History

Prehistoric Britain

The Shang Dynasty

Ancient Greece

Roman Britain

Ancient Egypt

20th century conflict: World War I

20th century conflict: World War II

20th century conflict: The Cold War

Vikings and Anglo-Saxons

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. In ‘The Vikings: how do we know so much about Viking York?’ they return Britain in the Viking Age with a depth study about Viking York.

In ‘The Vikings: why did they come to the British Isles?’ pupils learnt 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.

In this unit, pupils learn about the Great War and how it is commemorated. By looking at several specific local studies, pupils gain knowledge of how this war affected local people and their communities. This unit can be adapted to suit pupils' local contexts.

The Great War: how did the Great War affect local people and their communities?

 In ‘The Vikings: how do we know so much about Viking York?’ pupils return to Britain in the Viking Age with a depth study about Viking York. In ‘The Vikings: how did Viking settlement help to make England?’ the focus switches to the political narrative of how Viking settlement helped to forge England.

In ‘The Great War: how did the Great War affect my local area?’ pupils momentarily left  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. In ‘The Vikings: how do we know so much about Viking York?’ they return Britain in the Viking Age with a depth study about Viking York.

In this unit, pupils learn about the archaeological discoveries made at Coppergate in York. They find out how archaeologists and historians have used artefacts to build a picture of what Viking York would have been like.

The Vikings: how do we know so much about Viking York?

In ‘The Vikings: how did Viking settlement help to make England?’ pupils study the political narrative of how Viking settlement helped to forge England. In ‘Non-European societies: Benin or the Maya’ pupils are encouraged to compare and contrast their understanding of Anglo-Saxon England with a non-European society that was roughly contemporaneous.

 In ‘The Vikings: how do we know so much about Viking York?’ pupils returned to Britain in the Viking Age with a depth study about Viking York. In ‘The Vikings: how did Viking settlement help to make England?’ the focus switches to the political narrative of how Viking settlement helped to forge England.

In this unit, pupils learn about how Viking settlement and the Anglo-Saxon response to it led to the making of England. They learn about the roles of Aethelflaed, Aethelred, Edward, and Athelstan and also examine how Aethelflaed's story has only recently received more scholarly attention.

The Vikings: how did Viking settlement change Britain?

In ‘Non-European societies: Benin or the Maya’ pupils are encouraged to compare and contrast their understanding of Anglo-Saxon England with a non-European society that was roughly contemporaneous. In ‘Significant turning points: how did experiences differ during WW2?' Pupils extend their chronological understanding by studying the significant turning point of WW2.

In ‘The Vikings: how did Viking settlement help to make England?’ pupils studied the political narrative of how Viking settlement helped to forge England. In ‘Non-European societies: Benin or the Maya’ pupils are encouraged to compare and contrast their understanding of Anglo-Saxon England with a non-European society that was roughly contemporaneous.

If pupils study Benin, they learn about Benin's culture and society and how its looted artworks have caused modern controversy. If they study the Maya, they build knowledge of this civilisation to analyse what made them so distinctive.

Non-European societies: Benin or the Maya

In ‘Significant turning points: how did experiences differ during WW2?' Pupils extend their chronological understanding by studying the significant turning point of WW2. In ‘Significant turning points: in what ways did Britain change after WW2?’ they are expected to consider the impacts of WW2 more widely whilst continuing to extend their chronological understanding.

In ‘Non-European societies: Benin or the Maya’ pupils were encouraged to compare and contrast their understanding of Anglo-Saxon England with a non-European society that was roughly contemporaneous. In ‘Significant turning points: how did experiences differ during WW2? Pupils extend their chronological understanding by studying the significant turning point of WW2.

In this unit, pupils learn about the outbreak of the Second World War and examine different wartime experiences from across Britain and her empire. They also develop their understanding of the second-order concepts of similarity and difference.

Significant turning points: how did experiences differ during WWII?

In ‘Significant turning points: in what ways did Britain change after WW2?’ pupils consider the impacts of WW2 whilst continuing to extend their chronological understanding. In ‘The Christian Church: how completely did the Great Schism transform Christendom?’ they begin their study of Y7 history with a survey of the western Christian world in the 10th century.

In ‘Significant turning points: how did experiences differ during WW2?' Pupils extended their chronological understanding by studying the significant turning point of WW2. In ‘Significant turning points: in what ways did Britain change after WW2?’ they are expected to consider the impacts of WW2 more widely whilst continuing to extend their chronological understanding.

In this unit, pupils analyse the ways in which Britain changed after the Second World War. They learn about the creation of the NHS, the experiences of the Windrush generation and the technological and social changes that took place in the 1960s.

History

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

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