History Curriculum Framework

Intent:

The Futura Learning Partnership (FLP) intent for history is that a high-quality history education will inspire children to have a curiosity and fascination about the local area and Britain’s past and that of the wider world as well. Children will be able to think critically, weigh evidence, sift arguments, and develop perspective and judgement. The children’s deep learning of history and its related information gathering skills will enable them to have an understanding of where we have come from and how this has been influenced by the wider world and different cultural heritages. This in turn will enable us to learn from the past, model the future and understand society and the child’s place within it. Furthermore, it gives us a view of other cultures and their development through time. We believe that learning about historical events provides an important context for the development of pupils’ key learning skills, particularly communication, working with others, problem solving and critical thinking skills and that this will be done not just through experiences in the classroom but also through the use of field work and educational visits.

Inclusion: Our curriculum is ambitious for all and strives to address inclusion and disadvantage in its intent and implementation

Aims: Underpinning the intent are key substantive concepts:

Chronological A secure knowledge of the order of events necessarily underpins any attempt to explain cause and consequence or to chart the process of Understanding change and continuity. Historical Concepts 1. Some concepts and terms (such as Calvinism or Menshivism) are highly specific to a particular period or place – and it is easy to recognise that their meaning needs to be explicitly taught. 2. Other concepts (such as Puritanism or Bolshevism) that originated in specific contexts may come to be applied more widely, so that students’ more general awareness of their meaning can obscure a lack of precision in their historical knowledge. 3. Others (such as ‘the Church’ or ‘revolution’) have a much wider application and are applied in many contexts other than history. In dealing with this category, teachers need not only to ensure that students understand their meaning, rather than simply assuming that they do because they are works in common usage; they also need to plan for learning about how that meaning changes over time and in different contexts.

Change/Continuity Students to examine trends and turning points over time, looking at those dimensions which remain stable while others alter, and examining the varying pace, direction and nature of those alterations. Another aspect of change and continuity is the lived experience of change: how particular developments were experienced and understood by those who lived through them. Cultural Diversity Diversity is not just about race, however, although the colour of someone’s skin is an obvious aspect of diversity. Diversity also includes the immigration and emigration of white Europeans that has formed part of the story of Britain since prehistoric times. Linguistic, social, economic, technological and political differences are other aspects of diversity, as are local and regional history. Diversity is also closely linked to the concept of interpretations of history, because different ethnic and social groups may have contrasting interpretations of past events.

Disciplinary concepts:

Cause and Developing an understanding of why things happen and of why people do the things that they do is indispensable in both our personal and our Consequence collective lives: it is a precondition for making sense of experience and for acting to shape it effectively. There are at least four cognitive activities here:

1. Identifying different factors.

2. Making explanatory links between causes and effects.

3. Assessing the relative importance of different factors.

4. Considering the relationships between causal arguments, evidence and interpretations.

Significance Considering the significance of events, people and developments in their historical context and in the present day .This includes: considering why judgements about the significance of historical events, issues and people have changed over time; identifying the criteria and values used to attribute significance; and assessing how these have been used in past and present descriptions and explanations. Statements about significance are interpretations that may be based on contestable judgements about events, issues and people, and are often related to value systems of the period in which the interpretation was produced. Interpretation People represent and interpret the past in many different ways, including in pictures, plays, films, reconstructions, museum displays, and fictional and non-fiction accounts. Interpretations reflect the circumstances in which they are made, the available evidence, and the intentions of those who make them (for example writers, archaeologists, historians and film-makers).

Students will develop skills to analyse the nature and origin of the interpretation created. This leads to questions such as:

● when was it produced? ● what sources of information were used to produce it? ● who produced it? ● where was it produced?

The second stage is to consider the purpose of the interpretation. This leads to such questions as:

● was it to entertain/inform/persuade/mislead? ● who was the intended audience?

The third stage is to consider the perspective of the interpretation. This considers such questions as:

● what were the views and standpoints of the producers of the interpretation?

Historical literacy Show competence in a range of intellectual and communication skills (oral and written) written, including the formulation of arguments which include elements of synthesis and evaluation of material. The ability to interpret contemporary sources and historical interpretation of an increasingly complex nature (vocabulary, vocabulary and context).

Historical numeracy Numeracy (number and measurement)-solving numerical problems how it is presented in graphs, charts and tables. There are opportunities within history for students to develop their numeracy skills such as analysing population growth and economic expansion and decline. Students learn to analyse numerical data to make meaning of the past, for example to understand cause and effect, and continuity and change

The role of assessment within the curriculum - p40 Appendices - p47 Cultural calendar – p52

EYFS At this stage children should listen to stories, ask how and why; use the past, present and future tense; talk about the past and present in their own lives and the lives of family members; recognise similarities and differences between families and traditions, objects and materials; and role play and make up stories. There are many opportunities here for children to find out about the past.

Communication and language development involve giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations ELG 01 Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. ELG 02 Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. ELG 03 speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities ELG 06 Self-confidence and self-awareness: children are confident to try new activities, and to say why they like some activities more than others; and choose the resources they need for their chosen activity.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment ELG 13 People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. ELG 14 The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur and talk about changes.

First-hand experiences and pupil offer: History at Foundation Stage is introduced indirectly through activities that encourage children to explore, observe, think, make decisions and discuss. This is scaffolded through skilful adult interaction. Children will have opportunities to explore a range of historical skills such as discussion, chronology, historical vocabulary, analysis, perspectives and interpretations and empathy. They experience first-hand artefacts and materials which they use to inspire learning. The first-hand experiences children have are: ● Discussions with children about their own past and that of family members. ● Sharing stories, pictures, music and art from the past. ● Exploring the school environment and local area. ● Specific to school experiences

Key Stage 1 Substantive Knowledge: Historical Concepts Chronological Understanding Change/Continuity Cultural Diversity To know where people, events and To develop an awareness of the past, for Change and development in peoples Understand that families of different artefacts are placed on a chronological example: labelling a timeline with words lives and how you grow up cultures may have different events and framework. or phrases such as: past, present, older celebrations that shape their lives. and newer. Past and present events in own life’s and of family members Use dates where appropriate. Recognise that there are reasons why people in the past acted as they did. Recount changes that have occurred in their own lives.

Disciplinary Knowledge: Historical Interpretation Cause and Consequence Significance

Identify some of the different ways the past has been Observe or handle evidence to ask questions and find To talk about who was important e.g. in a simple represented answers to questions about the past- how did they get historical account there? Why did they travel? Describe different accounts of a historical event, explaining some of the reasons why the Ask questions such as: What was it like for people? accounts may differ What happened? How long ago?

Identify similarities and differences between ways of Use artefacts, pictures, stories, online sources life in different periods. and databases to find out about the past.

Study changes within living memory.

Suggested key topics:

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

What did the Egyptians do How does Mayan society How can we find out about How are we the same as Explain why Roman Local History for us? contrast with British the Ancient Greeks? Stone Age people? achievements were society? significant. Howard Carter / Lord Mayan Gods Alexander the Great Julius Caesar Bristol Carnarvon Aztecs Mark Anthony Tutankhamun Cleopatra Chronological Chronological Chronological Chronological Chronological Chronological Understanding Understanding Understanding Understanding Understanding Understanding Change/Continuity Change/Continuity Change/Continuity Change/Continuity Change/Continuity Change/Continuity Historical Interpretation Cause/Consequence Cause/Consequence Significance Significance

Content links to previous learning: Link to future learning - Link to future learning – Link to future learning - Link to future learning - Dependent on school KS3 KS4 KS3 KS3 location What is History Hippocrates & Galen Paper What is History Local History Link to future learning – 2 Comparisons to medieval Impact of Normans KS4 life and culture Link to future learning – Medicine GCSE- science & KS4 technology Hippocrates & Galen Paper 2

Historical Vocabulary AD, agriculture, ancient civilisation, archaeology, aristocracy, BC; Bronze age; Causation; Century; Colony; Conquest; Continuity; Court; Crusade; Dark Ages; Emigrant; Emperor; Empire; Gods and Goddesses; Heresy; Hunter- gatherer; Iron Age; Islam, Metal-working; Missionary; Monastery; Myths and Legends, Nomad; Pope; Rebellion; Republic; Sacrifice; Slave; Stone Age

Upper key stage 2 Substantive knowledge:

Historical Concepts Chronological Understanding Change/Continuity Cultural Awareness Give a broad overview for example of life Describe the main changes in a period of Identify continuity and change in the Identify links as to how Britain has in Britain from medieval until the Tudor History using terms such as social, history of the locality of the school. changed over time for example from Anglo and Stuarts times. religious, political and cultural. Saxons- Victorians.

Use dates and terms accurately in Identify period of rapid change and Compare some of the times studied with Describe how communities and the describing events. contrast with periods of little change. those of the other areas of interest around influence of religion in Britain has changed the world. over time. Link events, artefacts and historical figures Put times of change and continuity on a timeline using dates. represented on a timeline with evidence. Compare some of the times studied with Victorians- look at the lives of rich and those of the other areas of interest around poor and draw comparisons today. To be able to display the concept of the world. change over time, representing this, along with evidence, on a timeline. Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural).

Identify periods of rapid change in history and contrast them with times of relatively little change.

Understand the concepts of continuity and change over time, representing them, along with evidence, on a timeline.

Disciplinary knowledge: Historical Interpretation Cause and Consequence Significance

Identify some of the different ways the past has been Observe or handle evidence to ask questions and find To talk about who was important e.g. in a simple historical represented answers to questions about the past account

Describe different accounts of a historical event, explaining Ask questions such as: What was it like for people? What some of the reasons why the accounts may differ happened? How long ago?

Identify similarities and differences between ways of life in Use artefacts, pictures, stories, online sources and databases different periods. to find out about the past. Study changes within living memory.

Use more than one source of evidence for historical enquiry Use evidence to ask questions and find answers to questions Identify historically significance events/ people/ situations in order to gain a more accurate understanding of history. about the past.

