KEY STAGE 3
Year 7
Autumn Term Topics
Why is 1066 so famous & did William always use his power wisely?
This unit focuses on the Battle of Hastings and the impact the Norman invasion had on life in
England. Students gain knowledge and understanding of the events of 1066 before
investigating in more detail the challenges faced by King William. They explore the methods
William used to gain control by examining the nature of feudalism, the emergence of castles
and the commissioning of the Domesday survey. By the end of the unit students are able to
reach their own supported conclusion about impact the invasion had on England.
Who faced the greatest challenge during this time?
In this unit students learn about the development of Church, state and society in Medieval
Britain. They investigate the struggle between the Church and the Crown through the case
study of Thomas Becket and challenges to the monarch’s power by learning about the
Magna Carta. The Peasants Revolt provides an opportunity to introduce the idea of protest
and from this students’ to investigate whether ‘life in the Middle Ages was horrible’ and if
just staying alive was a challenge for the majority of the population. This can be developed
further by examining in depth key topics such as the Black Death.
Assessments
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Representations of the past: Views on King William
Extended writing: The Black Death
Spring Term Topics
How should Henry VIII be remembered?
Within this unit students explore the reasons for why Henry VIII is such a famous monarch.
They focus specifically on his personality, the marriages and how this led to a ‘break with
Rome’. They learn about how the ‘reformation’ helped Henry to break the power of the
Church in England. The consequences of the Break with Rome and the further religious
changes are examined by considering Henry’s legacy and the reigns of Edward and Mary.
How successfully did Elizabeth deal with the problems of her reign?
In this unit pupils use a range of sources to explore some of the key issues facing Elizabeth I.
Students begin the unit by hypothesising how effective they think Elizabeth will be. They
explore how Elizabeth used portraits as a method of propaganda and the action Elizabeth
took to help respond to problems linked to religion, poverty, rebellions and marriage.
Assessments
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Evaluating evidence: Henry VIII
Extended writing: How successfully did Elizabeth deal with the problems of her
reign?
Summer Term Topics
What went wrong with England’s first colony?
This unit starts with an in depth investigation into Sir Walter Raleigh. This helps students to
understand why individuals wanted to establish colonies and introduces the concept of
Empire. Students then investigate the difficulties that the English faced as well as learning in
depth about the first encounters between English colonists and the indigenous people of
North America. Students finish this unit by analysing why this colony failed.
Why did people believe the ‘world had been turned upside down in 1642’?
The main focus of this investigation is to examine the changing nature of power in the 17th
Century. In this unit students learn about the reasons for why a civil war broke out in
England in 1642, exploring how arguments between the Crown and Parliament became
more bitter ultimately leading to the King’s divine right of rule being challenged. They learn
about the nature of the conflict and the impact it had on everyday life in England during this
time. This unit finishes by exploring the consequences the civil war had on the shifting the
balance of power in England.
Assessments
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Evaluating evidence: Sir Walter Raleigh
Extended writing: Why did the Civil War start?
Year 7 Enrichment opportunities (inc trips etc)
Students are encouraged to participate in a number of House competitions. There is the
Year 7 Castle Building Competitions and a range of extended home learning projects for
students to complete.
Year 8
Autumn Term Topics
Why did Louis lose his head?
The focus of this investigation is to examine the changing nature of power in France in the
18th Century. In this unit students learn about the reasons for why the French Revolution
occurred, exploring how changes in society, escalating problems with the economy and an
age of ‘enlightenment’ resulted in the King’s absolute power being challenged. They learn
how the revolution occurred and the impact it had on life in France. This unit finishes by
exploring the consequences the Revolution and the period of ‘Terror’ that followed, with
students finishing by investigating whether everyone supported the revolution.
Should we be ashamed of our past?
Students explore two topics in depth; slavery and British rule in India. Students explore the
reasons behind the slave trade, conditions during the Middle Passage, slave life with a focus
on the diversity of experiences and the reasons for why slavery ended. Students learn about
how and why Britain acquired a worldwide Empire by focusing on the themes of trade,
exploration, war and conquest. They are made aware of the different views surrounding the
impact of the Empire and are challenged to make their own supported conclusions through
an in depth investigation into the impact British rule had on India.
Assessments
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Evaluating evidence: The storming of the Bastille
Extended writing: The Slave Trade
Spring Term Topics
Would you have chosen Charles Darwin to go on the £10 note?
The focus of this unit is for students to recognise the significance of individuals in shaping
history. This unit starts with students investigating the Great Exhibition and what this
reveals about life during the Industrial Revolution. They begin by focusing on why there was
an Industrial Revolution at this time before studying in depth two key factors; the role of
individuals and advances in science and technology. From the knowledge they have gained
students need to decide who they would have put on a £10 note and justify their choice.
Revolution or Reform?
