History – Key Stage 3 Curriculum Plan

Year 7 students begin by developing core historical skills, including understanding chronology, analysing historical sources, evaluating interpretations, and using evidence to form judgements about the past. These skills provide the foundation for studying history throughout secondary school.

Students then explore Norman England, investigating the crisis over who should become king after Edward the Confessor’s death, the key battles of 1066, the role of Motte and Bailey castles in controlling England, and the ways in which William the Conqueror secured and strengthened his rule following the Norman Conquest. This unit helps students understand one of the most significant turning points in British history.

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 who the claimants to the English throne were in 1066 and why William of Normandy believed he should be king.
Encourage them to teach you a historical term they have learned, such as “chronology”, “source”, “interpretation”, or “motte-and-bailey castle”.

2. Develop Historical Thinking
Ask questions such as: “How do historians know what happened in 1066?” or “Can different people interpret the same event differently?”
Discuss why different accounts of historical events might present different viewpoints.

3. Watch or Read Together
Explore age-appropriate documentaries, books, or websites about the Norman Conquest and William the Conqueror.
Use resources such as BBC Bitesize History to reinforce key events and concepts.

4. Practice Chronology
Help your child create a timeline showing the events leading to William’s conquest of England.
Ask questions such as: “Which happened first, the Battle of Stamford Bridge or the Battle of Hastings?” to develop their understanding of sequence and causation.

5. Explore Castles and Local History
Visit a local castle, historic site, or museum to see how the Normans influenced England.
Discuss why William built Motte and Bailey castles and how they helped him maintain control after 1066. For example, Conisbrough Castle provides a useful link to Norman history in South Yorkshire.

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 Links – Norman England guides

https://www.bbc.co.uk/bitesize/topics/zshtyrd

https://www.bbc.co.uk/bitesize/topics/zvhjdp3

https://www.bbc.co.uk/bitesize/topics/zbn7jsg

Great for short videos, quizzes, and explanations.

English Heritage – Norman Castles

https://www.english-heritage.org.uk

Explore real life Norman sites and their history.

Horrible Histories episodes These break down historical events into stories and songs which can be enjoyed by all the family.

In this unit, students explore the importance of religion in medieval society and the powerful role of the Church in everyday life. They investigate Christian beliefs, the structure of the medieval Church, and the work of monasteries and monks. Students then examine the Crusades, exploring their causes, impacts and significance, before studying the conflict between King Henry II and Thomas Becket. Throughout the unit, pupils develop their understanding of religion, power, authority, conflict and change in the medieval world.

• Christianity – The religion followed by most people in medieval Europe.
• Church – The religious institution that played a central role in society.
• Clergy – Religious leaders within the Church.
• Pope – The head of the Roman Catholic Church.
• Archbishop – A senior Church leader.
• Monastery – A religious community where monks lived and worked.
• Monk – A man who devoted his life to religion.
• Pilgrimage – A journey to a holy place.
• Crusade – A religious military campaign.
• Holy Land – Areas of religious significance, including Jerusalem.
• Jerusalem – A city sacred to Christians, Muslims and Jews.
• Knight – A mounted warrior who often took part in the Crusades.
• Thomas Becket – Archbishop of Canterbury who came into conflict with Henry II.
• Martyr – A person who dies for their beliefs.
• Authority – The power to make decisions and enforce rules.
• Significance – The importance or impact of an event or individual.

1. Talk About What They Are Learning

Ask your child to explain why religion was so important in medieval life. Encourage them to describe the different roles within the Church hierarchy or explain why monasteries were important.

2. Discuss Historical Decisions

Talk about why people joined the Crusades and whether different groups may have had different motivations. Encourage your child to consider the consequences of religious conflict.

3. Use Historical Vocabulary

Ask your child to define key terms such as “monastery”, “pilgrimage”, “Crusade” or “martyr”. Regular discussion helps reinforce subject knowledge.

4. Explore Historical Sources

Look at images of medieval churches, monasteries or Crusader castles online and discuss what they reveal about life in the Middle Ages.

5. Watch or Read Together

Explore age-appropriate documentaries, books or websites about medieval religion, the Crusades and Thomas Becket to deepen understanding of the topics studied in class.

BBC Bitesize – Medieval Religion, The Crusades, Thomas Becket

https://www.bbc.co.uk/bitesize/topics/zbn7jsg/articles/zsjvcxs

https://www.bbc.co.uk/bitesize/topics/zgs2qfr

https://www.bbc.co.uk/bitesize/topics/zrfm7yc/articles/zmc6m39

Historic UK – The Crusades

Timeline of the Crusades – Historic UK Horrible Histories episodes

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.