Describe the social, ethnic, cultural or religious diversity of Suggest suitable sources of evidence for historical enquiries past society. and identify how they link to cause and consequence

Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. Use sources of evidence to deduce information about the Seek out and analyse a wide range of evidence in order to Explain historically significance events/ people/ situations past. justify claims about the past.

Select suitable sources of evidence, giving reasons for Understand that no single source of evidence gives the full choices. answer to questions about the past.

Use sources of information to form testable hypotheses Refine lines of enquiry as appropriate. about the past.

Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. 12

Describe the social, ethnic, cultural or religious diversity of past society.

Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

Historical Vocabulary Artefact; Calendar; Century; Change; Church; Chronology; Christianity; Decade; Discovery; Diversity Democracy; Explorer; Execution; Global; Immigrant; International; Interpretation; Invasion; Invention; King; Queen; Local; Long ago; Migration; Monarchy; Museum; Nation; Oral History; Parliament; Peasant; Present; Primary Evidence; Revolt; Secondary Evidence; Significance; Settler; Torture; Traitor; Treason; Yesterday

Year Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Group How are the Anglo Saxons Why were the Vikings Why are Tudors and What is the impact of Local History The Blitz all we need different to the Romans? such successful Stuarts so famous? the Victorians on our life to know about WWII? travellers? today? William the Conqueror Alfred the Great Tudor kings and Queen Victoria Georgian Bath Anne Frank Bede Queens. Dr Barnardo John wood Jr and Sr Florence Nightingale Sir Frances Drake Alexander Bell Winston Churchill Year 5 & Lord Shaftesbury Year 6 Chronological Chronological Chronological Chronological Chronological Chronological Understanding Understanding Understanding Understanding Understanding Understanding Change/Continuity Change/Continuity Change/Continuity Change/Continuity Change/Continuity Change/Continuity Historical Enquiry Historical Significance Significance Historical Enquiry Historical Interpretation Interpretation

Content links to previous learning: Previous learning Previous learning Previous learning Previous learning Dependent on school Previous learning Romans KS2 Anglo Saxons, Romans Guy Fawkes Changes in Transport location Helpful Heroes Link to future learning - KS3 Link to future learning Heroes Isambard Kingdom Link to future What is History - KS3 Link to future learning Brunel learning - KS3 Link to future learning – KS4 What is History - KS3 Link to future learning - WWII Medicine paper 2 Start- Guy Fawkes KS3 Link to future Henry VIII Empire learning – KS4

Tudor succession Slavery Medicine – paper 2 Slavery Victorians – Jack the Conflict and Tension- Link to future learning Ripper paper 1 – KS4 Link to future learning – Germany – paper 1 Elizabeth paper 2 KS4 Link to future learning Medicine paper 2 – KS5 Public Health 14

Mid Tudor crises

Key stage 3: Substantive Knowledge:

Year Historical Concepts Chronological Understanding Change/Continuity Cultural Diversity 7 Recognise chronological themes and Be curious about people and show Can describe changes and Assess the impact of religion and overviews, demonstrating specific interest in stories continuities across a period influences over time, medieval and detailed knowledge of key churches, Henry VIII’s break with points. Answer ‘how’ and ‘why’ questions … Can explain the reasons for different Rome in response to stories or events. changes/continuities across a Attribute key words to dates and period. Analyse the difference in the lives of place dates in chronological order rich and poor in medieval times and Explain own knowledge and when describing events. Beginning to evaluate the extent of compare to today understanding and asks appropriate change in a period. questions. Link events, artefacts and historical Compare the changing nature of

figures on a timeline using dates to democracy- introduction of Norman

key knowledge to explain a point. control, feudal system, Magna Carta and Henry VIII’s suppression of the Catholic Church 8 Depth and balance are used when Extend and deepen their Explains in detail, two or more Understand the threats and role of explaining events. Chronological chronologically secure knowledge of reasons for an event happening protests in democracy; Guy Fawkes, reference, evidence and dates are history and a well-informed context and/or consequences of an event. Oliver Cromwell, execution of used to support a framework of for further learning Charles I argument and/or opinion. Clearly understands the links Identify significant events, make between events and the Explain the importance of the effect Key examples using key terms are connections when assessing enquiry consequences. of the Transatlantic Slave Trade on selected from thematic and interpretation. Can describe in detail changes and the heritage of African citizens, understanding to support an continuities across a period. assessing the impact of Britain’s role argument. in trade and empire growth Can assess the extent of change across a period and can come to a

Events, people, places are linked conclusion about the overall extent Analysing the circumstances of the together to provide a context of of change. rich and poor in Victorian England argument. with a focus on public health, crime Can analyse the importance of and punishment different turning points and compare their importance

9 Analyse and explain the important Draw contrasts and analyse trends Uses understanding of change and Recognising the importance of the of an event and identify themes of within periods and over long arcs of continuity to assess the importance sacrifice and leadership of others to change in a chronological time of a turning-point in a period and secure democracy and freedom framework. are also able to assess the extent of through the study of World War progress. One and World War Two To be able to group events into factors and key arguments using Explains a range of reasons for an Analysing the importance of specific evidence and key words. event happening/ consequences of protests and campaigns to instigate an event and conclude about which change and impact democracy Prioritise events in order of impact is the most important. today though the study of the using evidence. Suffragettes Confidently highlights and analyses the links between different causes Study the tragedy of the Russian or consequences. Revolution and the impact this had on international relations today

Evaluate the impact of the Holocaust on Jewish communities and how ensure genocide can be learnt from and not repeated

Assess the impact the diversity of the decades has upon modern society

Disciplinary Knowledge:

Year Historical Interpretation Cause/Consequence Significance

7 Contrasting arguments and interpretations of the past Identify short, medium and long term causes and Can identify possible reasons for the importance of – explain why there might be two different identify a catalyst and turning point events/people in the past. Maybe generalised and interpretations of an event unspecific. Identify short, medium and long term consequences Pursue historically valid enquiries and identify impact socially, politically, economic and Can identify historically significant people, events or Understand how different types of sources are used religious changes and can give a reason why, however it may be rigorously to make historical claims simple or descriptive and may begin to explain. Create relevant, structured and evidentially supported accounts

8 Discern how and why contrasting arguments and Explain a series of short, medium and long term causes Clearly explains why some people, events or changes interpretations of the past have been constructed. and identify a catalyst and turning point are more historically significant than others.

Begin to compare different interpretations critically, Begins to use criteria (e.g. Counsell's 5Rs) to assess identifying motives and purpose of interpretations. Explain short, medium and long term consequences how significant an event, person or change was and prioritise impact socially, politically, economic and Pursue historically valid enquiries including some they religious evaluating the most important factor Confident with using criteria to assess how significant have framed an event, person or change was.

Understand how different types of sources are used rigorously to make historical claims with a breakdown of content and provenance

Create relevant, structured and evidentially supported accounts with a clear judgement

9 Discern how and why contrasting arguments and Analyse a series of short, medium and long term Compare criteria for judging how significant an event, interpretations of the past have been constructed and causes and identify a catalyst and turning point person or change was to come to an overall conclusion form a judgement which interpretation is more interpreting the influencing factors such as individuals, accurate against valid criteria. High ability answers are democratic changes, political interests and welfare Use knowledge and understanding to form a well- based on understanding of the historical context argued conclusion as to the significance of a person, Explain short, medium and long term consequences event or change using a range of criteria and the work and prioritise impact socially, politically, economic and Comparisons are made of different interpretations and of other historians. religious evaluating the most important factor for the analysis of effectiveness draws upon historical key country and individual, and also the wider impact knowledge. on nations and democratic systems.

Create relevant, structured, balanced and evidentially

supported accounts with a clear judgement

Understand how different types of sources are used rigorously to make historical claims with a focus on ‘how convincing’ or ‘utility’

Historical Vocabulary Year 7:

Heir, Infantry, Cavalry, Continuity, Invasion, Population, Peasant, Revolt, Statute, Plague, Epidemic, Significance, Disease, Provenance, Parliament, Interpretation, Excommunicate, Medieval, Feudal, Cathedral Year 8: Homicide, Metropolitan, Investigation, Interpretation, Puritan, Cavalier, Treason, Censored, Protectorate, Royalist, Execution, Rural, Domestic, Industry, Locomotive, Patent, Transatlantic, Merchant, Plantation, Rebellion, Abolition, Monarch, Economic, Interregnum, Regicide, Restoration, Republic, Leveller, Political, Protestant

Year 9: Constitution, Amendment, Prohibition, Democrat, Republican, Bootlegging, Speakeasy, Prevention, Entente, Alliance, Recruitment, Conscription, Censorship, Munitions, Militant, Trenches, Artillery, Mobilise, Attrition, Propaganda, Armistice, Pacifist, Conscience

Suggested key topics: Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Did the Normans improve How did William keep Did the Black Death cause Has punishment kept up Who was the best Medieval England? control? more good than harm? with crime over time? monarch? Was Henry VIII a spot of blood and grease on the pages of British History?

