History

In this unit, pupils investigate how the Haitian Revolution influenced the abolition of the slave trade by demonstrating the power of enslaved people in overthrowing colonial rule. In the next unit, ‘Interpreting the British Empire: how has it been commemorated and contested?’, pupils will explore how the legacies of colonialism and abolition are remembered and debated in modern times.

In ‘Transatlantic Slavery: how were West African societies impacted?’, pupils studied the profound social, economic, and cultural disruptions caused by the transatlantic slave trade. This unit builds on that by exploring how the Haitian Revolution played a critical role in challenging slavery and advancing the movement for abolition.

In this unit, pupils learn about the causes and conduct of the Haitian Revolution before reflecting on its role in the abolition of the British slave trade in 1807.

The Haitian Revolution: what was its role in the abolition of the slave trade? 

In this unit, pupils examined how industrialisation transformed lives, the empire and its global influence. In 'The British Empire: how far was it transformed in the mid-nineteenth century?', pupils look at the transformation of the British Empire during the height of the industrial period.

In ‘The British Empire: why did it grow in the 17th and 18th centuries?’, pupils explored the expansion of the Empire and the factors driving its growth. This unit builds on that by examining how industrialisation during the Industrial Revolution transformed people’s lives, including its impact on the empire and its global influence.

In this unit, pupils learn about the changes to life brought about by the Agricultural and Industrial Revolutions. They learn about calls for political reform and how this led to the 1832 Great Reform Act. Pupils end the unit by considering how much the Industrial Revolution changed people's lives.

The Industrial Revolution: did industrialisation revolutionise people's lives?

In this unit, pupils investigate the expansion of voting rights and who benefited from these changes. This will be extended in the next unit, ‘Women's suffrage: why did it take so long for women to get the vote in Britain?’, where pupils will examine the struggle for women’s political rights and the reasons for the delay in achieving suffrage.

In ‘The Industrial Revolution: did industrialisation revolutionise people's lives?’, pupils explored the major social and economic transformations brought about by industrialisation. This unit builds on this by examining how these changes contributed to the widening of the franchise in Britain, granting more people the right to vote.

In this unit, pupils learn about England and the Angevin Empire under Henry II's rule. They then use their knowledge of Henry's rule to evaluate the degree to which he was a successful king.

Widening the franchise: who gained the right to vote?

In this unit, pupils studied the changes within the British Empire during its height. In 'Interpreting the British Empire: how has it been commemorated and contested?' pupils shift focus to how the Empire is interpreted today, looking at different perspectives on how it has been commemorated and contested.

In 'The Industrial Revolution: did industrialisation revolutionise people's lives?' pupils examined how industrialisation transformed lives, the empire and its global influence. In this unit, pupils look at the transformation of the British Empire during the height of the industrial period.

In this unit, pupils learn about how the British Empire changed in the mid-nineteenth century. They examine the British Empire in India, Jamaica, East Asia, and Africa and evaluate the extent to which it was transformed during this period.

The British Empire: how far was it transformed in the mid-nineteenth century?

In this unit, pupils analyse how the British Empire has been commemorated and challenged over time. This leads into the next unit, ‘Decolonisation: how similar was decolonisation throughout the British Empire?’, where pupils will study the varied processes of decolonisation and their impact on former colonies.

In ‘The British Empire: how far was it transformed in the mid-nineteenth century?’, pupils studied the changes within the British Empire during its height. This unit shifts focus to how the Empire is interpreted today, looking at different perspectives on how it has been commemorated and contested.

In this unit, pupils learn about how the British Empire was viewed in the late nineteenth and early twentieth centuries. They analyse how imperial anxiety, decline, and decolonisation have all led to changes in its historiography.

Interpreting the British Empire: how has it been commemorated and contested?

In this unit, pupils investigate why it took so long for women to gain the vote in Britain and the factors that influenced this delay. In the next unit, ‘Thematic study: how has the role of women in British society changed?’, pupils will explore the broader changes in women’s roles and status in British society over time.

In ‘Widening the franchise: who gained the right to vote?’, pupils explored how the voting rights expanded over time. This unit builds on this by examining why it took so long for women to achieve suffrage in Britain, focusing on the barriers and struggles faced by the suffragists and suffragettes.

In this unit, pupils analyse why it took so long for women to win the vote in Britain. They learn about the position of women in the early twentieth century, the campaigns for suffrage and the government's responses to these campaigns and women's contributions during the Great War.

Women's suffrage: why did it take so long for women to get the vote in Britain?

In this unit, pupils explore how World War One's total impact extended across the British Empire, affecting various communities. This sets the stage for the next unit, ‘WW2: which events turned the tide in the story of the Second World War?’, where pupils will build on their understanding of global conflict to analyse key events that shifted the course of World War Two.