Students examine how peoples’ experiences of the Industrial Revolution would have
differed. They compare the working conditions for men, woman and children as well as
comparing the working conditions in mills and mines. Students also contrast the lifestyles of
the rich and poor before learning about the growth of protest movements during this time.
There are opportunities for students to explore the demand for political reform by
examining how and why people fought for their rights.
Assessments
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Extended writing: The significance of individuals
Representations of the past: Victorian workhouses
Summer Term Topics
Sexist Britain?
Students begin this unit by considering how attitudes towards women in the 19th century
differ to attitudes today. They then investigate the growth of the suffragettes. They consider
the effectiveness of the different methods or protest before investigating the impact WW1
had on the movement. Students conduct an in depth enquiry into how significant the war
was in changing attitudes towards the suffragettes.
How ‘great’ was the ‘Great War’?
Within this unit students investigate the causes of war, reactions to war and the nature of
trench warfare in terms of the nature of battles and soldiers experiences. They also examine
conduct an in depth examination into the battle of the Somme and view of Haig’s
leadership. As well as examining the nature of warfare students also conduct their own
historical enquiry into how war changed the lives of women in Britain. They finish this unit
by learning about the Paris Peace Conference and the Treaty of Versailles.
Assessments
 Extended writing: Impact of WW1 on women
 Evaluating evidence: Experiences of WW1
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Year 8 Enrichment opportunities (inc trips etc)
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Students are encouraged to participate in a number of House competitions through
participating in the extended home learning projects. Students develop their
knowledge of local history through a visit to Coldharbour Mill.
Year 9
Autumn Term Topics
Could WW2 have been prevented?
Within this unit students focus on the emergence of European dictatorships in the inter war
years. They examine the key differences between democracies and dictatorships as well as
gain and understanding of both the similarities and differences of Left and Right wing
dictators. They learn about Hitler’s beliefs and aims for Germany and the action he took
from 1936 – 1939 and how this went against the Treaty of Versailles. Alongside this students
examine different interpretations of Britain’s policy of appeasement.
Why was 1939 a turning point in Hitler’s persecution of Jews?
Students use prior knowledge of Hitler’s attitudes and beliefs to examine what life was like
for Jews living inside Nazi Germany before WW2 started. They then examine how and why
the start of war would have increased the persecution and finish by examining how the
‘Final Solution’ was implemented and the lessons to be learnt from this event in history.
What was the main turning point of WW2?
The hook for this series of lessons is the teacher putting forward the case for Operation
Barbarossa being the main turning point in WW2 and that it was Hitler’s mistakes rather
than allied victories that led to Germany’s defeat. Students should then work in groups to
investigate one key event with a focus on its importance in WW2. Students then need to put
forward a case / bid for why their event such an important event in the war, once all bids
have been heard students then reach a judgement about which event they consider to be
most significant.
Assessments
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Extended writing: Dunkirk
Spring Term Topics
How did civilians experiences of war differ?
The main focus of this unit is to explore the impact WW2 had on Devon as well as focus on
diversity through examining the different ways in which civilians were affected by the war.
Students are provided with an overview regarding how life changed during the war years.
They then examine the Blitz on London and then compare this with experiences of those
living in Exeter and Plymouth. Students also investigate in more detail the varied
experiences of evacuees and the impact of the WLA as these topics reflect key changes in
the local area.
Why were the ‘Fifties’ so fabulous?
This unit starts with a look at the ‘Festival of Britain’ and the quote by Harold Macmillan…..’
Let’s be frank about it; most of our people have never had it so good’ Students then
investigate the post war problems that the British government faced as well as the key
changes that occurred in the 1950s to improve life. Students focus on the growth of
consumerism, the birth of the welfare state, the influence of America. At the end of the unit
students are also encouraged to challenge the concept of the fabulous fifties by evaluating
the impact of these changes on British society.
Assessments
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Using and evaluating evidence: Evacuation during WW2
Summer Term Topics
At what point was the ‘Cold War’ closest to turning into a hot conflict?
Students investigate the causes of the Cold War. They examine a number of key events that
escalated tension in the Cold War era. They assess how dangerous each of these events was
before reaching their own supported conclusion as to which was the most dangerous.
Students learn about the reasons for why the Cold War ended as well as the significance of
key events such as the collapse of the Berlin Wall.
Assessments
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Extended writing: The Cold War
Homework expectations
Key stage 3
 The amount of homework set will be proportional to the amount of teaching time
allocated per year group.
 In Year 7 & Year 8 where students have two hours History teaching per week they
normally be set one homework task every 1 – 2 weeks.
 In Year 9 students have one hour of History teaching per week and will therefore
normally be set a task once every two weeks.
 Pupils with special educational needs and/or other disadvantages may be set fewer
tasks which take less time but which are likely to have more structure