Source skill focus: How do you know (4) Source skill focus: Useful (8) Source skill focus: Useful- comparison (12)

Year Substantive Knowledge: 1.Why William built castles 1.The importance of the 1.Ancient C&P 1.Who killed Thomas 1.How did the Tudors take 7 Chronological Understanding Describe the role of rich and Church Describe the role of animals Beckett? control? Change/Continuity French barons consolidating Describe the role of God, Explain the influence of Describe Thomas Beckett’s Describe succession 1.What is history? Norman control heaven and hell Christianity role within the Church Explain the importance of Understand what Understand what is meant Explain the importance of Explain the role of slavery Explain the events in the monarchy chronological order means: by a ‘motte and bailey’ religion in medieval times. Evaluate the trials and quarrel between Henry II Evaluate the importance of example events to span castle. Evaluate the role of religion reaction of government and Becket in chronological an heir for dynasty Egyptians 2560BC-Man walks Assess the advantages and in everyday life- Doom order on the moon AD 1969 disadvantages of a motte paintings can be used as a 2.Medieval C&P 2. Who was Henry VIII? and bailey castle. case study here Describe the reputation of 19

Understand period of the 2. Methods of control: Describe the links to Feudal Evaluate King Henry’s Henry VIII ’Middle Ages’- concept of Domesday Book 2. The daily life of nuns and System motives in making Becket Explain how Henry VIII spent after ancient Greeks and Describe the purpose of the monks Explain types of punishment Archbishop of Canterbury his time and money Romans but before modern Domesday survey. Describe the role of a nun Explain the long term effects Investigate the causes and Evaluate how far Henry VIII times Explain how the Domesday and monk of mutilation consequences of Becket’s related to the Catholic Understand the significance book increased Williams Explain why people became Evaluate the influence of murder Church as a young man of BAME in our heritage control. nuns and monks fines Categorise events into Evaluate the legacy of the Evaluate how far monks and 2. Was Richard a Lionheart? 3. How many wives is too centuries – look at change/ Domesday Book nuns helped medieval 3.Tudor C&P Define the period in history many? continuity 3. Methods of control: society Describe the links to the known as ‘the Crusades Describe why Henry married Feudal System feudal system so many women 2.How can I develop my Describe 4 layers of the 3. What was life like in a Explain the different Explain what happened to history skills? Feudal system medieval village? treatment of the rich and 3. Was King John any good? each of his wives Understand the difference Explain how the Feudal Describe living conditions of poor Describe King Johns position Evaluate the impact the between a contemporary System worked as a method a villain Evaluate whether it was a in the royal family line legacy of his marriages had and secondary source of control- the return of Describe how a medieval ‘crime to be poor’ Explain the importance of on his reign loyalty. villager spent his day the Magna Carta 3.What was life like in Examine the role of money Compare what life was like in 4.Early modern C&P Evaluate the consequences 4. Why should we learn Britain pre 1066? from barons to keep power a medieval town compared Describe who Highway men of King John’s mistakes about Black Tudors? Describe the lives of rich and and control to a village were and their role in society Describe the significance of poor- why was there a Evaluate how effective the Evaluate how standards of Explain the influence of Dick 4.Why was Edward I called ‘Black Tudors’ as a research different in wealth? How was feudal system was. cleanliness and personal Turpin the ‘Hammerer of the and individuals Jacques this shown? 4. Methods of control: hygiene were different to Evaluate the impact on Scots’? Francis, Diego, Mary Fillis Explain the impact of religion Castle Development today literature Describe Edward’s character. and Cattelena of and role of Christian Church Describe key features of Explain his role in defeating Almondsbury Evaluate the importance of castle development: keep, 4. What was the Black 5.Witches the Scottish armies. John Blanke goods produced in medieval moat, barbican, portcullis, Death? Describe the stereotypes and Evaluate: ‘Is it fair to call him Explain how the perception Britain and where they came battlement Describe the difference assess their reality the Hammerer of the Scots’? of Black Tudors has changed from. Assess how features in between Bubonic and Explain the types of over time. castles attribute to castle Pneumonic plague punishment for witches Evaluate the significance and 4.Who shall be King? design over time: stone Explain what people thought Evaluate the influence of 4. What happened to impact of the research into Compare the 3 different men keep, concentric castles caused the Black Death religion and superstition Henry V in Agincourt? ‘Black Tudors’ who wanted to be King of 5. Castle Attack Evaluate how deadly the Describe Henry V’s England in 1066: Seize of Rochester Castle Black Death was 6. Victorian C&P character. 5. How can you create your ● Harold Godwinson could be used as a case study Describe corporal Explain his role in the battle own Church? ● William of here. 5.Who healed the sick in the punishment of Agincourt. Describe how and why Henry Normandy Recall the names of a least Middle Ages Explain the role of Evaluate: Was Henry the VIII fell out with the Pope ● Harald Hardrada five weapons, methods or Describe the role of religion punishment in domestic, main reason for the outcome Explain how Henry VIII broke tactics used to get into a school and workplaces with Rome at Agincourt? castle Evaluate how the break with 20

Focus on family history, links Explain how each of these Explain the role of hospitals Evaluate the impact on rich Rome affected Henry’s to Edward, reputation, weapons, methods or tactics in terms of care versus versus poor 5. Top Trumps- who was relationship with English support for the claim to the was designed to work treatment the best king? citizens throne. Evaluate how enemies were Evaluate the progression of 7. Modern day C&P Describe key features of the still able to enter castles i.e. medical knowledge Describe the 5 kings. 6. What did the Protestants 5.Who lost out at the Battle how King John eventually got interrelationship of drugs Explain their ranking of each protest about? of Stamford Bridge? into Rochester Castle and crime king. Describe the difference Identify the contenders for 6. Who was in a Castle? 6. Did the Black Death cause Explain cyber crime between the Protestant and Evaluate which King was the the English throne who Understand the names and the Peasant Revolt? Evaluate the role of prisons Catholic Church best with a balanced answer. fought at the Battle. jobs of the people who lived Describe why the peasants in society Explain why some Explain the events of the in a castle were so angry in 1281 Protestants criticized the Explain and link the causes of Battle. Examine what day to day life 8. Death Penalty catholic Church after the Evaluate the physical and was like in castle the peasant’s anger to how Describe the use of the reformation mental condition of the Evaluate how the design and the revolt was sparked ‘legal’ death penalty Evaluate the impact the winning side at the end of roles of those employed Discover what happened to Explain the arguments for ‘split’ of Protestant and the battle. elevated power of barons the angry peasants when and against the death Catholic beliefs had upon and lords they took their revolt to penalty Tudor life 6.How was the Battle of 7. Where have castles all London: Wat Tyler Evaluate the impact of Hastings won? gone? Evaluate the consequences pressure groups 7. Would you trust a 9 year Describe the key events of Describe how the use of of the peasant’s revolt and old as your king? the Battle castles has changed since the breakdown of feudal system Describe the relationship Compare the weapons and Middle Ages between Henry VIII and tactics that were used by Explain why castle-building 7. Why did Britain Edward William’s and Harold’s men ended experience a wave of Explain how and why Henry’s at the Battle of Hastings. Explain what we can do to immigration between 1330 son changed religion in Analyse the tactics used by protect castles today and 1550? England Harold and William in the Evaluate the impact battle. Describe why Britain Edward’s reign had on Judge how each of the experienced immigration religious change armies fought in the early LOCAL STUDY: CASTLES post hundred years war, War stages of the battle. of Roses and Black Death. Investigate how King Harold Explain how immigrants died. during this time were Evaluate how William won accepted into society. the Battle of Hastings Evaluate how our interpretation and research 7. The Conquest of England is changing our perception of Discover how William went immigration. about increasing his power after the battle. 21

Examine William’s key problems after his Victory at Hastings and analyse how he dealt with them Analyse ‘the march to London’

Significance Cause/Consequence Significance Cause/Consequence Interpretation Interpretation

Williams leadership and Account for the changing Explain the significance of Write an account of how Who was the Best Medieval Was Henry VIII a spot of tactics were the most use of castles over time the Black Death on the crime and punishment has Monarch? blood and grease on the significant reasons for breakdown of the feudal changed over time pages of British History? Norman victory system

Content links to previous learning:

Previous learning Previous learning Previous learning Previous learning Previous learning Previous learning Romans Romans Great Plague Normans Who lives in a Castle Tudors Normans Normans Link to future learning- KS4 Tudors Link to future learning- KS3: Who lives in a castle? Anglo-Saxons Anglo-Saxons Medicine – paper 2 Victorians Comparison of Tudor Link to future learning- KS3: Role of castles in society Link to future learning- KS4 Link to future learning- KS3: monarchs Stuarts Tudor life – paper 2 Industrial revolution Link to future learning- KS4

Victorian- Jack the Ripper Elizabeth paper 2 Victorian public health Link to future learning- KS4 Medicine paper 2- Public Health

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year How does a King lose his What was Britain’s role in Why did the sun never set How revolutionary was the Why was Jack the Ripper How far was WWI the war 8 head? the slave trade? on the British Empire? Industrial Revolution? never caught? to end all wars? Source skill focus: Source skill focus: Source skill focus: More convincing opinion (8) Source skill focus: Useful- comparison (12) INTERPRETATION How do INTERPRETATION How do (extend from yr 7 to have a clear focus on provenance

they differ? (CONTENT) they differ? (AUTHOR) and extent here) (4) (4) 1.Africa 1.What was the British 1.What was Britain like 150 1.Crime and punishment 1. Trench Conditions Empire? years ago? Identify whose role it was to Define the nature of an catch criminals in 1800. 22

