History – Key Stage 3 Curriculum Plan

In this topic, students explore how power shifted during the Middle Ages and the forces that shaped England. We begin with the dramatic events of 1066, investigating the rival claimants to the throne, the key battles, and how William of Normandy became King. Students then examine the role of the Church in everyday life and politics, before moving on to Henry II and his efforts to strengthen royal authority. The signing of the Magna Carta introduces ideas of rights and limits on power, and finally, we consider how the Black Death transformed society and challenged traditional structures. Through these studies, students discover how kings, nobles, and the Church competed for influence and how ordinary lives were affected by these changes.

Heir – The next in line to the throne, often the eldest son of the monarch.

Claimant – Anyone who believes they have the right to have something, e.g., the throne.

Sub-regulus – Substitute King – acting as King for someone else; the role of Harold Godwinson for Edward the Confessor.

Invasion – The act of entering another country by force to try to take control of it.

Conquest – To take over an area or country through military force.

Control – To have power or authority (and maintain it) over an area or country.

Rebellion – A violent action organised by a large group of people trying to force change in a country or area.

Motte and Bailey – Style of castle built by the Normans with a man-made hill or mound (motte) and an enclosed courtyard (bailey) surrounding the motte.

Hierarchy – A system of organising people’s positions in society based on their importance, power, or wealth, e.g., the Feudal System.

Chronology – Time order. · Source – A piece of evidence or information about the past, made at the time of the event.

Interpretation – A person’s perspective on an event or time in the past, made after the time of the event.

1. Talk About What They’re Learning

Ask your child to explain key events like the Battle of Hastings or why the Magna Carta was important.

Encourage them to teach you a new term from their glossary (e.g., “What does hierarchy mean?”).

2. Use Everyday Examples

Compare medieval hierarchy to modern society (e.g., monarchy vs. government today). Discuss how rules and laws today relate to ideas from the Magna Carta.

3. Watch or Read Together

Explore short documentaries or clips about the Norman Conquest, Henry II, or the Black Death. Use age-appropriate resources like BBC Bitesize History for quick explanations.

4. Practice Chronology

Help your child create a timeline of events at home using paper or an online tool. Ask questions like: “Which came first—the Magna Carta or the Black Death?”

5. Explore Local History

Visit a local castle or church to see Norman or medieval influences. E.g., Conisbrough Castle Look for street names or landmarks linked to medieval history.

6. Encourage Critical Thinking

Discuss why interpretations of events differ (e.g., Was William a hero or a conqueror?). Look at a historical source together and ask: “What does this tell us about life back then?”

BBC Bitesize – Search for ‘Medieval England’ https://www.bbc.co.uk/bitesize Great for short videos, quizzes, and explanations.

English Heritage – Search ‘Norman Castles’ https://www.english-heritage.org.uk Explore real-life Norman sites and their history.

National Archives – Search ‘Magna Carta’ https://www.nationalarchives.gov.uk/search/ Interactive resources about the Magna Carta and its impact.

Historic UK – Search ‘The Black Death’ https://www.historic-uk.com Clear explanations of how the plague changed society. Horrible Histories episodes

Horrible Histories episodes

Why Was the Islamic Empire Significant?

Students begin by exploring life in the Islamic Empire and its global influence. They learn about the Crusades, the thriving city of Baghdad, and the famous House of Wisdom—a centre for learning and innovation. Lessons also cover advances in medicine and how the Islamic Empire helped spread knowledge across Europe, including to England. This topic highlights the importance of cultural exchange and the lasting impact of Islamic scholars on science and education.

The Early Tudors

The second part of the term focuses on the Tudor dynasty, from Henry VII to Mary I. Students investigate major religious, social, and political changes during this period, including the break with Rome, the English Reformation, and shifts in everyday life. This study helps students understand how power, faith, and society evolved in early modern England.

Islamic Empire

Caliph – The leader of the Islamic Empire, considered both a political and religious authority.

Crusades – A series of religious wars between Christians and Muslims, mainly over control of the Holy Land.

Baghdad – The capital of the Islamic Empire during its Golden Age, known for trade and learning.

House of Wisdom – A famous centre for scholarship in Baghdad where texts were translated and knowledge advanced.

Scholar – A person dedicated to learning and spreading knowledge, often in science, medicine, or philosophy.

Early Tudors

Reformation – The religious movement that led to the break from the Catholic Church and the creation of the Church of England.

Monarch – A king or queen who rules a country.

Succession – The process of inheriting the throne after the death of a monarch.

Dissolution of the Monasteries – The closure and destruction of monasteries under Henry VIII, redistributing wealth and land.

Heretic – A person accused of holding beliefs that go against the official teachings of the Church.