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.

1. Talk About What They’re Learning

For example, ask them to explain the importance of Baghdad or the House of Wisdom.

2. Use Everyday Examples

Compare the spread of knowledge in the Islamic Empire to how ideas spread today through the internet.

3. Watch or Read Together

Short videos on the Crusades, Islamic medicine, or the House of Wisdom.

Use BBC Bitesize for quick, reliable explanations.

4. Practice Chronology

Create a timeline of key events: Norman Conquest → Baghdad’s Golden Age → Crusades → Henry VIII.

5. Encourage Critical Thinking Discuss questions like: “Why was the Islamic Empire so advanced in medicine?” or make comparisons between Medieval England and Islamic Empires.

BBC Bitesize links

https://www.bbc.co.uk/bitesize/topics/z4v6m39/articles/zw8nhcw

Historic UK – The Crusades

Timeline of the Crusades – Historic UK Horrible Histories episodes

In this unit, students explore what life was like for ordinary people in medieval England. They investigate daily life in villages and towns, before examining one of the most devastating events in history, the Black Death, and its impact on society. Students then study the causes and consequences of the Peasants’ Revolt, considering how people challenged authority and demanded change. The unit concludes with an exploration of the Wars of the Roses and the mystery of the Princes in the Tower, helping pupils understand how conflict and political instability shaped medieval England.

Medieval – Relating to the Middle Ages.

Village – A small rural settlement where many people worked on the land.

Town – A larger settlement that often acted as a centre for trade and business.

Peasant – A poor farmer who worked the land.

Manor – A large estate controlled by a lord.

Black Death – A deadly plague that spread through Europe during the fourteenth century.

Plague – A serious infectious disease.

Labourer – Someone who worked for wages, often doing physical work.

Taxation – Money collected by the government or ruler from the population.

Peasants’ Revolt – An uprising in 1381 against taxes and unfair treatment.

Rebellion – Organised resistance against authority.

Wat Tyler – One of the leaders of the Peasants’ Revolt.

Wars of the Roses – A series of conflicts between the Houses of Lancaster and York.

Lancaster – One of the rival royal families in the Wars of the Roses.

York – The rival royal family to Lancaster.

Princes in the Tower – Edward V and Richard, Duke of York, who disappeared in 1483.

Monarchy – A system of government ruled by a king or queen.

Impact – The effect or consequence of an event.

Significance – The importance of an event or individual in history.

1. Talk About What They Are Learning

Ask your child to describe what life was like in a medieval village or town. Encourage them to compare medieval life with life today.

2. Discuss Causes and Consequences

Ask questions such as, “Why did the Black Death spread so quickly?” or “Why did the Peasants’ Revolt happen?” This helps pupils develop their historical reasoning skills.

3. Use Historical Vocabulary

Support your child in learning key terms such as “plague”, “rebellion”, “taxation” and “monarchy”. Regular discussion of subject-specific vocabulary helps build confidence.

4. Explore Historical Mysteries

Discuss the story of the Princes in the Tower and encourage your child to consider different theories about what happened to them. This helps develop critical thinking skills.

5. Watch or Read Together

Explore age-appropriate books, websites, documentaries or podcasts about the Black Death, the Peasants’ Revolt and the Wars of the Roses to reinforce classroom learning.

BBC Bitesize links

https://www.bbc.co.uk/bitesize/topics/zqjwxnb/articles/zdkssk7

https://www.bbc.co.uk/bitesize/topics/z93txbk/articles/zyb77yc

https://www.bbc.co.uk/bitesize/topics/zndyrmn/articles/zyfr8p3

The Princes in the Tower links

https://www.bbc.co.uk/history/historic_figures/princes_in_tower.shtml

https://www.hrp.org.uk/tower-of-london/history-and-stories/the-princes-in-the-tower

Historic UK – The Black Death

https://www.historic-uk.com/HistoryUK/HistoryofEngland/The-Black-Death

Clear explanations of how the plague changed society. Horrible Histories episodes

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.

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

Discuss why Henry VIII broke from the Catholic Church.

2. Use Everyday Examples

Relate Tudor religious changes to modern debates about beliefs and laws.

3. Watch or Read Together

Short videos on the Tudor monarchs.

Use BBC Bitesize for quick, reliable explanations.

4. Practice Chronology

Create a timeline of key events: Baghdad’s Golden Age → Crusades → Henry VIII → Mary I.

Ask: “Which came first—the House of Wisdom or the Reformation?”

5. Encourage Critical Thinking Discuss questions like: “Was Henry VIII’s break from Rome about religion or power?” or “Should Henry VIII only be remembered for having so many wives?”