1.Remember, remember the Describe life in African Empire. Describe the ‘domestic Explain ‘capital crime’ and Describe the typical fifth of November village and cities before the To explain Niall Ferguson’s system’. ‘transportation’. conditions of a soldier in the Describe the accepted facts slave trade. interpretation of the British Explain how products were Evaluate the impact of a new trenches. about the Gunpowder Plot Explain trade deals and Empire. manufactured in Britain police force. Explain the main areas of Explain the role of African economy. To analyse why historians before 1745. conflict and the main individuals Evaluate why the Slave Trade have different Evaluate how and why the 2.Prisons features of trench warfare. Evaluate why the plot was so was able to begin. interpretations. introduction of machines Describe prison conditions in Evaluate the extent trench significant changed the way goods were the 1800s. conditions were known by 2.Triangular Trade mad in Britain forever. Explain how prison life the British public. 2.Were the plotters framed? Describe the 3 countries 2.Colonization of the changed. Describe at least two involved in the triangle. Americas 2. How did factories create Evaluate the significance of 2. Weapons opposing theories Explain the role of Britain. To describe the colonisation towns? Howard and Fry in these Describe 4 key weapons of Explain and compare the Evaluate the extent of of the Americas. Describe how factories changes. war theories African tribe participation. To explain the different caused the population of Explain why the weapons Evaluate how far the plotters motivations for colonising towns to increase. 3.Jack the Ripper used in the Great War were could have been framed 3. Middle Passage America. Analyse the impact of the Describe interpretations of so deadly. Describe slave capture and Evaluate: can colonisation be use of steam. Jack the Ripper’s character, Evaluate which weapons 3.Why did the English start journey to barracoons. justified? Evaluate the positive and appearance and background were most effective. fighting each other? Explain key experiences of negative impact of factory using suspect examples. Define the term ‘Civil War’. the voyage of middle 3.American Independence development. Explain the events 3. Battle of the Somme Explain why Charlies I had passage. To describe the build up to surrounding the murders. Describe key events of the become so unpopular. Evaluate why slavery was the American war of Evaluate why Jack the Ripper battle. Compare the views of allowed to continue in this independence. 3.What was factory life like? was so difficult to catch. Explain the two differing Roundheads and Cavaliers way for so long. To explain the different Describe what it was like to opinions of General Haig. and evaluate extent of reasons why America work in some of Britain’s first 4. Why is the Titanic so Evaluate to what extent Haig support from the public. 4.Slave Auction decided to become factories. famous? should be held accountable Describe an auction or independent. Explain why some factory Describe the events of the for the battle. 2.Battles: Roundheads scramble and 2 ways slaves Evaluate: why do people owners were unwilling to Titanic versus Cavaliers were sold. rebel? improve working conditions. Assess whether the Titanic 4. Shell Shock The Battle of Naseby could Explain how traders Causes of American War of Evaluate the 3 key reforms was safe to travel Describe the symptoms and be used as a case study here. prepared slaves to maximize Independence: tax, idea of that eventually improved life Evaluate why the Titanic conditions of Shell Shock. Describe key features of their profits. liberty, and British for Britain’s workers. sunk Explain how the treatment of battle: cavalry, pike men, Assess why some slaves oppression. Harry Farr could be used as a musketeers, infantry were sold for higher prices 4.Transport case study. Explain what soldiers looked than others. 4.Jamaica ROADS: 5.Why did the Great War Evaluate how well victims of like. To describe the different Outline the problems with start? shell shock were cared for. Evaluate the effective 5.Plantation Life peoples that have inhabited Britain’s transport system in Describe the concept of a fighting methods and Describe the difference Jamaica. 1745 World War. 5. Armistice and Poppy Day example of victories from between a field and Assess how Britain’s roads Identify short and long-term Outline the terms of the either side. domestic slave. were improved causes of the Great War. Armistice. 23

Explain a slave’s typical daily To analyse the main reason CANALS: Explain how the Explain how and why 11 3.Why was Charles routine. why the British were in Define what a canal is and assassination of Franz November is remembered sentenced to death? Evaluate how and why slaves Jamaica. explain why the Duke of Ferdinand led to the today. Describe the key events of resisted and reacted to harsh Why was Jamaica so Bridgewater built one outbreak of war. Evaluate how the legacy the trial. treatment. significant to rise and fall of Explain 2 reasons why ‘canal WWI influences modern Explain how judges arrived the British Empire? mania’ ended 6. Conscription and society. at their verdict. 6.Abolition TRAINS: propaganda LOCAL STUDY: WAR Evaluate whether Charles I Describe the different 5.East India Company Describe what is meant by a Define propaganda. MEMORIAL should have been executed. factors that contributed to To describe the start of ‘locomotive’ Explain the reasons why men the abolition of slavery. British rule in India. Explain the development of chose to fight- include case 4.Who was Oliver Explain when both slave To explain how the British the railway and importance: study of Walter Tull here. Cromwell? trading and slave ownership Empire began to take control Manchester and Liverpool Evaluate how the Define the role of Cromwell ended in Britain and the of India. could be used as a case study government used in a ‘republic’ and how the Empire. Start to evaluate Ferguson’s Evaluate how the propaganda to attract country changed. Prioritise the different interpretation of BE. development of the railway volunteers. Explain key views of Puritans factors that led to the impacted Britain’s economy i.e. banning of Christmas abolition of slavery. 6.Indian rebellion Evaluate public reaction to To describe the changes of 5.Invention and Design the republic. 7.Breaking the chains- how British rule in India. Identify some of the far did abolition free slaves? To explain how the British achievements of Britain’s 5.Cromwell- hero or villain? Describe the impact Empire began to take control great inventors, designers Ireland can be used as a case abolition had on slave of India. and scientists. study here. communities. To challenge Ferguson’s Evaluate who you think Examine why people Explain the misconceptions interpretation on Empire. deserves the title ‘Greatest admired and respected that slaves were ‘freed’ inventor and/or Designer’ Cromwell. immediately. 7.Raj Analyse Cromwell’s actions Evaluate the links of To describe success and 6. What made Victorian to earn a poor reputation i.e. abolition and modern failures of British rule in Britain stink? Ireland slavery. India. Sheffield could be used as a Evaluate whether he To evaluate British rule in case study here. deserves to be remembered LOCAL STUDY: Assessment India. Describe what life was in as a saint or sinner. COLSTON STATUE and To form your own industrial cities. historical interpretations judgement on the BE. Explain how the conditions 6.What happened to had an impact on public Cromwell? health. Define ‘regicide’. Evaluate how far life had Describe how Cromwell died. changed pre 1750. Explain how the country became a monarchy once 7.Victorian sickness more. 24

Evaluate why King Charles II Describe the most common sought revenge after 1660. diseases in the 19th century Smallpox Cholera Typhoid TB Explain why diseases was so common at the time Evaluate government intervention

Local study: Brunel Bristol Cause and Consequence Historical Interpretation- Historical Interpretation- Significance Cause and Consequence Significance GCSE Nazi G paper style GCSE Nazi G paper style The actions of Charles I ‘George Stephenson was the The inadequacy of the Haig- Lion’s led by donkeys were the key cause of the ‘To what extent do you To evaluate Niall Ferguson’s greatest inventor of the police force was the main 1642 English Civil War think Colston’s statue view of the British Empire. Industrial Revolution’ reason why Jack the Ripper should have been thrown Do you agree? Explain with was not caught into harbour?’ reference to two other inventors

Content links to previous learning: Previous learning Previous learning Previous learning Previous learning Previous learning Previous learning Tudors- KS2 and KS3 Tudors Tudors Victorians Victorians Helpful Heroes Link to future learning- KS4: Link to future learning- KS3: Link to future learning- KS3: Isambard Kingdom Brunel Isambard Kingdom Brunel Victorians Elizabeth paper 2 Empire Industrial revolution Empire Empire Isambard Kingdom Brunel Link to future learning- KS4: WWI & WWII Slavery Slavery Empire Elizabeth paper 2 Link to future learning- KS4: Link to future learning- KS3: Link to future learning- KS4: Slavery Conflict & Tenison paper 1 Decades Medicine Paper 2 Link to future learning- KS4: WWI Conflict and Tension paper 1 Boom and Bust Germany paper 2 25

Link to future learning- KS4: Medicine paper 2 Germany paper 1

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 How did the FWW create Why did America boom then Did Britain meet the How does conflict create Which decade saw the most Year change? bust? demands of another World How was the Holocaust change? significant change? 9 War? humanly possible?

Source skill focus: Source skill focus: Source skill focus: More convincing opinion (8) Source skill focus: Useful- comparison (12) INTERPRETATION How do INTERPRETATION How do (extend from year 8 to have a clear focus on Extend from year 8 as a direct comparison they differ? (CONTENT) they differ? (AUTHOR) judgement and evaluation of overall utility) (4) (4) 1.Post war changes tensions 1.Why did the USA Boom? 1.Why did another WW 1. Who were the Jewish 1.Nuclear War Study of ‘Decades’ Medicine Describe the prosperity of break out? people of Europe before the Describe how and why the Society the 1920s. Describe Hitler’s aims Second World War? USA joined WWII; Pearl ● 1940s Politics Explain how music and Explain the breakdown of Define the term the Harbour. Case Study: Why are the Women culture changed- were the appeasement in 1939. Holocaust. Explain the impact USA Windrush generation so Democracy 20s roaring for all? Evaluate the initial public Identify where the Jewish involvement and tension significant? Evaluate the impact the reaction to war. communities lived prior to with Japan impacted the Describe who the Windrush 2.Why were women fighting boom had on economic WWII. War landing in 1948. for equality markets worldwide. 2.Homefront Describe Kristallnacht and Evaluate the impact this had Explain the significance of Describe stereotypes of Describe impact of explain how Hitler’s aims upon Allied relations. the Windrush generation in women at the time. 2.Did the USA ‘boom’ for evacuation, rationing, home impacted Jewish life 1933-38 rebuilding WWII economy. Explain significant women in everyone? guard etc. Evaluate German reaction to 2. Hiroshima and Nagasaki Evaluate the importance of history who challenged these Describe the impact the 20s Explain the impact the home persecution including those Describe the nuclear attacks. the 2018 Windrush scandal. stereotypes. had on immigration. front had upon changing from minority communities Explain the impact on Evaluate the changes needed Explain the perceived threat civilian life. using Hans-Jurgen as a case civilians and tension ● 1950s to be made to support of communism. study. between USA and Japan. ● 1960s women achieving equality. 26

