History

In ‘Britain after the Romans: how did Christianity survive in the British Isles?’ pupils explore the evidence of where Christianity survived in Britain. In ‘Early Islamic civilisation: how did Baghdad become the ‘City of Peace'?’ pupils look at the emergence of another religion: Islam.

In 'The Romans: what is the story of Christianity's rise?' pupils built on their knowledge of the Roman Empire by studying an overview of Christianity's spread across the Mediterranean, North Africa and the Near East. In ‘Britain after the Romans: how did Christianity survive in the British Isles?’ pupils explore the evidence of where Christianity survived in Britain.

In this unit, pupils develop their causal understanding by learning how Christianity survived in the British Isles following the departure of the Romans. They learn about how religion changed after the Romans left and the importance of Irish Christianity in this period.

Britain after the Romans: how did Christianity survive in the British Isles?

In 'Early Islamic Civilisation: how did Baghdad become the ‘City of Peace’?' pupils learnt about the rise of Islam and the founding of Baghdad. In 'Early Islamic Civilisation: what connected Baghdad to the wider world?' pupils deepen their understanding of the 'Golden Age' of Islamic civilisation by examining how Baghdad was connected to the wider world. 

In ‘Britain after the Romans: how did Christianity survive in the British Isles?’ pupils explored the evidence of where Christianity survived in Britain. In ‘Early Islamic civilisation: how did Baghdad become the ‘City of Peace'?’ pupils look at the emergence of another religion: Islam.

In this unit, pupils develop broad knowledge of Islam's rise. They study Muhammad's role and the early caliphates before focusing on the creation of Baghdad as a new capital for the Islamic Umayyad Caliphate. The unit focuses on the second-order concept of causation.

Early Islamic civilisation: how did Baghdad become the 'City of Peace'?

In 'Early Islamic Civilisation: what connected Baghdad to the wider world?' pupils deepened their understanding of the 'Golden Age' of Islamic civilisation by examining how Baghdad was connected to the wider world. In 'Britain’s settlement by Anglo-Saxons: what changed after the Romans left?' pupils return to one part of the world that was connected to Baghdad through trade: sub-Roman Britain.

In this unit, pupils analyse the connections that 9th-century Islamic civilisation had to the wider world. They learn about its connections to the East and West and the importance of Baghdad as a centre of learning and knowledge.

Early Islamic civilisation: what connected Baghdad to the wider world?

In 'Britain’s settlement by Anglo-Saxons: what changed after the Romans left?' pupils learnt how Anglo-Saxon migration changed Britain after the Romans' departure. In 'The Anglo-Saxons: how do we know about life in Anglo-Saxon England?' pupils learn about Anglo Saxon culture and society in more detail, and the evidence base for the claims that historians make about this period.

In this unit, pupils focus on what changed in Britain after the Romans left. They learn about the coming of the Anglo-Saxons and the rise of Mercia. Pupils end the unit by analysing what had changed after the Romans left Britain.

Britain's settlement by Anglo-Saxons: what changed after the Romans left?

In 'The Anglo-Saxons: how do we know about life in Anglo-Saxon England?' pupils learnt about Anglo Saxon culture and society in more detail, and the evidence base for the claims that historians make about this period. In 'The Vikings: why did they come to the British Isles?' pupils learn about another wave of migration to Britain: the Vikings.

In this unit, pupils develop their understanding of the link between sources and historical knowledge. They learn about some of the main historical sources that exist for the Anglo-Saxon period and how historians have used these to present arguments about life in Anglo-Saxon

The Anglo-Saxons: how do we know about life in Anglo-Saxon England?

In ‘The Vikings: why did they come to the British Isles?’ pupils learn about how and why the Vikings began to settle in Britain. In ‘The Great War: how did the Great War affect my local area?’ pupils momentarily leave their study of Viking Age Britain to consider the impact of the First World War on their local area at an appropriate time in the school year.

n this unit, pupils learn about the period in which Viking invaders first came to Britain. They learn about the Vikings themselves and the conflict that emerged between them and the Anglo-Saxon kingdoms of England. Pupils also learn about the roles of Aethelred and Alfred the Great in this period.

History

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These resources will be removed by end of Summer Term 2025.