BBC Bitesize – The Tudors

https://www.bbc.co.uk/bitesize/topics/zwcsp4j

National Archives – Tudor History

Tudor – The National Archives 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. Students will 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 – Elizabeth I

Elizabethan rule – The Tudors – KS3 History – homework help for year 7, 8 and 9. – BBC Bitesize

Historic UK – search for the Elizabethan Era

Queen Elizabeth I of England

National Archives – search for Elizabeth I

Website search | The National Archives

British Library – Elizabethan Portraits

https://www.bl.uk

BBC Teach – The Spanish Armada

Elizabethan rule – The Tudors – KS3 History – homework help for year 7, 8 and 9. – BBC Bitesize 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 unit, students investigate how Britain changed during the Industrial Revolution and how these changes affected people’s lives. They use historical sources to explore life in 1700 before examining the growth of factories, towns and cities. Students study working conditions in factories, the challenges of living in overcrowded slums, and the impact of industrialisation on society.

The unit then explores how people campaigned for greater political rights. Students examine the Chartist movement, the Peterloo Massacre and the development of voting rights, considering how successful campaigns for reform were. Finally, they investigate attitudes towards women in the nineteenth century and explore why much of the social unrest that characterised the period had declined by 1914. Throughout the unit, pupils develop their understanding of change, continuity, causation and significance.

Industrial Revolution – A period of rapid industrial and technological change.

Industrialisation – The development of industries and factories.

Factory – A building where goods are manufactured.

Urbanisation – The growth of towns and cities.

Slum – An overcrowded area with poor living conditions.

Working Class – People who earned wages through manual labour.

Chartism – A political movement campaigning for voting reform.

Chartist – A supporter of the Chartist movement.

Suffrage – The right to vote in elections.

Democracy – A system where people have a say in government through voting.

Reform – A change made to improve a system.

Petition – A formal written request signed by many people.

Peterloo Massacre – The attack on a peaceful reform meeting in Manchester in 1819.

Representation – Having elected individuals speak on behalf of others.

Parliament – The institution responsible for making laws in Britain.

Rights – Freedoms and entitlements protected by law.

Equality – The state of being treated fairly and equally.

Source – Evidence used by historians to investigate the past.

Interpretation – A view or explanation of an historical event.

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 links – The Industrial Revolution, democratic reform, and Chartism

https://www.bbc.co.uk/bitesize/topics/zm7qtfr/articles/z6kg3j6

https://www.bbc.co.uk/bitesize/articles/z4bh3qt#zq83khv

https://www.bbc.co.uk/bitesize/guides/z6c6cqt/revision/2

YouTube videos

People’s History Museum resources

Learning resources: Peterloo Massacre, 1819

School History resources

https://schoolhistory.co.uk/industrial/peterloo-massacre/ Horrible Histories episodes

In this unit, students investigate how Britain changed during the Industrial Revolution and how these changes affected people’s lives. They use historical sources to explore life in 1700 before examining the growth of factories, towns and cities. Students study working conditions in factories, the challenges of living in overcrowded slums, and the impact of industrialisation on society.

The unit then explores how people campaigned for greater political rights. Students examine the Chartist movement, the Peterloo Massacre and the development of voting rights, considering how successful campaigns for reform were. Finally, they investigate attitudes towards women in the nineteenth century and explore why much of the social unrest that characterised the period had declined by 1914. Throughout the unit, pupils develop their understanding of change, continuity, causation and significance.

Industrial Revolution – A period of rapid industrial and technological change.

Industrialisation – The development of industries and factories.

Factory – A building where goods are manufactured.

Urbanisation – The growth of towns and cities.

Slum – An overcrowded area with poor living conditions.

Working Class – People who earned wages through manual labour.

Chartism – A political movement campaigning for voting reform.

Chartist – A supporter of the Chartist movement.

Suffrage – The right to vote in elections.

Democracy – A system where people have a say in government through voting.

Reform – A change made to improve a system.

Petition – A formal written request signed by many people.

Peterloo Massacre – The attack on a peaceful reform meeting in Manchester in 1819.

Representation – Having elected individuals speak on behalf of others.

Parliament – The institution responsible for making laws in Britain.

Rights – Freedoms and entitlements protected by law.

Equality – The state of being treated fairly and equally.

Source – Evidence used by historians to investigate the past.

Interpretation – A view or explanation of an historical event.

1. Talk About What They Are Learning

Ask your child to explain how industrialisation changed Britain. Encourage them to compare life in a factory town with life in a rural village before the Industrial Revolution.

