{"id":23173,"date":"2026-07-03T01:23:25","date_gmt":"2026-07-03T01:23:25","guid":{"rendered":"https:\/\/futuralearning.co.uk\/schools\/?page_id=23173"},"modified":"2026-07-03T01:25:29","modified_gmt":"2026-07-03T01:25:29","slug":"history-curriculum-overview","status":"publish","type":"page","link":"https:\/\/futuralearning.co.uk\/schools\/chilton-trinity-school\/history-curriculum-overview\/","title":{"rendered":"History Curriculum Overview"},"content":{"rendered":"\t\t
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History Curriculum Overview\n<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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History Curriculum Overview<\/strong><\/h2>

Team Vision<\/h3>

No subject, country or society can be understood without its history. History provides the powerful narrative of human development, it offers structure and clarity about why the world is the way it is, why the institutions and ideas that shape our society have developed and who the people are that have both shaped it and been shaped by these forces. History is complex, challenging and engaging.\u00a0 We take an active and critical role to developing historians.\u00a0 We aim to develop students\u2019 understanding of chronology, giving them a chance to gain a sense of historical eras, assessing what changes have taken place through time and identifying the factors that have influenced these changes.<\/p>

Curriculum Intent<\/h3>

Enquiry Questions will be used throughout to challenge and ignite curiosity. The discipline of history itself must be embedded throughout the curriculum so that students can both identify history is a construct and construct it for themselves.\u00a0Students will be able to write well organised and knowledge rich arguments.\u00a0 They will analyse, interpret and evaluate historical sources as part of an investigation. Through KS3 they will be exposed to different interpretations of the past and in doing so develop their confidence in constructing their own interpretations of events studied allowing them to engage actively in historical debate.\u00a0<\/p>

We will create successful learners who are confident, critically enquiring and ambitious by ensuring lessons are challenging, engaging and historically ambitious. We want to create a community of people with a love for learning, a critical understanding of the world and a continuing interest in history.<\/p>

Long Term Plan<\/h3>

\u00a0<\/p><\/td>

Term 1<\/p><\/td>

Term 2<\/p><\/td>

Term 3<\/p><\/td>

Term 4<\/p><\/td>

Term 5<\/p><\/td>

Term 6<\/p><\/td><\/tr>

\u00a0<\/p>

Year 7<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: Did the Normans really bring a truckload of trouble?<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: What mattered to Medieval People?<\/p>

\u00a0<\/em><\/p>

\u00a0<\/p><\/td>

\u00a0
Unit: How should we remember\u00a0the Tudors?\u00a0 Religion? Conflict? Blood? Glory?\u00a0<\/p>

\u00a0<\/em><\/p>

\u00a0<\/p><\/td>


Unit: \u2018A desperate disease requires a dangerous remedy.\u2019\u00a0Why was 16-17th<\/sup>\u00a0Century a dangerous time to be a Monarch?\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: Why was the Civil War so shocking?<\/p>

\u00a0<\/p><\/td>

\u00a0
Unit: Tea and Sugar\/Slavery and Empire: What was the human cost of a cuppa?<\/p>

\u00a0<\/em><\/p>

\u00a0<\/em><\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

Who were the Riccall skeletons?<\/p>

\u00a0<\/p>

The people, culture, wealth and status of religion in Anglo-Saxon England<\/p>

\u00a0<\/p>

1066 The succession crisis.<\/p>

\u00a0<\/p>

The Battles of 1066<\/p>

\u00a0<\/p>

Rebellions in Norman England<\/p>

\u00a0<\/p>

The Domesday survey, Bridgwater case study.<\/p>

\u00a0<\/p>

The purpose of Norma Castles<\/p>

\u00a0<\/p>

The impact of Noman Conquest<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Features of Medieval Bridgwater: Greyfriars, castle, St John\u2019s hospital, St Matthews Fair.<\/p>

\u00a0<\/p>

Medieval towns and villages.<\/p>

\u00a0<\/p>

The organisation of the Medieval Church.<\/p>

\u00a0<\/p>

What was life like for medieval; peasants, women, knights.<\/p>

\u00a0<\/p>

Impact of The Black Death.<\/p>

\u00a0<\/p>

Significance of the Magna Carta.<\/p>

\u00a0<\/p>

Diversity of medieval experiences: Crusades\/peasants revolt<\/p><\/td>

Problems facing Henry VIII<\/p>

\u00a0<\/p>

Differences between Protestant and Catholic churches<\/p>

\u00a0<\/p>

The impact of the English Reformation.\u00a0 Case study:\u00a0 The last Abbot of Glastonbury Abbey.<\/p>