1. Talk About What They’re Learning

Ask: “Why was religion such a big issue for Elizabeth?” Discuss why Elizabeth might have chosen not to marry and how that affected her rule.

2. Use Everyday Examples

Compare Elizabeth’s image control through portraits to how leaders use media today. Discuss how laws today aim to help people in poverty compared to the Poor Laws.

3. Watch or Read Together

Short videos on the Spanish Armada or Elizabethan society. Use BBC Bitesize for quick, reliable explanations.

4. Practice Chronology

Create a timeline of key events: Elizabeth’ s accession → Religious Settlement → Spanish Armada → Golden Age achievements.

Ask: “Which came first—the Armada or the Poor Laws?”

5. Encourage Critical Thinking

Debate: “Was Elizabeth’s decision not to marry a strength or a weakness?” Look at an Elizabethan portrait and ask: “What message was she trying to send?”

BBC Bitesize – Search ‘Islamic Empire’ https://www.bbc.co.uk/bitesize

BBC Bitesize – Search ‘The Tudors’ https://www.bbc.co.uk/bitesize

National Archives – Search ‘Tudor History’ https://www.nationalarchives.gov.uk/

Historic UK – Search ‘The Crusades’ https://www.historic-uk.com

Horrible Histories episodes

In this topic, students explore the reign of Elizabeth I and the challenges she faced as one of England’s most iconic monarchs. They study the religious changes introduced under her rule, the Poor Laws and how they aimed to help the needy, and why Elizabeth chose not to marry. Students also investigate the Elizabethan Golden Age, including art, theatre, and exploration, as well as how portraits were used to project power and image. Finally, they examine the Spanish Armada and its significance for England’s security and identity.

Monarch – A King or Queen who rules a country.

Reign – The time a monarch is in power.

Tudor – The royal family that ruled England from 1485 to 1603. Elizabeth was the last Tudor monarch.

Heir – The next in line to the throne.

Protestant – A type of Christian who does not follow the Pope. Elizabeth I was a Protestant.

Catholic – A type of Christian who follows the Pope in Rome.

Spanish Armada – A large fleet of ships sent by Spain to attack England, defeated by Elizabeth’s navy in 1588.

Exploration – The act of travelling to new places to discover land and trade routes.

Propaganda – Information or images used to influence people’s opinions.

Marriage – The legal union of two people as partners. Elizabeth was never married and therefore known as the ‘Virgin Queen’.

Golden Age – A period during Elizabeth’s rule when England had great success in culture, exploration, art and theatre.

Succession – The process of deciding who will be the next ruler after a monarch dies.

1. Talk About What They’re Learning

Ask: “Why was religion such a big issue for Elizabeth?”

Discuss why Elizabeth might have chosen not to marry and how that affected her rule.

2. Use Everyday Examples

Compare Elizabeth’s image control through portraits to how leaders use media today.

Discuss how laws today aim to help people in poverty compared to the Poor Laws.

3. Watch or Read Together

Short videos on the Spanish Armada or Elizabethan society.

Use BBC Bitesize for quick, reliable explanations.

4. Practice Chronology

Create a timeline of key events: Elizabeth’s accession → Religious Settlement → Spanish Armada → Golden Age achievements.

Ask: “Which came first—the Armada or the Poor Laws?”

5. Encourage Critical Thinking

Debate: “Was Elizabeth’s decision not to marry a strength or a weakness?” Look at an Elizabethan portrait and ask: “What message was she trying to send?”

BBC Bitesize – Search ‘Elizabeth I’ https://www.bbc.co.uk/bitesize

Historic UK – Search ‘Elizabethan Era https://www.historic-uk.com

National Archives – Search ‘Elizabeth I’ https://www.nationalarchives.gov.uk

BBC Teach – Search ‘The Spanish Armada’ https://www.bbc.co.uk/bitesize

Horrible Histories episodes

In this topic, students explore how power and government changed in Britain between the reign of Elizabeth I and the rule of Charles II. They study the idea of the Divine Right of Kings, the problems faced by Charles I, and the causes and events of the English Civil War. Students learn about the role of Parliament, the creation of the New Model Army, and Oliver Cromwell’s leadership and policies. Finally, they examine the Restoration of the monarchy under Charles II and how these events shaped Britain’s political system.

Divine Right of Kings – The belief that monarchs were chosen by God and had absolute authority.

Parliament – The group of representatives who make laws and challenge the monarch’s power.

English Civil War – A conflict (1642–1651) between supporters of the King (Royalists) and Parliament (Parliamentarians).

Royalist – A supporter of King Charles I during the Civil War.

Parliamentarian – A supporter of Parliament during the Civil War.

