied.

  • AO2: explain and analyse historical events and periods studied using second-order historical

concepts (continuity, change, cause, consequence, significance, similarity and difference).

  • AO3: analyse, evaluate and use sources (contemporary to the period) to make substantiated

judgements, in the context of historical events studied.

  • AO4: analyse, evaluate and make substantiated judgements about interpretations (including

how and why interpretations may differ) in the context of historical events studied.