Evaluate whether Sacco and Evaluate whether there was 2. Where can we find Evaluate the long term ● 1970s 3.Who were the Vanzetti were guilty. great support or not for the resistance in the ghettos? effects of the nuclear ● 1980s suffragettes? home front. Describe the steps taken to bombing. ● 1990s Describe women who 3. Prohibition establish the Warsaw Ghetto ● 2000s identified as suffragettes and Describe prohibition 3. Dunkirk and explain how the Jewish ● 2010 why. legislation. Describe the events of communities were treated. 3. Cold War Compare suffragettes and Explain the increase in illegal Dunkirk. Analyse interpretations on Describe the origins of the suffragists. activity. Explain why Dunkirk could be resistance in the Warsaw Cold War Each decade will be assessed Evaluate the impact of Evaluate why prohibition considered a success or Ghetto. Explain why the Cold War through 5 consistent criteria: women. could not be sustained. failure. Investigate defiance at was a threat to Britain ● Transport Evaluate how opinions on Terezin. Evaluate the impact the Cold ● Entertainment 4. Why is Emily Davidson 4. Wall Street Crash Dunkirk have changed over War had upon global foreign ● Technology significant? Describe the Wall Street time. 3. What was ‘The Final policy ● Work and home Describe the events crash. Solution’ ● Politics and conflict surrounding Davidson’s Explain the effects the crash 4. Blitz Define the Final Solution and 4. Vietnam war – Kent State death. had on the economy. Identify locations Britain judge the role of the Shooting Each criteria will be rated in Explain why some evidence Evaluate the impact of the experienced the most Sonderkommando. Describe the role of terms of significance using is unclear. crash worldwide. bombing and civilian Home Analyse the dilemmas, conscription and public the 5Rs Evaluate whether Emily Front roles in supporting the choices and responses to the opinion to the Vietnam War ● Remarkable Davison meant to kill herself. 5. Great Depression country including EI Holocaust. using Kent State as a case ● Remembered Describe what is meant by Ekpenyon. Evaluate British responses to study. ● Resonant 3.Democracy versus an economic Depression. Explain the impact the the Holocaust Explain the significance of ● Resulting in change dictatorship Explain how the depression bombings had on British public reaction the shootings ● Revealing Describe the difference changed the living conditions civilians. 4. What does it mean to and link to public opinion at between a democracy and of Americans and African Compare British and German survive the Holocaust? the time. dictatorship. Americans . bombing i.e. London vs. Investigate the challenges Evaluate the impact of Explain the effect of Evaluate how far rich and Dresden. and opportunities survivors government intervention democracy and dictatorship poor societies were affected faced after liberation with a and restoration. models to society and by the Depression. 5. D Day focus on Zigi Shipper and persecution of minority Describe the events of the Leon Greenman. 5. March on Washington groups. 6. The New Deal landings. Evaluate the long term Describe the role of Evaluate and compare Describe the New Deal. Explain the impact eth D Day impact of the Holocaust on Randolph and Rustin and the country case studies of Explain the implementation landings had on ending Jewish communities. campaign for ‘jobs and democracy and of the New Deal. WWII. freedom’. dictatorships. Evaluate the popularity of Evaluate why the legacy is Explain the significance of FDR. important today. 5. Opportunities for home MLK I have a dream speech 4. Why was Communism learning Evaluate the impact the seen as a threat? 6. How crucial were women Investigate the role of Oskar march had upon the Civil Russia case study in WW2? Schindler in saving Jewish Rights Movement. Land army citizens and evaluate how far 27

Describe the ideology of Decoding he should remember a hero 6.Black Power Communism Domestic responsibility of the resistance. Describe the aims of Black Explain the impact of the Attitude of the government Investigate Jewish responses Power. Russian Revolution on and society. to the Holocaust (IOE Explain the role of society post war resistance stories) individuals such as Evaluate the impact of a 7. How badly was Bristol Investigate the international Carmichael, Hamilton and lasting ‘Red scare’ affected in WW2? response to the Rwandan Malcolm X. Bristol Blitz genocide Evaluate the impact Black 5. How diverse was Britain Response to Churchill’s visit Investigate current anti- Power had upon the Civil in 1919? Class divide Semitism Rights Movement. Investigation as to why there Evacuation were no Black soldiers in the SPEAKER OPPORTUNITY 7.MLK vs. Malcolm X Victory parade of 1919. LOCAL STUDY: BRISTOL Describe the role of violent Evaluate the role of Black BOMBINGS and non-violent protest. soldiers in the British army in Explain the significance of WWI. the methods, leadership, and public opinion of MLK & MX. 6.Class divide and Evaluate the interpretations hierarchies of contrasting impact on the Describe the legacy of Civil Rights movement. Victorian classes post WWI. Explain the emergence and role of Trade Unions. Evaluate how far WWI impacted class hierarchy . Consequence: 1919- the Cause and Consequence: Historical Interpretation: Significance: significant Interpretation: Cause/ Consequence: forgotten year of British Explain the impact of How far was there Blitz attack on Jewish people Which decade saw the History the Great Depression on Spirit? 33-39 most meaningful change? Martin Luther King had economic prosperity and living conditions in How far do the Explain the significance the greatest impact on the USA interpretations support of Nazi attack on Jewish the Civil Rights the feeling of Blitz spirit communities between movement. How far do in London? the years 1933-39 you agree? Content links to previous learning: Previous learning Previous learning Previous learning Previous learning Previous learning Previous learning Helpful Heroes Industrial revolution Blitz- KS2 Industrial revolution Helpful Heroes Helpful Heroes Victorians WWI Industrial revolution WWI & WWII Victorians Victorians Isambard Kingdom Brunel Link to future learning- KS4: WWI Boom and Bust Empire Empire Empire Conflict and Tension paper 1 Boom and Bust Link to future learning- KS4: Slavery Slavery 28

Slavery Germany paper 2 Link to future learning- KS4: Conflict and Tension paper 1 Boom & Bust Industrial revolution WWI Conflict and Tension paper 1 Germany paper 2 WWI & WWII Boom & Bust Link to future learning- KS4: Germany paper 2 Link to future learning- KS4: WWI & WWII Conflict and Tension paper 1 Conflict and Tension paper 1 Link to future learning- KS4: Germany paper 2 Germany paper 2 Conflict and Tension paper 1 Germany paper 2

Key stage 4 Substantive Knowledge Historical Concepts Chronological Understanding Change/Continuity Cultural Diversity Analyse and explain the importance of an Apply valid criteria to contrast and analyse Presents clear contextual evidence to Nations approaches to help: Greek, event and identify themes of change in a trends within periods. assess the importance of a turning-point in Roman, Islamic and Medieval medicine thematic and depth framework of study. a period and are also able to assess the Use specific chronological knowledge to extent of progress. Impact of Black Death, Cholera, Smallpox To be able to group events into factors and compare ‘periods’ of time and grouping of on rich and poor key arguments using specific evidence and the impact of key individuals. Appropriately organises (i.e. group impact of an event, prioritised change) a range of 29 key words analysing short term and long- causes or consequences of an event Treatment of poor: Public Health, Liberal term change. reaching a conclusion analysing the most reforms, Elizabethan Poor Law important. Prioritise events in order of impact using Religious divide Elizabethan England evidence and applying valid criteria i.e. Confidently highlights and analyses the social, political, economics and religious links between different causes or impact. consequences using contextual framework.

Sustains analysis of the importance of an Apply valid criteria to contrast and analyse Present clear contextual evidence to Tensions between nations due to event and identify themes of change in a trends within periods forming a judgment assess the importance of a turning-point in leadership and belief systems: Japan, thematic and depth framework of study, of the greatest impact. a period and be able to assess the extent China, France, Britain, America whilst providing contextual content. of progress against valid criteria and Use specific chronological knowledge to contextual understanding. To be able to group events into factors and compare ‘periods’ of time and grouping of Persecution of minorities in Nazi Germany key arguments using specific evidence and the impact of key individuals forming a Appropriately organises (i.e. group impact key words comparing short term and long- balanced judgment. of an event, prioritised change) a range of term change/impact. causes or consequences of an event reaching a conclusion analysing the most Prioritise events in order of impact using important through comparing factors. evidence and applying valid criteria i.e. social, political, economics and religious Confidently highlights and analyses the impact. Assessing the validity of the links between different causes or evidence to support the criteria in the consequences using contextual framework analysis/ conclusion. whilst sustaining a key argument.

Disciplinary Knowledge Historical Interpretation Cause and Consequence Significance

Apply evidence to provide context as to how and why Group, categorise and factor a series of events i.e. Apply valid criteria based on the direction of the question contrasting arguments and interpretations of the past political, economic, social impact or change. for judging how significant an event, person or change have been constructed and form a judgement which was to come to an overall conclusion interpretation is more accurate against valid criteria. Use factors appropriately to support a clear and balanced judgement citing opinion and evidence. Can use their knowledge and understanding to come to a Comparisons are made of different interpretations and well-argued conclusion as to the significance of a person, utility/ how convincing a source is made with specific Evaluate causes and rank order in social, political, event or change using a range of criteria and the work of reference to the provenance. economic, religious. other historians comparing the role of individuals.

Asses the value of evidence using historical claims with a Distinguish between impact for individuals, countries and focus on ‘how convincing’ or ‘utility’ wider impact- nations, religion etc.

Apply evidence to provide context as to how and why Group, categorise and factor a series of events i.e. Sustain valid analysis of impact/change of an event/ contrasting arguments and interpretations of the past political, economic, social impact or change. Rank factors individual. have been constructed and form a judgement which in order of priority of key argument and question stem. interpretation is more accurate against valid criteria. Place Can use their knowledge and understanding to come to a the interpretation/ source in context of the wider scheme Use factors appropriately to support a clear and balanced well-argued conclusion as to the significance of a person, judgement citing opinion and evidence whilst sustaining a of events using chronological understanding. event or change using a range of criteria and the work of clear judgement on the line of enquiry. other historians comparing the role of individuals coupled

with contextual knowledge. Comparisons are made of different interpretations and utility/ how convincing a source is made with specific reference to the provenance detailing the NOP of the source specifically.

Asses the value of evidence using historical claims with a focus on ‘how convincing’ or ‘utility’ making a clear distinction between value of content versus provenance.