New Model Army – A disciplined army created by Parliament to fight against the King’s forces.

Oliver Cromwell – Leader of the Parliamentarian forces and later Lord Protector of England.

Republic – A country without a monarch, ruled by elected representatives.

Restoration – The return of the monarchy in 1660 under Charles II after Cromwell’s rule.

Absolute Monarchy – A system where the monarch has complete control over government and law.

1. Talk About What They’re Learning

Ask: “Why did Charles I clash with Parliament?” or “What was the New Model Army?”

Discuss whether Cromwell was a hero or a dictator.

2. Practice Chronology

Create a timeline of key events: Elizabeth I → Charles I → Civil War → Cromwell → Restoration.

3. Encourage Debate

Ask: “Should a monarch have unlimited power?” or “Was the execution of Charles I justified?”

4. Watch or Read Together

Short videos on the English Civil War or Cromwell’s rule.

Use BBC Bitesize for quick explanations.

5. Make Connections

Compare the role of Parliament then and now—how has democracy changed?

BBC Bitesize – Search ‘English Civil War’ https://www.bbc.co.uk/bitesize

National Archives – Search ‘Civil War and Cromwell’ https://www.nationalarchives.gov.uk

Historic UK – Search ‘The Restoration’ https://www.historic-uk.com

Horrible Histories episodes

In this topic, students investigate Britain’s involvement in the transatlantic slave trade and what it reveals about empire and power. They begin by exploring what an empire is and what enslavement means, before looking at Africa before the Slave Trade. Students then study the experiences of the enslaved, how Britain profited, and how society viewed enslavement at the time. They learn about the Underground Railroad, why abolition was eventually successful, and consider how Britain’s role should be remembered today. Finally, they reflect on what this history tells us about power, exploitation, and empire.

Empire – A group of countries or territories controlled by one powerful nation.

Enslavement – Forcing people to work without freedom or pay.

Middle Passage – The journey enslaved Africans were forced to take across the Atlantic Ocean to the Americas.

Plantation – Large farms in the Americas where enslaved people worked, often growing sugar or cotton.

Triangular Trade – The trade system linking Europe, Africa, and the Americas, involving goods and enslaved people.

Abolition – The movement to end slavery and the slave trade.

Underground Railroad – A secret network that helped enslaved people escape to freedom.

Profit – The financial gain Britain made from the slave trade and related industries.

Resistance – Actions taken by enslaved people to fight against slavery, including rebellions and escapes.

Legacy – The lasting impact of Britain’s role in the slave trade on society today.

1. Talk About What They’re Learning

Ask: “What was Africa like before the Slave Trade?” or “Why did Britain profit so

much?”

Discuss: “How should Britain’s role in slavery be remembered today?”

2. Encourage Empathy and Reflection

Explore the experiences of enslaved people and why abolition was important.

Discuss fairness and human rights in history and today.

3. Watch or Read Together

Short documentaries on the transatlantic slave trade or abolition.

Use BBC Bitesize for clear explanations.

BBC Bitesize – Search ‘Transatlantic Slave Trade’ https://www.bbc.co.uk/bitesize

National Archives – Search ‘Slavery and Abolition’ https://www.nationalarchives.gov.uk

Historic UK – Search ‘The Slave Trade’ https://www.historic-uk.com

Horrible Histories episodes

In this topic, students explore the reign of Elizabeth I and the challenges she faced as one of England’s most iconic monarchs. They study the religious changes introduced under her rule, the Poor Laws and how they aimed to help the needy, and why Elizabeth chose not to marry. Students also investigate the Elizabethan Golden Age, including art, theatre, and exploration, as well as how portraits were used to project power and image. Finally, they examine the Spanish Armada and its significance for England’s security and identity.

Monarch – A King or Queen who rules a country.

Reign – The time a monarch is in power.

Tudor – The royal family that ruled England from 1485 to 1603. Elizabeth was the last Tudor monarch.

Heir – The next in line to the throne.

Protestant – A type of Christian who does not follow the Pope. Elizabeth I was a Protestant.

Catholic – A type of Christian who follows the Pope in Rome.

Spanish Armada – A large fleet of ships sent by Spain to attack England, defeated by Elizabeth’s navy in 1588.

Exploration – The act of travelling to new places to discover land and trade routes.

Propaganda – Information or images used to influence people’s opinions.

Marriage – The legal union of two people as partners. Elizabeth was never married and therefore known as the ‘Virgin Queen’.

Golden Age – A period during Elizabeth’s rule when England had great success in culture, exploration, art and theatre.

Succession – The process of deciding who will be the next ruler after a monarch dies.

1. Talk About What They’re Learning

Ask: “Why was religion such a big issue for Elizabeth?”