2. Discuss Fairness and Voting Rights

Talk about who was allowed to vote in the nineteenth century and why many people wanted reforms. Ask questions such as, “Do you think the Chartists were successful?” or “Was the government right to react as it did at Peterloo?”.

3. Explore Historical Sources

Look at photographs, paintings and maps of industrial towns online. Ask your child what these sources can reveal about working and living conditions.

4. Use Historical Vocabulary

Encourage your child to explain key terms such as “urbanisation”, “suffrage”, “Chartism” and “democracy”. Using historical vocabulary regularly helps reinforce learning.

5. Make Links to Modern Britain

Discuss how voting rights have changed over time and why democratic participation remains important today. Consider how campaigns for equality continue to shape modern society.

BBC Bitesize links – The Industrial Revolution, democratic reform, and Chartism

https://www.bbc.co.uk/bitesize/topics/zm7qtfr/articles/z6kg3j6

https://www.bbc.co.uk/bitesize/articles/z4bh3qt#zq83khv

https://www.bbc.co.uk/bitesize/guides/z6c6cqt/revision/2

YouTube videos

People’s History Museum resources

Learning resources: Peterloo Massacre, 1819

School History resources

https://schoolhistory.co.uk/industrial/peterloo-massacre/ Horrible Histories episodes

In this unit, students investigate the causes, experiences and consequences of the First World War. They begin by exploring the long-term and short-term causes of the conflict, including how tensions between European powers led to war in 1914. Students examine the assassination of Archduke Franz Ferdinand and consider whether this event alone caused the outbreak of war.

The unit then focuses on the experiences of those involved in the conflict, including why men volunteered to fight, the realities of life in the trenches, and what letters from soldiers reveal about conditions on the Western Front. Students also investigate censorship during the war and how governments controlled information. Later lessons explore medical developments such as plastic surgery, the experiences of civilians on the Home Front, and the impact of the Treaty of Versailles. Throughout the unit, pupils develop skills in source analysis, interpretation and evaluating historical significance.

Alliance – An agreement between countries to support one another.

Militarism – Building up armed forces and preparing for war.

Imperialism – Extending a country’s power and influence through empire.

Nationalism – Pride and loyalty towards one’s nation.

Assassination – The murder of an important person for political reasons.

Archduke Franz Ferdinand – The heir to the Austro-Hungarian throne whose assassination helped trigger the war.

Western Front – The main area of fighting in France and Belgium.

Trench Warfare – A type of warfare where soldiers fought from trenches.

Propaganda – Information used to influence public opinion.

Censorship – Controlling information that can be published or shared.

Recruitment – The process of persuading people to join the armed forces.

Home Front – The experiences and contributions of civilians during wartime.

Plastic Surgery – Medical procedures developed to repair injuries and disfigurement.

Armistice – An agreement to stop fighting.

Treaty of Versailles – The peace treaty signed in 1919 that formally ended the war with Germany.

Reparations – Payments made by a defeated country for war damage.

Source – Evidence used by historians to investigate the past.

Interpretation – A historical explanation or viewpoint about an event.

1. Talk About What They Are Learning

Ask your child to explain the causes of the First World War or discuss why people volunteered to fight. Encouraging them to explain their learning helps strengthen understanding.

2. Explore Personal Stories

Talk about what life might have been like for soldiers in the trenches and families on the Home Front. Discuss how people’s experiences of war could differ depending on their role.

3. Analyse Historical Sources

Look at photographs, recruitment posters, letters or newspaper articles from the First World War and ask your child what they can learn from these sources.

4. Discuss Cause and Consequence

Encourage your child to consider questions such as, “Did the war begin because of one assassination?” or “Was the Treaty of Versailles fair?” This helps develop evaluative and critical thinking skills.

5. Watch or Read Together

Explore age-appropriate documentaries, books and websites about the First World War to reinforce classroom learning and provide additional context.

4. Make Connections

Compare historical imperialism to modern global relationships and power dynamics.

BBC Bitesize links

https://www.bbc.co.uk/bitesize/topics/z4crd2p

Dan Snow documentaries

https://www.bbc.co.uk/teach/class-clips-video/articles/z4ykmfr

Parliament Website

https://learning.parliament.uk/en/resources/world-war-one-and-parliament

Imperial War Museum

https://www.iwm.org.uk/learning/resources/lives-of-the-first-world-war/beyond-the-western-front Horrible Histories episodes

In this unit, students investigate the causes, experiences and consequences of the First World War. They begin by exploring the long-term and short-term causes of the conflict, including how tensions between European powers led to war in 1914. Students examine the assassination of Archduke Franz Ferdinand and consider whether this event alone caused the outbreak of war.

