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Roman Christianity in Britain

The impact of the Romans' withdrawal on religion

St Patrick and Christianity in Ireland

The growth of Irish monasteries

Irish missionaries

How Christianity survived the Romans' departure

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?

Muhammad, the Qur'an and the rise of Islam

The early success of Islam

The early caliphates and the spread of Islam

The geography of the Umayyad Caliphate

Baghdad, the ‘City of Peace'

How Baghdad became the ‘City of Peace'

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'?

Europe, the Mediterranean and Asia in the early 9th century world

Baghdad's connections to the East

Baghdad's connections to the West

Baghdad and the spread of ideas

Baghdad and Cordoba

Baghdad's connection to the medieval world

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?

Britain at the end of Roman rule

The Anglo-Saxons come to Britain

Anglo-Saxon kingdoms

The conversion of the British Isles

The rise of Mercia

How Britain changed after the Romans

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?

Anglo-Saxon grave goods

The graves of Anglo-Saxon women

Anglo-Saxon coins

Anglo-Saxon law codes

Religious buildings and artefacts

How we know about life in Anglo-Saxon England

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?

Early Viking raids

Seafaring Vikings

The Great Heathen Army

Aethelred, Alfred the Great and Wessex

The Anglo-Saxon fightback

Why the Vikings came to Britain

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.

The Vikings: why did they come to the British Isles?

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