Discuss why Elizabeth might have chosen not to marry and how that affected her rule.

2. Use Everyday Examples

Compare Elizabeth’s image control through portraits to how leaders use media today.

Discuss how laws today aim to help people in poverty compared to the Poor Laws.

3. Watch or Read Together

Short videos on the Spanish Armada or Elizabethan society.

Use BBC Bitesize for quick, reliable explanations.

4. Practice Chronology

Create a timeline of key events: Elizabeth’s accession → Religious Settlement → Spanish Armada → Golden Age achievements.

Ask: “Which came first—the Armada or the Poor Laws?”

5. Encourage Critical Thinking

Debate: “Was Elizabeth’s decision not to marry a strength or a weakness?” Look at an Elizabethan portrait and ask: “What message was she trying to send?”

BBC Bitesize – Search ‘Elizabeth I’ https://www.bbc.co.uk/bitesize

Historic UK – Search ‘Elizabethan Era https://www.historic-uk.com

National Archives – Search ‘Elizabeth I’ https://www.nationalarchives.gov.uk

BBC Teach – Search ‘The Spanish Armada’ https://www.bbc.co.uk/bitesize

Horrible Histories episodes

In this topic, students explore how power and government changed in Britain between the reign of Elizabeth I and the rule of Charles II. They study the idea of the Divine Right of Kings, the problems faced by Charles I, and the causes and events of the English Civil War. Students learn about the role of Parliament, the creation of the New Model Army, and Oliver Cromwell’s leadership and policies. Finally, they examine the Restoration of the monarchy under Charles II and how these events shaped Britain’s political system.

Divine Right of Kings – The belief that monarchs were chosen by God and had absolute authority.

Parliament – The group of representatives who make laws and challenge the monarch’s power.

English Civil War – A conflict (1642–1651) between supporters of the King (Royalists) and Parliament (Parliamentarians).

Royalist – A supporter of King Charles I during the Civil War.

Parliamentarian – A supporter of Parliament during the Civil War.

New Model Army – A disciplined army created by Parliament to fight against the King’s forces.

Oliver Cromwell – Leader of the Parliamentarian forces and later Lord Protector of England.

Republic – A country without a monarch, ruled by elected representatives.

Restoration – The return of the monarchy in 1660 under Charles II after Cromwell’s rule.

Absolute Monarchy – A system where the monarch has complete control over government and law.

1. Talk About What They’re Learning

Ask: “Why did Charles I clash with Parliament?” or “What was the New Model Army?”

Discuss whether Cromwell was a hero or a dictator.

2. Practice Chronology

Create a timeline of key events: Elizabeth I → Charles I → Civil War → Cromwell → Restoration.

3. Encourage Debate

Ask: “Should a monarch have unlimited power?” or “Was the execution of Charles I justified?”

4. Watch or Read Together

Short videos on the English Civil War or Cromwell’s rule.

Use BBC Bitesize for quick explanations.

5. Make Connections

Compare the role of Parliament then and now—how has democracy changed?

BBC Bitesize – Search ‘English Civil War’ https://www.bbc.co.uk/bitesize

National Archives – Search ‘Civil War and Cromwell’ https://www.nationalarchives.gov.uk

Historic UK – Search ‘The Restoration’ https://www.historic-uk.com

Horrible Histories episodes

In this topic, students investigate Britain’s involvement in the transatlantic slave trade and what it reveals about empire and power. They begin by exploring what an empire is and what enslavement means, before looking at Africa before the Slave Trade. Students then study the experiences of the enslaved, how Britain profited, and how society viewed enslavement at the time. They learn about the Underground Railroad, why abolition was eventually successful, and consider how Britain’s role should be remembered today. Finally, they reflect on what this history tells us about power, exploitation, and empire.

Empire – A group of countries or territories controlled by one powerful nation.

Enslavement – Forcing people to work without freedom or pay.

Middle Passage – The journey enslaved Africans were forced to take across the Atlantic Ocean to the Americas.

Plantation – Large farms in the Americas where enslaved people worked, often growing sugar or cotton.

Triangular Trade – The trade system linking Europe, Africa, and the Americas, involving goods and enslaved people.

Abolition – The movement to end slavery and the slave trade.

Underground Railroad – A secret network that helped enslaved people escape to freedom.

Profit – The financial gain Britain made from the slave trade and related industries.

Resistance – Actions taken by enslaved people to fight against slavery, including rebellions and escapes.

Legacy – The lasting impact of Britain’s role in the slave trade on society today.

1. Talk About What They’re Learning

Ask: “What was Africa like before the Slave Trade?” or “Why did Britain profit so

much?”

Discuss: “How should Britain’s role in slavery be remembered today?”