In ‘The British Empire: how far was it transformed in the mid-nineteenth century?’, pupils explored the empire’s growth and industrial changes. This unit builds on that by examining how World War One affected people across the British Empire, focusing on the extent of its impact on various communities.

In this unit, pupils learn about the First World War through the lens of its imperial dimension. They analyse the reasons for the outbreak of war and assess how it affected Britain at home and abroad.

World War One: how 'total' was it for people in the British Empire?

In this unit, pupils examine the profound societal changes brought about by communism following the Russian Revolution. This sets the stage for the next unit, ‘Post-war Britain: for whom did the United Kingdom become a ‘New Jerusalem’?’, where they will contrast the effects of communism with the democratic socialism that influenced British society in the post-war era.

In ‘The French Revolution: How did Europe respond to the French Revolution?’, pupils studied how France's eighteenth century revolution influenced people's lives. Building on that, this unit explores how the radical ideas of the Russian Revolution transformed Russian society under communism, demonstrating the power of revolutionary ideologies.

In this unit, pupils learn about Karl Marx's theories regarding communism and the conduct and impact of the Bolshevik Revolution in 1917. They examine the Russian Civil War and Russian society in the 1920s and 30s, allowing them to judge the extent to which communism changed Russia.

The Russian Revolution: did communism completely transform Russian society? 

In this unit, pupils analyse significant events in World War Two that altered the direction of the war. This prepares them for the next unit, ‘Post-war Britain: for whom did the United Kingdom become a ‘New Jerusalem’?’, where they will explore how the post-war period saw a transformation in British society towards democratic socialism and social reform.

In ‘World War One: how 'total' was it for people in the British Empire?’, pupils explored the widespread impact of the First World War on the British Empire. This unit builds on that by analysing how specific events in World War Two shifted the global balance, helping pupils understand the scale and significance of conflict across both World Wars.

In this unit, pupils learn about the rise of fascism in Europe and how this helped to bring about the Second World War. They examine key turning points in the conflict, including the Battle of Britain, the siege of Stalingrad, the D-Day landings and the use of atomic weapons in 1945.

WW2: which events turned the tide in the story of the Second World War? 

In this unit, pupils explore the Holocaust and its profound impact. This sets up the next unit, ‘Decolonisation: how similar was decolonisation throughout the British Empire?’, where they will investigate how the Holocaust influenced the founding of Israel and how this event intersected with wider decolonisation processes.

In 'WW2: which events turned the tide in the story of the Second World War?' pupils studied the key turning points of WW2. In this unit, pupils explore the concurrent events of the Holocaust and its profound impact.

In this unit, pupils investigate what the Holocaust was. They place this significant event in context, examine Jewish life in Europe before WW2 and analyse Nazi persecution of the Jewish people. They also reflect on Jewish resistance and the role of various perpetrators in this event.

The Holocaust: what was the Holocaust?

In this unit, pupils examine the varied experiences of decolonisation throughout the British Empire. This sets up the next unit, ‘Post-war Britain: for whom did the United Kingdom become a ‘New Jerusalem’?’, where they will explore how decolonisation influenced immigration patterns and contributed to the changing social landscape of post-war Britain.

In ‘Interpreting the British Empire: how has it been commemorated and contested?’, pupils studied the diverse interpretations and controversies surrounding the British Empire. This unit extends this understanding by analysing the decolonisation process and its impact on different regions within the empire.

In this unit, pupils learn about the similarities and differences between decolonisation in various parts of the British Empire. They examine this process in Ireland, India, Palestine, Africa and the Caribbean, providing them with ample knowledge to compare the experiences of each.

Decolonisation: how similar was decolonisation throughout the British Empire?

In this unit, pupils explore how post-war Britain aimed to become a ‘New Jerusalem’ and address social reforms. This prepares them for the next unit, ‘Thematic study: how has the role of women in British society changed?’, where they will examine the evolving role of women and how it reflects broader social changes.

In ‘The Industrial Revolution: did industrialisation revolutionise people’s lives?’, pupils explored how industrialisation transformed society. This unit continues that exploration by analysing how post-war Britain aimed to improve social conditions and redefine itself as a ‘New Jerusalem’ amid new challenges and opportunities.

In this unit, pupils learn about the significant changes that took place in post-war Britain: the establishment of the NHS and the welfare state, the growth of social democracy, the changing role of women and the experience of racism in Britain.

Post-war Britain: for whom did the United Kingdom become a 'New Jerusalem'?

In ‘Women’s suffrage: why did it take so long for women to get the vote in Britain?’, pupils studied the historical battle for women’s right to vote. This unit extends that understanding by examining how women’s roles and societal expectations have continued to change and develop in British society.

In this unit, pupils consolidate and extend their knowledge of history before 1066 by examining how women's roles in British society have changed from the medieval period to the present.

History

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