Specification topics:

Term 1 Term 2: Term 3: Term 4: Term 5: Term 6: Medicine stands still/ Revolution in medicine/ Elizabeth’s court and Troubles at home and Conflict and Tension Did the League of beginnings of change/ Modern medicine parliament abroad background Nations achieve Revolution in medicine Life in Elizabethan times Historical Environment international peace? Supernatural and natural Koch Elizabeth’s background Question of religion C&T: Peace making League of Nations: medicine Germ theory and and character The Northern Rebellion End of WWI origins, membership, Medieval surgery vaccination Court life Elizabeth’s ‘Big Three’ and their and organisation Medieval hospitals Erlich and magic bullets Elizabeth’s ministers excommunication sims The League’s agencies Towns and monasteries Cholera and public Relations with parliament Catholic plots 1 Versailles Settlement Peacekeeping in the Public health and Black Death health Marriage and succession Catholic plots 2 and Allied/German 1920s Impact of Renaissance Anaesthetics Problems Elizabeth Puritans and Puritanism reaction Diplomacy outside the Dealing with disease: The Great Antiseptics and aseptic Strength of Elizabeth’s Mary Queen of Scots- New states League Plague and growth of hospitals surgery authority and Essex’s arrival, treatment, and Fairness of treaty Collapse of the League; Prevention of disease: Industrial Britain rebellion removal from power Great Depression, inoculation and vaccination, Public health reformers Golden Age Conflict with Spain; Manchurian Crisis, Year 10 Jenner Government Living standards and reasons, warfare, defeat of Abyssinian Crisis Pain and Infection involvement fashions the Spanish Armada Pasteur Developments in drugs: Prosperity and gentry Penicillin Elizabethan theatre New diseases and Poor Law treatments Circumnavigation 1577- Impact of war and 80 technology – focus on Impact of voyages developments in Catholic threat surgery Liberal social reforms Impact of war Welfare state and NHS Health care in the 21st century Origins and outbreak of WWII Germany and the What were the Revision and Intervention growth of democracy experiences of Germans under the Nazis? Hitler’s aims Germany under Kaiser Economic changes Year 11 Allied reactions to Hitler Wilhelm II Hitler Youth The Rhineland Ruling Germany Kaiser Women Support for Hitler Wilhelm II Control of Church Anschluss with Austria Industrialisation and Nazi culture The Sudeten Crisis socialism Police State 32

The Munich Conference Navy Laws Resistance and Invasion of Czechoslovakia WWI- war weariness opposition 33-39, 39-45 Nazi-Soviet Pact and economic problems Racial policy and Invasion of Poland Germany’s defeat and persecution Causes of WWII post-war problems Jewish persecution Weimar government The ‘Final solution’ Change and unrest, 1919-23 Economic developments 24-29 International agreements Weimar culture Germany and the Depression Impact of Depression; growth of extremism and Hitlers appeal. Failure of Weimar democracy Establishment of dictatorship; removing opposition and Hitler becomes Fuhrer

Key stage 5 Substantive Knowledge Historical Concepts Chronological Understanding Change/Continuity Cultural Diversity Analyse and explain the importance of an Apply valid criteria to contrast and analyse Presents clear contextual evidence to Tudor religion and social class diversity and event and identify themes of change in a trends within periods- categorising into assess the importance of a turning-point in discrimination. thematic and depth framework of study. political, social, economic a period and are also able to assess the extent of progress analysing the Religious divide and immigration in Tudor To be able to group events into factors and Use specific chronological knowledge to contributing factors and forming mini England. key arguments using specific evidence and compare ‘periods’ of time and grouping of conclusions. key words – analysing the inter- the impact of key individuals- comparing Persecution of minorities and Jewish relationship and links between these roles in power hierarchy i.e. female rulers, Appropriately organises (i.e. group impact persecution in Nazi Germany. factors. extreme political groups and dictators. of an event, prioritised change) a range of causes or consequences of an event Tensions between nations due to Understanding concepts of short term/ reaching a conclusion analysing the most leadership and belief systems post WWII. long term impact and change. important. Asses the parallels between change and continuity of an event or Social class diversity post WWII. Prioritise events in order of impact using individual across social class, economic evidence and applying valid criteria i.e. progression, and foreign policy. social, political, economics and religious impact. Confidently highlights and analyses the links between different causes or Explain the impact of individuals and consequences using contextual pressure groups framework.

Sustains analysis of the importance of an Apply valid criteria to contrast and analyse Present clear contextual evidence to African American discrimination and event and identify themes of change in a trends within periods forming a judgment assess the importance of a turning-point in movement for Civil Rights. thematic and depth framework of study, of the greatest impact categorising into a period and be able to evaluate the whilst providing contextual content. political, social, economic extent of progress against valid criteria and Role of individuals and pressure groups for contextual understanding considering the achieving Civil Rights in America To be able to group events into factors and Use specific chronological knowledge to extent of progress analysing the key arguments using specific evidence and compare ‘periods’ of time and grouping of contributing factors and forming mini Discrimination of Native Americans end key words – prioritising the inter- the impact of key individuals forming a conclusions. impact of Immigration in America relationship and links between these balanced judgment- comparing roles in factors. power hierarchy i.e. female rulers, Appropriately organises (i.e. group impact Role of women in AA Civil Rights, equality extreme political groups and dictators. of an event, prioritised change) a range of in America and immigration Understanding concepts of short term/ causes or consequences of an event long term impact and change- whilst reaching a conclusion analysing the most sustaining and reflecting a focus on a important through comparing factors. ‘catalyst’ for change or impact. Analyse the extent an individual across Prioritise events in order of impact using social class, economic progression and evidence and applying valid criteria i.e. foreign policy has an impact on social, political, economics and religious change/continuity and individual factors impact. within the argument. Link the factors to Assess the validity of the evidence to support the argument- with a focus on support the criteria in the analysis/ inter-relationship of factors where conclusion. appropriate.

Disciplinary Knowledge Historical Interpretation Cause and Consequence Significance

Compare the NOP of the interpretations- analysing significant event of individual has through analysing of Evaluate causes and rank order in social, political, long term and short-term cause or consequence. influence in perspectives of writing e.g. The Bavarian economic, religious. Project

Distinguish between impact for individuals, countries, and Asses the value of evidence using historical claims with a wider impact- nations, religion etc. focus on cross referencing sources to reach a firm judgement. Ensure interrelationships between factors are drawn and be able to analyse the change and impact a cause or consequence has interlinking evidence and historical interpretation. 36

Apply evidence to provide context as to how and why Group, categorise and factor a series of events i.e. Apply valid criteria based on the direction of the question contrasting arguments and interpretations of the past political, economic, social impact or change. Rank factors for judging how significant an event, person or change have been constructed and form a judgement which in order of priority of key argument and question stem. was to reach an overall judgement. interpretation is more accurate against valid criteria. Place the interpretation/ source in context of the wider scheme Use factors appropriately to support a clear and balanced Judgment to consider the wider impact or change a judgement citing opinion and evidence whilst sustaining a of events using chronological understanding. significant event of individual has through analysing of clear judgement on the line of enquiry. long term and short-term cause or consequence-

interlinking cotemporary sources and interpretation to Compare the NOP of the interpretations- analysing Ensure interrelationships between factors are drawn and support the judgement. influence in perspectives of writing e.g. The Bavarian be able to analyse the change and impact contrasting Project and ensure a spectrum of interpretations are historical interpretation and contemporary source selected and analysed to from a balanced judgement analysis as a basis of evidence.

Asses the value of evidence using historical claims with a focus on cross referencing sources to reach a firm judgement with full integration of NOP.

Specification topics:

Term 1 Term 1: Term 2: Term 2: Term 3 Term 3 Germany: Establishment and Tudors: Religious Germany: Establishment Tudors: Rebellion and Germany: The impact Tudors: Elizabethan development of Weimar change of dictatorship and unrest of war and defeat on monarch, government, Republic 1919-Jan 1933 domestic policy, Feb Germany 1939-49 and parliament Year 12 1933-1939 Consequences of WWI The problem of Edward Hitler’s consolidation of Causes of unrest 1547-58 War economy and total Role of court, ministers, Impact of Treaty of Versailles VI’s age power Social and economic war and Privy Council Challenges of Weimar 1919-23 Religious policies under System of government developments Bombing, anti- Faction and role of Stresemann and Golden Years Edward and administration Rebellion of 1549 Semitism, and genocide gender 37

Impact of the Great Depression Support for opposition Censorship and The Lady Jane Grey affair Potsdam and the The roles and Rise and appeal of the Nazis for the policies under propaganda 1553 establishment of the management of the Hitler’s admission to power in Edwards Police state and terror Wyatt’s rebellion, 1554 Soviet zone Lords and Commons Jan 1933 Religious policies under Opposition and resistance Elizabeth and religion: The consolidation of the Impact of marriage and Mary Nazi religious policies and Religious problems facing SED and developments succession and Attitudes to Marian attitude to the Churches Elizabeth in 1558 in the Soviet zone parliamentary privilege policies and Catholic Economic policy The Elizabethan religious The Western zone Impact of Mary Queen restoration Women and the family settlement 1945-49 of Scots Catholic persecution Education and youth The Puritan challenge Cold War and Berlin Racial policies to 1939 Elizabeth’s archbishops and Blockade their support The Catholic challenge Term 4 Term 4 Term 5 Term 5 Term 6 Term 6 Germany: Divided Germany: Tudors Elizabeth’s Germany: NEA Tudors – Elizabeth later Germany: NEA Civil Rights: African The Federal Republic and the management of years, 1588-1603 Americans DDR 1949-63 financial, economic, and social affairs

The Basic Law and constitution The financial and Coursework set up Defence of the royal Key opposition topics Breadth: Position of AA of West Germnay economic situation in Skills: interpretation prerogative and relations Hitler Myth after the American Civil Political parties and elections 1558 versus primary source with parliament Role of Terror War West German economy and the Sources of crown Integration of NOP into Impact of war with Spain Internal opposition Role of AA in gaining economic miracle income and finances answers Social and economic Impact of working-class Civil Rights Foreign policy integration with Financial problems, Key historian texts: problems support Roel of federal the West inflation, war, Kershaw Ireland and Essex Youth government Social change and the decline of administration, and Broszat Elizabeth’s reputation Church Congress and the Adenauer monopolies Mommsen Women Supreme Court Emergence of the DDR Overseas trade McDonough Role of state Economic change in the DDR Poverty and the Poor Bullock governments Social change in the DDR Law Role of pro-civil rights The Berlin Wall groups Role of anti-civil rights groups The civil rights movement to 1992 Depth: AA in the Gilded Age AA and the New Deal Black Power movement and African Americans 38