2. Encourage Empathy and Reflection

Explore the experiences of enslaved people and why abolition was important.

Discuss fairness and human rights in history and today.

3. Watch or Read Together

Short documentaries on the transatlantic slave trade or abolition.

Use BBC Bitesize for clear explanations.

BBC Bitesize – Search ‘Transatlantic Slave Trade’ https://www.bbc.co.uk/bitesize

National Archives – Search ‘Slavery and Abolition’ https://www.nationalarchives.gov.uk

Historic UK – Search ‘The Slave Trade’ https://www.historic-uk.com

Horrible Histories episodes

In this thought-provoking topic, students explore Britain’s imperial past and its impact on different parts of the world. They begin by examining life in colonial India, then investigate why European countries scrambled for Africa during the 19th century. Students also study the Great Hunger in Ireland, its causes and consequences, and finally debate the big question: Should Britain apologise for its empire? This topic encourages critical thinking about power, exploitation, and historical responsibility.

Empire – A group of countries or territories controlled by one powerful nation.

Colonialism – The practice of acquiring and controlling colonies for economic and political gain.

Scramble for Africa – The rapid invasion and division of African lands by European powers in the late 19th century.

Raj – The period of British rule in India from 1858 to 1947.

Great Hunger – The famine in Ireland (1845–1852) caused by potato crop failure and British policies.

Exploitation – Taking advantage of people or resources for profit or power.

Nationalism – Pride in one’s country and the desire for independence from foreign rule.

Abolition – The movement to end slavery and later colonial practices.

Legacy – The lasting impact of historical events on society today. · Reparations – Compensation or apology for past wrongs, such as colonial exploitation.

1. Talk About What They’re Learning

Ask: “Why did Britain want an empire?” or “What happened during the Great Hunger?”

Discuss: “Should Britain apologise for its empire? Why or why not?”

2. Encourage Debate and Reflection

Explore both sides of the argument about apology and responsibility.

Discuss fairness and human rights in history and today.

3. Watch or Read Together

Short documentaries on colonial India, the Scramble for Africa, or the Irish famine.

Use BBC Bitesize for clear explanations.

4. Make Connections

Compare historical imperialism to modern global relationships and power dynamics.

BBC Bitesize – Search ‘British Empire’ https://www.bbc.co.uk/bitesize

National Archives – Search ‘Empire and Colonialism’ https://www.nationalarchives.gov.uk

Historic UK – Search ‘The British Empire’ https://www.historic-uk.com

Horrible Histories episodes

In this topic, students explore one of the most transformative periods in British history: the Industrial Revolution. They begin by asking what was the Industrial Revolution, then investigate how factories created new towns and changed the way people lived and worked. Students study life for poor people, including harsh factory conditions, and learn about the importance of coal (“black gold”) and iron in powering industry. Finally, they examine the Age of Inventions, discovering how new technologies shaped modern Britain.

Industrial Revolution – A period of rapid industrial growth in Britain during the 18th and 19th centuries.

Urbanisation – The growth of towns and cities as people moved from rural areas to work in factories.

Factory System – A new way of producing goods in large buildings using machines and workers.

Child Labour – The employment of children in factories, often in dangerous conditions.

Black Gold – A nickname for coal, which powered machines and steam engines.

Iron Industry – The production of iron, essential for building machines, railways, and tools.

Invention – A new idea or device that changes how people live or work.

Steam Engine – A machine powered by steam that drove trains, ships, and factory machinery.

Working Conditions – The environment and rules for workers in factories, often harsh and unsafe.

Industrialisation – The process of developing industries and moving from farming to factory work.

1. Talk About What They’re Learning

Ask: “Why did towns grow so quickly?” or “What was life like for factory workers?”

Discuss: “Which invention do you think changed Britain the most?”

2. Practice Chronology

Create a timeline of key developments: early factories → steam engines → railways → new inventions.

3. Encourage Debate

Ask: “Did the Industrial Revolution improve life for everyone?”

4. Watch or Read Together

Short videos on the Industrial Revolution or child labour.

Use BBC Bitesize for clear explanations.

5. Make Connections

Compare working conditions then and now—how have rights and safety improved?

BBC Bitesize – Search ‘Industrial Revolution’ https://www.bbc.co.uk/bitesize

National Archives – Search ‘Industrial Britain’ https://www.nationalarchives.gov.uk

Historic UK – Search ‘Industrial Revolution’ https://www.historic-uk.com

Horrible Histories episodes

In this topic, students explore how everyday life in Britain changed during the 19th and early 20th centuries. They begin by investigating public health in towns and cities, including the impact of cholera and the work of reformers like Edwin Chadwick and John Snow. Students then consider how close Britain was to a revolution in 1848, before moving on to the campaign for women’s suffrage. They study why women wanted the vote, how they were treated by the government, whether Emily Davison intended to be a martyr, and why women finally gained the vote after World War One. Finally, students debate whether suffragettes should be considered terrorists and reflect on how these changes transformed ordinary people’s lives.