The unit then focuses on the experiences of those involved in the conflict, including why men volunteered to fight, the realities of life in the trenches, and what letters from soldiers reveal about conditions on the Western Front. Students also investigate censorship during the war and how governments controlled information. Later lessons explore medical developments such as plastic surgery, the experiences of civilians on the Home Front, and the impact of the Treaty of Versailles. Throughout the unit, pupils develop skills in source analysis, interpretation and evaluating historical significance.

Alliance – An agreement between countries to support one another.

Militarism – Building up armed forces and preparing for war.

Imperialism – Extending a country’s power and influence through empire.

Nationalism – Pride and loyalty towards one’s nation.

Assassination – The murder of an important person for political reasons.

Archduke Franz Ferdinand – The heir to the Austro-Hungarian throne whose assassination helped trigger the war.

Western Front – The main area of fighting in France and Belgium.

Trench Warfare – A type of warfare where soldiers fought from trenches.

Propaganda – Information used to influence public opinion.

Censorship – Controlling information that can be published or shared.

Recruitment – The process of persuading people to join the armed forces.

Home Front – The experiences and contributions of civilians during wartime.

Plastic Surgery – Medical procedures developed to repair injuries and disfigurement.

Armistice – An agreement to stop fighting.

Treaty of Versailles – The peace treaty signed in 1919 that formally ended the war with Germany.

Reparations – Payments made by a defeated country for war damage.

Source – Evidence used by historians to investigate the past.

Interpretation – A historical explanation or viewpoint about an event.

1. Talk About What They Are Learning

Ask your child to explain the causes of the First World War or discuss why people volunteered to fight. Encouraging them to explain their learning helps strengthen understanding.

2. Explore Personal Stories

Talk about what life might have been like for soldiers in the trenches and families on the Home Front. Discuss how people’s experiences of war could differ depending on their role.

3. Analyse Historical Sources

Look at photographs, recruitment posters, letters or newspaper articles from the First World War and ask your child what they can learn from these sources.

4. Discuss Cause and Consequence

Encourage your child to consider questions such as, “Did the war begin because of one assassination?” or “Was the Treaty of Versailles fair?” This helps develop evaluative and critical thinking skills.

5. Watch or Read Together

Explore age-appropriate documentaries, books and websites about the First World War to reinforce classroom learning and provide additional context.

BBC Bitesize links

https://www.bbc.co.uk/bitesize/topics/z4crd2p

Dan Snow documentaries

https://www.bbc.co.uk/teach/class-clips-video/articles/z4ykmfr

Parliament Website

https://learning.parliament.uk/en/resources/world-war-one-and-parliament

Imperial War Museum

https://www.iwm.org.uk/learning/resources/lives-of-the-first-world-war/beyond-the-western-front Horrible Histories episodes

In this unit, students investigate the campaign for universal suffrage and how Britain became a more democratic society.

They explore the different methods used by campaigners for women’s voting rights, comparing the peaceful actions of Suffragists with the more militant tactics of the Suffragettes. Students consider whether the Suffragettes should be viewed as freedom fighters or terrorists and examine how attitudes towards their campaign have changed over time.

The unit also explores the important role women played during the First World War and assesses how far the war contributed to women gaining the vote in 1918.

Students then investigate why voting rights were extended further in 1928, resulting in equal voting rights for men and women.

Throughout the topic, pupils develop their understanding of democracy, equality, protest, causation and significance, while strengthening their skills in source analysis and evaluating interpretations.

Suffrage – The right to vote in political elections.

Universal Suffrage – The right of all adult citizens to vote.

Suffragist – A campaigner who used peaceful methods to gain votes for women.

Suffragette – A member of a militant campaign for women’s voting rights.

Democracy – A system where people elect representatives through voting.

Equality – The state of having equal rights and opportunities.

Franchise – The legal right to vote.

Militant – Using more confrontational methods to achieve political aims.

Protest – Action taken to express opposition or demand change.

WSPU – Women’s Social and Political Union.

Emmeline Pankhurst – Leader of the Suffragette movement.

Representation – Having elected individuals speak on behalf of others.

Propaganda – Information designed to influence opinions.

First World War – The global conflict fought between 1914 and 1918.

Representation of the People Act 1918 – The law that gave some women and most men the right to vote.

Equal Franchise Act 1928 – The law that gave women the same voting rights as men.

Interpretation – A historical explanation or viewpoint.

Significance – The importance of an event or individual in history.

1. Talk About What They Are Learning

Ask your child why women wanted the vote and what barriers they faced. Encourage them to explain the differences between Suffragists and Suffragettes.