Term 1 Civil Rights Trade Union Term 1: NEA Term 2: Native American Term 2: Term 3 Term 3 and labour rights Indians Women Native Americans Women Depth study

Breadth: The position of trade NEA: Finish drafts and Breadth: Position of Breadth: The position of Native Americans Women Depth Study unions and organised labour submitting work Native Americans in 1865 women in 1865 Depth study Industrial growth and economic and the Plain Wars Women’s rights and change Depth study: African Progress and campaigns up to WWI Federal government attitudes Americans development of Native Women’s rights and and actions, including the American rights campaigns up to WWII Year 13 significance of the Reagan era The Native American The rise of feminism and its Impact of WWI and WWII movements 1945-92 opponents Union unity and division and the Federal government Changing economic and impact of immigration attitudes and actions employment opportunities Union action and membership, Native American pressure including Chavez and the United groups Farm Workers Term 4: Revision Term 4: Revision Term 5: Revision Term 5: Revision Term 6 Term 6

0 39

The role of assessment within the curriculum:

Work likely in … Early Years work likely at KS1 to work likely at KS2 to work likely at KS3

Chronological ● Use everyday language ● Develop an awareness of ● Continue to develop ● Extend and deepen their knowledge / related to time ● the past chronologically secure chronologically secure knowledge understanding ● Order and sequence ● Use common words and knowledge of history of history and a well-informed familiar ● phrases relating to the passing of ● Establish clear narratives context for further learning ● events time within and across periods ● Identify significant events, make connections, draw contrasts and ● Describe main story ● Know where all people/events studied analyse trends within periods and settings, events and studied fit into a chronological ● Note connections, contrasts over long arcs of time principal characters. framework and trends over time ● Talk about past and ● Identify similarities / differences present events in their between periods own lives and in lives of family members.

● Look closely at ● Identify similarities / differences ● Describe / make links ● Identify and explain change and Change and similarities, between ways of life at different between main events, continuity within and across Continuity in and differences, patterns times situations and changes periods between periods and change within and across different ● Develop ● Recognise why people did things, periods/societies ● Analyse / explain reasons for, and understanding of why events happened and what results of, historical events,

growth, decay and happened as a result situations, changes ● Identify and give reasons for, changes over time results of, historical events, ● Question why things ● Make simple observations about situations, changes happen and give ● Understand and explain / analyse different types of people, events, diverse experiences and ideas, explanations beliefs within a society ● Describe social, beliefs, attitudes of men, women, ● Know about similarities ● cultural, religious and ethnic children in and differences diversity in Britain & the ● past societies between themselves wider world and others, and among families, communities and traditions

Historical ● Extend vocabulary, ● Use a wide vocabulary of ● Develop the appropriate use ● Use historical terms and concepts Vocabulary e.g. especially by grouping everyday historical terms of historical terms in increasingly sophisticated ways empire, peasant and naming, exploring

meaning and sounds of new words.

Historical ● Identify different ways in which ● Understand that different ● Discern how and why contrasting Interpretation the past is represented versions of the past may arguments and interpretations of exist, giving some reasons the past have been constructed for this

● Be curious about people ● Ask and answer questions ● Regularly address and ● Pursue historically valid enquiries Historical and show interest in ● Understand some ways we find sometimes devise historically including some they have framed enquiry stories out about the past valid ● Understand how different types ● Answer ‘how’ and ‘why’ ● Choose and use parts of stories questions of sources are used rigorously to and other sources to show make historical claims questions … in response ● Understand how to stories or events. understanding (of concepts ● Create relevant, structured and knowledge of the past is ● below) evidentially supported accounts Explain own knowledge constructed from a range of

and understanding and sources asks appropriate questions. ● Construct informed ● Know that information responses by selecting and can be retrieved from organising relevant historical books and computers information ● Record, using marks they can interpret and explain Significance of ● Recognise and describe ● Talk about who was important ● Identify historically ● Consider/explain the significance events / people special times or events e.g. in a simple historical account significant people and events of events, people and for family or friends in situations developments in their context and in the present.

KS3 assessment statement

Timescale What Purpose Annual Year 7 exam-50 mins Testing knowledge, understanding and skills under exam conditions. Year 8 exam-1 hour Provides a measure of progress to date. Year 9 exam-1 hour 15 mins End of unit/teaching block Summative assessment Students complete the assessment under ‘test’ conditions. At the These are end of ‘unit’ assessments. They end students are given the opportunity to ‘Go Green’ and ABC (Add, comprise a set of knowledge questions e.g. build, change) before submitting define key terms, multiple choice followed by a Following teacher marking and individual written feedback, students GCSE style exam question equating to 16 marks are given the opportunity for further ABC with the addition of ‘extend’ questions to complete. Teacher input in the form of correcting common misconceptions arising from the assessment. Students reflect on learning/progress

Weekly/fortnightly Progress quizzes (approx. 2 per unit) Progress quizzes are peer/self-marked. Feedback takes place in the Linked to homework/pre-learning lesson through questioning and teacher correcting common misconceptions

Lesson by lesson Assessment for learning through practice Class discussion and teacher targeted questioning. questions (differentiated Formative feedback essential/challenge/extend)

KS4 assessment: AQA assessment structure:

Courses based on this specification should encourage students to: • develop and extend their knowledge and understanding of specified key events, periods, and societies in local, British, and wider world history, and of the wide diversity of human experience • engage in historical enquiry to develop as independent learners and as critical and reflective thinkers • develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context • develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them • organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions.

Section A: Period studies The assessment will enable students to demonstrate their knowledge and understanding. Students will also apply their knowledge and understanding to second order concepts such as causation, consequence, and change. Students will also evaluate interpretations.

Section B: Wider world depth studies The assessment will enable students to demonstrate their knowledge and understanding in relation to second order historical concepts such as causation and consequence. There will be an opportunity to demonstrate their ability to create structured analytical narrative accounts of key events. They will also be able to demonstrate their ability to understand, analyse and evaluate a range of sources.

The exams will measure how students have achieved the following assessment objectives: • AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied. • AO2: explain and analyse historical events and periods studied using second-order historical concepts. • AO3: analyse, evaluate, and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied.

• AO4: analyse, evaluate, and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. KS4 assessment statement Timescale What Purpose Annual Year 10 exam-Paper 2 from 2 years previous (e.g. in 2020 students sit Testing knowledge, understanding and skills 2018 paper) under exam conditions. Provides a measure of Year 11 Nov mock exam-previous year exam paper (e.g. in 2020 students progress to date. sit 2019 papers 1 and 2) WTM ahead of external exams Year 11 March mock exam-Paper 1 from previous year (e.g. in 2020 students sat 2019 paper) Year 11 May WTM-Paper 1 and 2 (current year) Termly/half termly Summative assessment Students complete the assessment under ‘test’ conditions. At the end students are given the End of unit/teaching Mid unit and end of tests using PPs opportunity to ‘Go Green’ and ABC (Add, build, block change) before submitting Following teacher marking and individual written feedback, students are given the opportunity for further ABC with the addition of ‘extend’ questions to complete. Teacher input in the form of correcting common misconceptions arising from the assessment. Students reflect on learning/progress Weekly/fortnightly Progress quizzes (one following every homework) Progress quizzes are peer/self-marked. Feedback Linked to homework/pre-learning takes place in the lesson through questioning and teacher correcting common misconceptions Lesson by lesson Assessment for learning through practice questions (differentiated Class discussion and teacher targeted essential/challenge/extend) questioning. Formative feedback

KS5 assessment:

OCR assessment structure:

The nature of the examination will require learners to demonstrate an understanding of the key historical terms and concepts relevant to the period studied.

The questions relating to the Period Study element will require learners to recall, select and deploy appropriate knowledge and communicate this clearly and effectively. Leaners will be expected to demonstrate abilities to explain, assess, analyse, and consider the relationships between key features of the period studied in order to reach substantiated judgements. All responses will require judgements, and at the top level will be more analytical with judgments more effectively substantiated.

In the enquiry element the focus will be on the critical use of evidence in investigating and assessing historical questions, problems, and issues. Each provides a range of perspectives affecting individuals, societies and groups and will enable learners to analyse and evaluate different interpretations and representations of the past through contemporary perspectives.

The critical evaluation of sources will be central to this element with all marks awarded against A02.

The sources selected for examination will be a range of types of written sources, contemporary to the period. Learners’ knowledge of the historical content will only be credited insofar as it is used to analyse and evaluate the sources in relation to the question set.