Public Health – Measures taken to improve health and sanitation in towns and cities.

Cholera – A deadly disease spread through contaminated water, common in 19th-century Britain.

Edwin Chadwick – A social reformer who campaigned for better sanitation and living conditions.

John Snow – A doctor who proved cholera was spread by contaminated water, leading to public health reforms.

Revolution – A sudden and significant change in government or society, often through protest or violence.

Suffrage – The right to vote in political elections.

Suffragette – A member of the women’s movement who used militant tactics to campaign for the vote.

Emily Davison – A suffragette who died after stepping in front of the King’s horse at the 1913 Derby.

Martyr – Someone who dies for a cause they strongly believe in.

Reform – Changes made to improve laws, society, or living conditions.

Talk About What They’re Learning

Ask: “Why was cholera such a problem?” or “Why did women want the vote?”

Discuss: “Should suffragettes be considered terrorists?”

Practice Chronology

Create a timeline: Public health reforms →

848 protests → Suffragette campaigns → Women gain the vote after WWI.

Encourage Debate

Ask: “Was Emily Davison a hero or reckless?”

Discuss fairness and equality then and now.

Watch or Read Together

Short videos on cholera, the suffragettes, or the 1848 protests.

Use BBC Bitesize for clear explanations.

BBC Bitesize – Search ‘Public Health and Cholera’ https://www.bbc.co.uk/bitesize

BBC Bitesize – Search ‘Women’s Suffrage’ https://www.bbc.co.uk/bitesize

National Archives – Search ‘Suffragettes and Reform’ https://www.nationalarchives.gov.uk

Historic UK – Search ‘Victorian Public Health’ https://www.historic-uk.com

Horrible Histories episodes

The first half of the 20th century was shaped by two devastating global conflicts: World War I (1914–1918) and World War II (1939–1945). These wars involved nations across the world and transformed societies, politics, and medicine. Students explore the causes of WW1, why people enlisted, the role of the British Empire, life on the home front, the Treaty of Versailles, the causes of WW2, and how WW2 ended. The unit highlights how militarism, alliances, imperialism, and nationalism fueled tensions, and how both wars reshaped everyday life and global history.

Militarism – The belief in building up strong armed forces to prepare for war.

Alliances – Agreements between countries to support each other in case of conflict.

Imperialism – When powerful nations control colonies for resources and influence.

Nationalism – Strong pride in one’s nation, sometimes leading to rivalry or conflict.

Trench Warfare – Fighting from long, dug-out trenches, common in WW1.

Propaganda – Media used to influence public opinion and encourage enlistment/support.

British Empire – Britain and its colonies, which provided soldiers, resources, and support during both wars.

Home Front – Civilian life during wartime, including rationing, bombing, and work changes.

Treaty of Versailles – The 1919 peace treaty that ended WW1, placing heavy penalties on Germany.

Appeasement – Policy of giving in to Hitler’s demands in the 1930s to avoid war.

Blitz – German bombing campaign against Britain during WW2.

D-Day – Allied invasion of Normandy in 1944, a turning point in WW2.

Armistice – Agreement to stop fighting, signed in 1918 to end WW1.

Holocaust – Systematic genocide of six million Jews and other groups by Nazi Germany.

Medical Advances – Improvements in surgery, blood transfusion, and antibiotics due to wartime necessity.

1. Discuss family connections:

Share stories of relatives who lived through the wars.

2. Encourage wider reading:

Suggest age-appropriate novels or biographies about WW1/WW2.

3. Visit museums or memorials:

Local war memorials or exhibitions bring history to life.

4. Watch documentaries together:

Visual storytelling helps students understand the human impact.

5. Talk about relevance today:

Connect lessons to current global conflicts and peace efforts.

6. Support revision: Help create

flashcards for key terms and definitions.