2. Discuss Fairness and Equality

Talk about why some groups were excluded from voting in the past and why equal voting rights are important in a democracy today.

3. Explore Historical Debates

Ask your child whether they think the Suffragettes’ militant actions were justified and encourage them to support their views with evidence.

4. Investigate Family and Local History

Discuss whether any relatives may have experienced changes in voting rights during the twentieth century or explore local memorials linked to the First World War and social reform.

5. Watch or Read Together

Explore age-appropriate documentaries, books and websites about the Suffragists, Suffragettes and the campaign for votes for women to reinforce classroom learning.

BBC Bitesize links

https://www.bbc.co.uk/bitesize/topics/zxwg3j6

Parliament UK Education resources

https://learning.parliament.uk/en/resources/votes-for-women-video-and-resources

Women’s Suffrage Resources website

https://www.suffrageresources.org.uk

People’s History Museum resources

https://phm.org.uk/wp-content/uploads/2020/04/Deeds-not-Words-Teacher-Handbook-@-Peoples-History-Museum.pdf Horrible Histories episodes

In this unit, students investigate the causes, experiences and consequences of the First World War. They begin by exploring the long-term and short-term causes of the conflict, including how tensions between European powers led to war in 1914. Students examine the assassination of Archduke Franz Ferdinand and consider whether this event alone caused the outbreak of war.

The unit then focuses on the experiences of those involved in the conflict, including why men volunteered to fight, the realities of life in the trenches, and what letters from soldiers reveal about conditions on the Western Front. Students also investigate censorship during the war and how governments controlled information. Later lessons explore medical developments such as plastic surgery, the experiences of civilians on the Home Front, and the impact of the Treaty of Versailles. Throughout the unit, pupils develop skills in source analysis, interpretation and evaluating historical significance.

Alliance – An agreement between countries to support one another.

Militarism – Building up armed forces and preparing for war.

Imperialism – Extending a country’s power and influence through empire.

Nationalism – Pride and loyalty towards one’s nation.

Assassination – The murder of an important person for political reasons.

Archduke Franz Ferdinand – The heir to the Austro-Hungarian throne whose assassination helped trigger the war.

Western Front – The main area of fighting in France and Belgium.

Trench Warfare – A type of warfare where soldiers fought from trenches.

Propaganda – Information used to influence public opinion.

Censorship – Controlling information that can be published or shared.

Recruitment – The process of persuading people to join the armed forces.

Home Front – The experiences and contributions of civilians during wartime.

Plastic Surgery – Medical procedures developed to repair injuries and disfigurement.

Armistice – An agreement to stop fighting.

Treaty of Versailles – The peace treaty signed in 1919 that formally ended the war with Germany.

Reparations – Payments made by a defeated country for war damage.

Source – Evidence used by historians to investigate the past.

Interpretation – A historical explanation or viewpoint about an event.

1. Talk About What They Are Learning

Ask your child to explain the causes of the First World War or discuss why people volunteered to fight. Encouraging them to explain their learning helps strengthen understanding.

2. Explore Personal Stories

Talk about what life might have been like for soldiers in the trenches and families on the Home Front. Discuss how people’s experiences of war could differ depending on their role.

3. Analyse Historical Sources

Look at photographs, recruitment posters, letters or newspaper articles from the First World War and ask your child what they can learn from these sources.

4. Discuss Cause and Consequence

Encourage your child to consider questions such as, “Did the war begin because of one assassination?” or “Was the Treaty of Versailles fair?” This helps develop evaluative and critical thinking skills.

5. Watch or Read Together

Explore age-appropriate documentaries, books and websites about the First World War to reinforce classroom learning and provide additional context.

BBC Bitesize links

https://www.bbc.co.uk/bitesize/topics/z4crd2p

Dan Snow documentaries

https://www.bbc.co.uk/teach/class-clips-video/articles/z4ykmfr

Parliament Website

https://learning.parliament.uk/en/resources/world-war-one-and-parliament

Imperial War Museum

https://www.iwm.org.uk/learning/resources/lives-of-the-first-world-war/beyond-the-western-front Horrible Histories episodes

In this unit, students investigate the campaign for universal suffrage and how Britain became a more democratic society.

They explore the different methods used by campaigners for women’s voting rights, comparing the peaceful actions of Suffragists with the more militant tactics of the Suffragettes. Students consider whether the Suffragettes should be viewed as freedom fighters or terrorists and examine how attitudes towards their campaign have changed over time.

The unit also explores the important role women played during the First World War and assesses how far the war contributed to women gaining the vote in 1918.

Students then investigate why voting rights were extended further in 1928, resulting in equal voting rights for men and women.