KS5 Assessment statement Timescale What Purpose Annual Year 12 exam-Paper 1 and Paper 2 -From previous years exam series Testing knowledge, understanding and skills Year 13 January mock exam-previous years exam series (Paper 1 and 2 all under exam conditions. Provides a measure of sections) progress to date. Year 13 Easter Mock- Paper 3 WTM ahead of external exams Termly/half termly Summative assessment Students complete the assessment under ‘test’ conditions. At the end students are given the End of unit/teaching Mid unit and end of tests using PPs opportunity to ‘Go Green’ and ABC (Add, build, block change) before submitting Following teacher marking and individual written feedback, students are given the opportunity for 45

further ABC with the addition of ‘extend’ questions to complete. Teacher input in the form of correcting common misconceptions arising from the assessment. Students reflect on learning/progress Weekly/fortnightly Progress quizzes (one following every homework) Progress quizzes are peer/self-marked. Feedback Linked to homework/independent learning takes place in the lesson through questioning and teacher correcting common misconceptions Lesson by lesson Assessment for learning through practice questions (differentiated Class discussion and teacher targeted essential/challenge/extend) questioning. Formative feedback

Appendices:

BLM/Diversity Links for the Primary Curriculum – Appendixes This needs to be embedded throughout the history curriculum. There are some ideas here, from a variety of sources, but feel free to use/add your own. EYFS KS1 Helpful Heroes – Mary Seacole – https://www.theblackcurriculum.com/download https://static1.squarespace.com/static/5c4325439d5abb9b27980cd4/t/5e8fca1b49de1a6c6357e422/1586481692124/MS+Activity+KS2+%281%29.pdf Walter Tull, Rosa Parks, Grace O’Malley, Nelson Mandela, Helen Keller, Louis Braille or Thomas Edison, Harriet Tubman, (you may find significant people that you can add to other topics)

Guy Fawkes –

Great Fire of London-

Transport through the Ages-

Castles- Black Tudors

Local History- Bristol - celebrations/carnivals? LKS2 Egyptians

Maya

Ancient Greece

Stone Age

Romans

● Ivory Bangle Lady. Body discovered in York. Remains and artefacts show African descent. ● Vindolanda. The Vindolanda tablets and artefacts found at the site show several good examples of African, Arabian and Middle-Eastern soldiers having being based at the site. ● Septimus Severus, emperor of Rome. Born in modern day Libya, died in York. ● Caracalla. Son of Septimus Severus. Proclamation of accession, as co emperor, at York. Concluded a peace treaty with the Caledonians. ● Get a. Son of Septimus Severus. Co emperor with Caracalla. Murdered in 211. ● In 1953 a skeleton was discovered of as woman of African descent at Beachy Head. Isotope analysis shows it to be from 200-250 47

● Human remains in York discovered in the 1950s included several of African descent. ● 83 Roman Londoners remains discovered and 2 deemed to be of African descent. They lived in the 2nd century AD. ● Tombstone of Victor the Moor ● Tombstone of Barates of Palmyra, Syria ● Burgh on Sands Roman fort. Known that North African troops were stationed here. Earliest known African settlement in the British Isles or Ireland. See David Olusoga's Black and British episode 1. ● Rogatianus, centurion. Appears in War at the Edge of the World. ● Account in officials histories of Septimus Severus being handed a garland whilst at Hadrians Wall by an Ethiopian soldier. The garland was seen as a symbol of his impending death, that an Ethiopian handed him it was noted as matter of fact, not surprising.

Local History WW2 children

UKS2 Anglo Saxons ● Abbot Hadrian of St. Peter and St. Paul's monastery in Canterbury is described by Bede as being from Amazigh. That is in Libya. https://blogs.bl.uk/digitisedmanuscripts/2016/10/an-african-abbot-in-anglo-saxon-england.html ● St. John style crosses originate in Coptic Egypt, Nubia and Ethiopia. They can be found in Anglo-Saxon religious texts. https://blog.history.ac.uk/2017/08/the- anglo-saxon-era-and-the-wider-world/ ● Anglo-Saxon artefacts excavated at Dar es Salaam and Kisiju, Coastal Tanzania. ● England and Merovingian Gaul had imports that originated from Africa and India. Examples: cowrie shell, elephant ivory, pepper, incense, garnet. https://www.caitlingreen.org/2016/05/anglo-saxon-finds-france-africa.html?m=1 ● Cowrie Shell finds at Anglo-Saxon sites ● Bitumen found in the Sutton Hoo site originates from Syria. https://www.bbc.co.uk/news/uk-england-suffolk-38171657

● Anglo-Saxon book The marvels of the East refers to animals from Africa, India and the Middle East. The book is held by the British Library. https://www.bl.uk/collection-items/the-marvels-of-the-east

Vikings-

● Map showing Viking trade, settlement and raids. Remember that much of the Iberian peninsular was held by Moors at the time.

● Raids often resulted in people being captured for sale as Slaves. These sales took place in established and emerging ports held by the Vikings or with whom they had a working relationship. This article notes that African slaves could have been sold in the Viking port at Dublin. https://www.tandfonline.com/doi/full/10.1080/0144039X.2019.1592976

● Ibn Hawqal, an Arab geographer, described a Viking slave trade in 977 A.D. that extended across the Mediterranean from Spain to Egypt

● "Slavery was a very significant motivator in raiding. Neil Price, Archaeologist

● For example, at a Swedish site called Sanda, researchers in the 1990s found a great hall surrounded by small houses. Some Swedish archaeologists now believe this could have been a Viking plantation with slaves as the labor force ● “What you likely have is a slave-driven production of textiles,” said Price. “We can’t really know who is making the cloth, but the implications are clear.” ● Note: these slaves came from anywhere the Vikings raided.

● Source:https://www.nationalgeographic.com/news/2015/12/151228-vikings-slaves-thralls-norse-scandinavia-archaeology/

● Ahmad Ibn Fadlan, an Arab lawyer and diplomat from Baghdad who encountered the men of Scandinavia in his travels, wrote that Vikings treated their female chattel as sex slaves. If a slave died, he added, “they leave him there as food for the dogs and the birds.”

● Bones are yielding new clues about the massive, mysterious Viking forces that invaded England...

● One expert says symbols for “Ali” and “Allah” were unearthed in Scandinavia, though other experts remain skeptical.

● Both lines from same article. If early Islamic artefacts were in Scandinavia it is reasonable to assume some would also be in the British Isles.

● Viking Slave trader selling a girl to a Persian buyer on the banks of the River Volga. Source and caption: National Geographic

● Life of St. Anskar notes slaves as a tradable commodity.

● The Fragmentary Annals note "Blue Men" being sold as slaves. Widely believed these are black Africans captured on raids.

● Kristen Wolf in Daily Life of the Vikings writes that Dublin was the primary slaving port of north west Europe. Including black African slaves.

● The same Viking leaders who attacked England also attacked France, Spain, Portugal and North Africa:

● "A more successful Viking excursion to the area came 15 years later. It was led by Hastein and Björn Ironside, sons of the legendary Viking Ragnar (some sources suggest Hastein was adopted). In AD 859, they left France’s Loire to sail around the Iberian Peninsula with an expedition of 62 ships. Again, they struggled against the Asturians and, in Spain, were defeated by the Muslim army of the Umayyad Caliphate of Córdoba.

● Instead of fleeing back north, the Vikings slipped through the straits, past the Pillars of Hercules and into the Mediterranean, taking Algeciras (south Spain) by surprise, sacking the town and torching the mosque. More raids followed on the shores of North Africa, where they plundered Nekor (in modern Morocco), and attacked settlements at Orihuela (south-east Spain) and the Balearic Islands.

● After spending winter in Camargue on the mouth of the River Rhone, Hastein and Björn renewed their offensive in the Rhone Valley. They sacked Narbonne, Nîmes and Arles, pushing as far north up the river as Valence, before turning their attentions to Italy. At least part of the Viking fleet travelled along the Tuscan coast, went up the River Arno and attacked Pisa and Fiesole."

● Source: https://www.historyextra.com/period/viking/vikings-norse-raiders-where-countries-visit-impact-travell-russia-greenland-america-england/

● Article about Africans in the British Isles during the Viking Age. http://solarey.net/vikings-morocco-africans-early-medieval-ireland-britain/

● Article about Arabian finds in a Scandinavian Viking burial site https://www.thenational.ae/world/when-the-arabs-met-the-vikings-new-discovery-suggests- ancient-links-1.125718 ● New Perspectives on Eastern Vikings/Rus in Arabic ● https://www.brepolsonline.net/doi/abs/10.1484/J.VMS.5.105213?journalCode=vms

● Thesis: The Rus in Arabic Sources

● https://core.ac.uk/download/pdf/30851659.pdf&ved=2ahUKEwiu94up-fbpAhWMUcAKHS1dCH8QFjAFegQIBhAB&usg=AOvVaw1l-Vw3HJNP4uLJ3ki17Nmh

● Long blog style post on Ibn Fadlan ● https://archive.aramcoworld.com/issue/199906/among.the.norse.tribes-the.remarkable.account.of.ibn.fadlan.htm Tudors and Stuarts For example, by studying black migrants in Tudor England it is possible to gain an insight into their experiences prior to the advent of the transatlantic slave trade. including the role of women when studying the Vikings and Tudors it is possible to appreciate their role in managing estates while their husbands were away from home.

Victorians – Sarah Forbes Bonetta Fanny Eaton – https://www.theblackcurriculum.com/download https://static1.squarespace.com/static/5c4325439d5abb9b27980cd4/t/5e98e8db7dbdc028920ef504/1587079394 722/FE+-+Activity+KS2.pdf

Local History – Bristol Slave trade Edward Colston

Benin?

Studying Benin prior to the period of slavery enables children to appreciate how African civilisations existed prior to the arrival of Europeans.

WW2 – The Blitz The experiences of the Kindertransport provide insights into the impact of the Holocaust appropriate for Key Stage 2 and enable a more nuanced understanding of child displacement than a mere study of evacuees. A study of Bletchley Park when studying World War II could include the role of code-breaker Alan Turing. Lilian Bader - https://static1.squarespace.com/static/5c4325439d5abb9b27980cd4/t/5ea22f3dedb8a26425639586/1587687234617/Lilian+Bader+-+Activity+KS2.pdf Post War – Olive Morris - https://www.theblackcurriculum.com/download https://static1.squarespace.com/static/5c4325439d5abb9b27980cd4/t/5e8502f321f0f21a29fb8a04/1585775350625/Olive+Morris+-+Activity+KS2+%282%29.pdf

Cultural Calendar- potential links to cross curricular phases: September October November December

World Peace Day Black History Month 5 November Guy Fawkes Night World Aids Awareness/ Christmas 2-6th 1666 The Fire of London 14 October Battle of Hastings Armistice around the world 27 October Diwali 9th November Fall of the Berlin Wall

January February March April

Holocaust Memorial LGBT Women’s History Month Ramadan Shakespeare Week 16-22th (Good for Tudor units)

May June July August 8 May VE day Local and Community History Month Emily Davison Suffragettes Anniversary of birth of Florence 793 First Viking attack on England Nightingale Lindisfarne