World Wars Compilation (YouTube) – Funny and educational sketches covering both WW1 and WW2

Frightful First World War Special (ClickView) – Explains the causes and events of WW1 in a child-friendly way

Horrible Histories TV – Frightful First World War – Extra clips and sketches from the WW1 episodes Websites:

Websites

BBC Bitesize – Search ‘Life in a WW1 Trench’ – Interactive activities and videos explaining trench warfare

Twinkl – WW1 and WW2 Resources – Worksheets, timelines, and quizzes for KS2/KS3 students

School History – WW1 Resources – Lesson plans and worksheets for ages 11–16

Imperial War Museum Learning Hub – Classroom resources, posters, and oral histories from WW1 and WW2

National Archives Education Sessions – Access to genuine historical documents and structured investigations

National WWI Museum and Memorial – Interactive timelines, digitized artifacts, and teaching guides

This unit explores one of the darkest chapters in human history: the Holocaust. Students learn about Jewish life in Europe before 1939, the rise of Nazi ideology, and how persecution escalated from discrimination to genocide. Lessons cover who the Nazis considered “enemies of the state,” the development of concentration and extermination camps, and the liberation of these camps at the end of World War II. The unit asks difficult but important questions about responsibility, examining the role of Nazi leaders, ordinary citizens, and wider international responses.

Anti-Semitism – Hatred or prejudice against Jewish people.

Nazi Party – Political party led by Adolf Hitler, responsible for implementing the Holocaust.

Enemies of the State – Groups targeted by the Nazis, including Jews, Roma, disabled people, political opponents, and others.

Persecution – Harsh treatment and discrimination against groups of people.

Ghetto – Segregated areas where Jewish people were forced to live under Nazi rule.

Concentration Camp – Prison camps where Jews and other groups were detained, forced to work, and often killed.

Extermination Camp – Camps specifically designed for mass murder, such as Auschwitz.

Final Solution – Nazi plan to systematically exterminate the Jewish population.

Liberation – The freeing of concentration camps by Allied forces at the end of WW2.

Genocide – The deliberate killing of a large group of people, especially those of a particular nation or ethnic group.

1. Encourage empathy and reflection:

Discuss the human impact of prejudice and discrimination.

2. Explore family or community stories:

Share any connections to WW2 or Jewish history.

3. Use age-appropriate books/films:

Titles like The Diary of Anne Frank or The Boy in the Striped Pyjamas can help students connect emotionally.

4. Visit museums or memorials:

Holocaust exhibitions (in person or online) provide authentic perspectives.

5. Talk about relevance today:

Connect lessons to modern issues of racism, intolerance, and human rights.

6. Support revision:

Help students create flashcards for key terms and timelines.

BBC Bitesize – Search ‘The Holocaust’ – Clear explanations and revision activities.

United States Holocaust Memorial Museum – Extensive resources, survivor testimonies, and teaching materials.

Holocaust Educational Trust (UK) – Resources for schools, including survivor stories and lesson plans.

Imperial War Museum – Holocaust Learning Resources – Authentic artifacts and teaching guides.

Anne Frank House – Interactive resources about Anne Frank’s life and diary.

Yad Vashem – The World Holocaust Remembrance Center – Archives, educational resources, and memorial materials.

Horrible Histories episodes

The Modern Era was profoundly shaped by the conflicts of the 20th Century. After World War II, Britain’s global influence declined, leading to the loss of its Empire and the independence of nations across Africa and Asia. Migration reshaped Britain into a multicultural society, while international tensions gave rise to the Cold War between the USA and USSR. Students explore Cold War hotspots, the collapse of Communism in 1989, and the emergence of a united Europe. This unit highlights how war, rivalry, and social change transformed nations and societies, answering the central question: How did conflict shape the Modern Era?

Decolonisation – The process by which colonies gained independence from European powers.

Jewel in the Crown – A term used to describe India as the most valuable colony in the British Empire.

Independence Movements – Campaigns by colonised nations to gain freedom from imperial rule.

Migration – Movement of people to Britain after WW2, often from former colonies.

Multiculturalism – A society made up of diverse cultures, ethnicities, and traditions.

McCarthyism – Anti-communist witch hunts in the USA during the 1950s.

Cold War – Political and military rivalry between the USA and USSR (1947–1991).

Hotspots – Areas of tension during the Cold War, such as Korea, Vietnam, and Cuba.

Iron Curtain – The symbolic division between communist Eastern Europe and capitalist Western Europe.

Berlin Wall – Physical barrier dividing East and West Berlin (1961–1989).

Collapse of Communism – The fall of communist governments in Eastern Europe in 1989.

European Union (EU) – A political and economic union of European countries promoting cooperation and unity.

1. Discuss family migration stories:

Share experiences of relatives who moved to Britain post-WW2.

2. Encourage critical thinking:

Talk about how global conflicts still shape politics today.

3. Use documentaries and films:

Watch age-appropriate programs on the Cold War or decolonisation.

4. Visit museums or archives:

Imperial War Museum and British Library have resources on migration and empire.

5. Support revision:

Help students create timelines of key events (WW2, independence, Cold War, EU).

6. Promote empathy:

Discuss how conflict affects ordinary people, not just governments.