Throughout the topic, pupils develop their understanding of democracy, equality, protest, causation and significance, while strengthening their skills in source analysis and evaluating interpretations.

Suffrage – The right to vote in political elections.

Universal Suffrage – The right of all adult citizens to vote.

Suffragist – A campaigner who used peaceful methods to gain votes for women.

Suffragette – A member of a militant campaign for women’s voting rights.

Democracy – A system where people elect representatives through voting.

Equality – The state of having equal rights and opportunities.

Franchise – The legal right to vote.

Militant – Using more confrontational methods to achieve political aims.

Protest – Action taken to express opposition or demand change.

WSPU – Women’s Social and Political Union.

Emmeline Pankhurst – Leader of the Suffragette movement.

Representation – Having elected individuals speak on behalf of others.

Propaganda – Information designed to influence opinions.

First World War – The global conflict fought between 1914 and 1918.

Representation of the People Act 1918 – The law that gave some women and most men the right to vote.

Equal Franchise Act 1928 – The law that gave women the same voting rights as men.

Interpretation – A historical explanation or viewpoint.

Significance – The importance of an event or individual in history.

1. Talk About What They Are Learning

Ask your child why women wanted the vote and what barriers they faced. Encourage them to explain the differences between Suffragists and Suffragettes.

2. Discuss Fairness and Equality

Talk about why some groups were excluded from voting in the past and why equal voting rights are important in a democracy today.

3. Explore Historical Debates

Ask your child whether they think the Suffragettes’ militant actions were justified and encourage them to support their views with evidence.

4. Investigate Family and Local History

Discuss whether any relatives may have experienced changes in voting rights during the twentieth century or explore local memorials linked to the First World War and social reform.

5. Watch or Read Together

Explore age-appropriate documentaries, books and websites about the Suffragists, Suffragettes and the campaign for votes for women to reinforce classroom learning.

BBC Bitesize links

https://www.bbc.co.uk/bitesize/topics/zxwg3j6

Parliament UK Education resources

https://learning.parliament.uk/en/resources/votes-for-women-video-and-resources

Women’s Suffrage Resources website

https://www.suffrageresources.org.uk

People’s History Museum resources

https://phm.org.uk/wp-content/uploads/2020/04/Deeds-not-Words-Teacher-Handbook-@-Peoples-History-Museum.pdf Horrible Histories episodes

In this unit, students investigate the causes, key events and consequences of the Second World War. They begin with an overview of the conflict, examining how the war developed and affected countries across the world. Students explore the important contribution made by soldiers from across the British Empire, highlighting the diverse experiences of those who fought.

The unit then focuses on life on the Home Front, including evacuation, rationing and the challenges faced by civilians during wartime. Students also investigate how the war led to important advances in medicine, including the development and use of penicillin. Finally, they examine the use of atomic weapons, the creation of the United Nations, and how the war came to an end. Throughout the unit, pupils develop their understanding of causation, consequence, significance and historical interpretations.

Second World War – A global conflict fought between 1939 and 1945.

Axis Powers – The alliance of Germany, Italy and Japan.

Allies – The countries that fought against the Axis powers.

Evacuation – The movement of people, especially children, from dangerous areas to safer locations.

Home Front – The experiences and efforts of civilians during wartime.

Rationing – Controlling the supply of food and goods during shortages.

Blitz – The German bombing campaign against Britain.

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

Commonwealth – A group of nations with historical links to Britain.

Penicillin – An antibiotic used to treat bacterial infections.

Medicine – The science and practice of treating illness and disease.

Atomic Bomb – A powerful weapon using nuclear energy.

Nuclear Warfare – Warfare involving nuclear weapons.

United Nations (UN) – An international organisation created to promote peace and cooperation.

Peacekeeping – Actions taken to maintain peace and prevent conflict.

Propaganda – Information used to influence public opinion.

Source – Evidence used by historians to investigate the past.

Interpretation – A viewpoint or explanation of a historical event.

Significance – The importance of an event or development.

1. Talk About What They Are Learning

Ask your child to explain how the Second World War affected both soldiers and civilians. Encourage them to discuss the experiences of evacuees and people living on the Home Front.

2. Explore Family and Local History

Talk to relatives about family experiences of the war or investigate local memorials and wartime sites. This helps students connect national events with personal stories.

3. Discuss Medical Advances

Ask your child how the war contributed to developments in medicine and why innovations such as penicillin were important for both soldiers and civilians.

4. Explore Historical Sources

Look at wartime posters, photographs, letters and news reports together. Discuss what these sources reveal about people’s experiences and attitudes during the war.