BBC Bitesize – Search ‘Decolonisation and Migration’ – Overview of Britain’s changing role after WW2.

BBC Bitesize – Search ‘The Cold War’ – Clear explanations of Cold War causes and events.

National Archives – Search ‘Cold War Resources’ – Original documents and teaching materials.

Imperial War Museum – Cold War and Decolonisation – Resources on Britain’s empire and Cold War tensions.

European Union – History of the EU – Official EU site explaining its development.

History Learning Site – Collapse of Communism – Student-friendly explanations of 1989 events. · Horrible Histories episodes

This unit introduces students to the key factors that drive historical change, preparing them for GCSE History. By examining examples of war, moral outrage, law, and terrorism, students learn how societies and governments respond to challenges and pressures. The unit also teaches how to apply these factors when answering exam-style questions, particularly the AQA Question 4, which requires students to explain the importance of different causes and evaluate their impact.

• War – Armed conflict between nations or groups that often leads to major social and political change.
• Moral Outrage – Public anger or protest against injustice, which can pressure governments to act.
• Law – Rules created by governments or authorities that shape society and enforce change.
• Terrorism – The use of violence or threats to achieve political aims, often influencing policy and public opinion.
• Historical Change – Shifts in society, politics, or culture caused by significant events or factors.
• Cause and Consequence – Understanding why events happen and what results they produce.
• Significance – Judging the importance of an event or factor in shaping history.

1. Discuss examples: Talk about how war, law, or protest movements have shaped modern society.
2. Encourage debate: Ask students to explain which factor they think is most important and why.
3. Use current events: Relate historical factors to modern issues (e.g., terrorism, law changes).
4. Practice exam skills: Help students structure answers to “importance” questions using PEE (Point, Evidence, Explanation).
5. Provide revision support: Create flashcards for key terms and definitions.
6. Promote wider reading: Encourage biographies, documentaries, or articles that show how individuals and societies respond to change.

• BBC Bitesize – Search ‘Causes of Change’ – Overview of factors shaping history.
• BBC Bitesize – Search ‘Exam Skills for GCSE History’ – Guidance on answering exam-style questions.
• AQA GCSE History Assessment Resources – Official past papers and mark schemes.
• History Learning Site – Factors of Change – Student-friendly explanations of war, law, and protest.

Horrible Histories episodes

The Health and the People unit introduces students to how medicine and Public Health developed in Britain from c.1000 to the present day. It explores the role of individuals, religion, science, technology, government, and chance in shaping medical progress. Students will learn about Medieval medicine, the impact of the Renaissance, breakthroughs in surgery and Public Health, and Modern medical advances. This foundation prepares Year 9 students for the AQA GCSE Thematic study, giving them the core knowledge and skills needed to understand how health has changed over time.

• Four Humours – Ancient belief that health depended on the balance of blood, phlegm, black bile, and yellow bile.
• Galen – Roman doctor whose ideas dominated medieval medicine.
• Hippocrates – Greek physician known as the “Father of Medicine,” introduced the Hippocratic Oath.
• Religion – The Church’s influence on medicine, often supporting Galen’s ideas.
• Public Health – Measures taken to improve cleanliness, sanitation, and prevent disease.
• Renaissance – Period of renewed learning and discovery, leading to advances in anatomy and surgery.
• Vesalius – Renaissance anatomist who challenged Galen’s ideas with detailed studies of the human body.
• Jenner – Developed the first vaccination (smallpox) in 1796.
• Pasteur – Created Germ Theory, proving that microbes cause disease.
• NHS (National Health Service) – Established in 1948, providing free healthcare in Britain.
• Chance – Accidental discoveries, such as penicillin by Alexander Fleming.
• Government – Laws and policies that improved health, such as public health acts.

1. Discuss family health stories: Share how healthcare has changed across generations.
2. Encourage wider reading: Suggest age-appropriate books or documentaries on medical history.
3. Visit museums: Science Museum in London and Thackaray Museum of Medicine in Leeds have excellent medical history exhibits.
4. Support revision: Help students make flashcards for key individuals and discoveries.
5. Talk about relevance today: Connect past medical advances to modern healthcare (vaccines, NHS).
6. Practice exam skills: Encourage students to explain why certain factors (e.g., war, science, government) were important.

• BBC Bitesize – Search ‘Health and the People’ – Clear revision notes and activities.
• School History – AQA Health and the People – Lesson resources and quizzes.
• Save My Exams – Health and the People Revision – Exam-focused revision notes.
• Seneca Learning – Free AQA Health and the People Course – Interactive online revision.
• Health and the People (Newcastle University Student Resource) – Student-made revision site with games and notes.
• National Archives – Search ‘Medicine Through Time’ – Primary sources and classroom investigations.