5. Watch or Read Together

Explore age-appropriate documentaries, books and websites about World War Two to develop understanding of the key events and their impact on the modern world.

BBC Bitesize links – Challenges for Germany and World War Two

https://www.bbc.co.uk/bitesize/topics/z94cwmn/articles/zwj9cmn

https://www.bbc.co.uk/bitesize/topics/zk94jxs

https://www.bbc.co.uk/teach/articles/z6q8bdm

Imperial War Museum resources

https://www.iwm.org.uk/learning/resources

Britannica website

https://www.britannica.com/event/World-War-II

World War II in Colour – Documentary

Horrible Histories episodes

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 – 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.

• Encourage critical thinking: Talk about how global conflicts still shape politics today.

• Use documentaries and films: Watch age-appropriate programs on the Cold War or decolonisation.

• Visit museums or archives: Imperial War Museum and British Library have resources on migration and empire.

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

• Promote empathy: Discuss how conflict affects ordinary people, not just governments.

• BBC Bitesize – Decolonisation and Migration – Overview of Britain’s changing role after WW2.
• BBC Bitesize – The Cold War – Clear explanations of Cold War causes and events.
• National Archives – 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

In this unit, students explore how Britain changed following the Second World War and how these changes helped shape modern society. They begin by investigating the reforms introduced by the Labour government, including the creation of the National Health Service and the welfare state. Students then examine whether the 1950s were a period of stability and prosperity before exploring the social and cultural changes of the 1960s.

The unit continues with a study of the economic and political challenges of the 1970s and the impact of Margaret Thatcher’s government during the 1980s, including the Miners’ Strike. Students then investigate how Britain changed during the 1990s and early 2000s, considering developments in technology, politics, society and security. Throughout the topic, pupils develop their understanding of change and continuity, significance, causation and interpretation while exploring how modern Britain emerged.

• Welfare State – A system where the government provides support for citizens through healthcare, education and benefits.
• National Health Service (NHS) – A publicly funded healthcare system established in 1948.
• Labour Party – The political party that introduced many post-war reforms.
• Prosperity – A period of economic success and wealth.
• Consumerism – The increasing purchase and use of goods by individuals.
• Immigration – The movement of people into a country to live and work.
• Civil Rights – Rights that protect people’s freedoms and equality.
• Margaret Thatcher – Prime Minister of Britain from 1979 to 1990.
• Privatisation – The transfer of businesses from public ownership to private ownership.
• Trade Union – An organisation that represents workers’ interests.
• Miners’ Strike – A major industrial dispute between miners and the government during 1984–85.
• Economic Crisis – A period of financial instability and difficulty.
• Globalisation – The increasing connection between countries through trade, technology and culture.
• Terrorism – The use of violence to achieve political aims.
• Security – Measures taken to protect people and countries from threats.
• Democracy – A system of government where people elect representatives.
• Interpretation – A historical explanation or viewpoint.
• Significance – The importance of an event, development or individual.

1. Talk About What They Are Learning

Ask your child to explain how Britain changed after 1945. Encourage them to discuss developments such as the NHS, changes in society, or the impact of different governments.

2. Share Family Experiences

Talk to older family members about life in Britain during the 1950s, 1960s, 1970s or 1980s. Personal stories can help bring historical developments to life.

3. Discuss Modern Issues

Explore topics such as healthcare, workers’ rights, immigration or security and discuss how these issues have changed over time.

4. Watch Documentaries or News Archives

Many BBC documentaries and archive clips help illustrate changes in British society. Encourage your child to compare life in different decades.

5. Develop Historical Thinking

Ask questions such as, “Was the 1960s really a decade of revolution?” or “How significant was Margaret Thatcher’s impact on Britain?” to encourage evaluation and debate.

• BBC Bitesize links
  https://www.bbc.co.uk/bitesize/topics/zdwy3j6
   
  British Timeline after WW2
  https://www.bbc.co.uk/history/british/timeline/present_timeline_noflash.shtml
   
  People’s History Museum resources
  https://phm.org.uk/blogposts/miners-strike-1984-to-1985/
   
  University of Sheffield resources
  https://sheffield.ac.uk/giving/your-impact/miners-strike-history-preserved-forever
   
  The Margaret Thatcher Centre
  https://www.thatchercentre.com/margaret-thatcher
   
  Listening to music, discussing television programmes, and finding old films from the 1950’s to Present Day to share with your children will support their understanding of the time periods.
  For example, listening to music by The Beatles, Queen, Oasis etc. should help students to understand the cultural changes which occurred when these artists were most famous and to make judgements about whether music from the past is different to music they would listen to today.