\u00a0<\/p>

The treatment of heretics during Mary I reign<\/p>

\u00a0<\/p>

Elizabeth I\u2019s religious compromise.<\/p>

\u00a0<\/p>

The threat posed by Mary Queen of Scots.<\/p>

\u00a0<\/p>

The Spanish Armada: was religious the main cause of warfare in Europe in 16th<\/sup>\u00a0century?<\/p><\/td>

Typical witch cases: Ursula Kemp.<\/p>

Local cases of Bridgwater and Taunton.<\/p>

\u00a0<\/p>

The role of:<\/p>

Superstition and the cunning women. Lack of Scientific knowledge.<\/p>

Religion: Catholics\/protestant and rising puritan power.<\/p>

Rising fear in society due to:<\/p>

Monarchs (Tudors and James I, Laws, executions and demonology.<\/p>

\u00a0<\/p>

The Gunpowder plot: were the Catholics framed?<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

The execution of Charles I.\u00a0 Historical interpretations.<\/p>

\u00a0<\/p>

Causes of the English Civil War: Religion, Power and Money.<\/p>

\u00a0<\/p>

Royalist cavaliers. Parliamentarian Roundheads.<\/p>

\u00a0<\/p>

And when did you last see your father?<\/p>

\u00a0<\/p>

The significance of the Siege of Bridgwater.<\/p>

\u00a0<\/p>

The trial and execution of Charles I \u2013 was it justified?\u00a0<\/p><\/td>

Empire and trade.<\/p>

\u00a0<\/p>

Where tea comes from: The great Tea robbery.\u00a0 The Opium Wars.<\/p>

\u00a0<\/p>

The Transatlantic Slave Trade.<\/p>

\u00a0<\/p>

West Africa before the Slave Trade. A case study: The kingdom of Mali.<\/p>

\u00a0<\/p>

The Middle Passage.<\/p>

\u00a0<\/p>

Plantation Life.<\/p>

\u00a0<\/p>

Bridgwater and the Slave Trade.<\/p>

\u00a0<\/p>

British control in India.\u00a0 The role of The East India Company.<\/p>

\u00a0<\/p>

The impact of British rule in India<\/p>

\u00a0<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

AO2:<\/p>

Extended written assessment William\u2019s victory at the BoH.<\/p>

End of Unit key knowledge test.<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

AO1 knowledge and understanding<\/p>

What makes a good Black Death Story?<\/p>

End of Unit key knowledge test.<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

AO4: Did Richard Whiting deserve to die?\u00a0 A court case re-enactment.<\/p>

\u00a0<\/p>

End of Unit knowledge test<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

AO2: Why was there a witchcraze? \u2013 extended written answer<\/p>

\u00a0<\/p>

End of Unit knowledge test<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

AO3: Oral assessment.\u00a0 Re-enact the Trial of Charles I.<\/p>

\u00a0<\/p>

End of Unit knowledge test<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

Whole Trust End of Year Assessment.<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td><\/tr>

\u00a0<\/p>

Year 8<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0
Unit: The Age of Revolutions: Did enlightenment ideas cause revolutions in the 18th Century?<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: How dangerous was life during the Industrial Revolution?<\/p>

\u00a0<\/em><\/p><\/td>

Unit: Why were so many immigrants accused of being Jack the Ripper?<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>


Unit: What was it like to fight in the First World War?<\/p>

\u00a0<\/em><\/p>

\u00a0<\/em><\/p><\/td>

\u00a0<\/p>

Unit: Were the Suffragettes Terrorists?<\/p>

\u00a0<\/p><\/td>

\u00a0
Unit: What was the experience of war for civilians?<\/p>

\u00a0<\/p>

\u00a0<\/em><\/p>

\u00a0<\/em><\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

What was it like to experience the Enlightenment?<\/p>

\u00a0<\/p>

Why did colonists want independence from Britain?<\/p>

\u00a0<\/p>

The Declaration of Independence.<\/p>

\u00a0<\/p>

What were the causes of the French Revolution?<\/p>

\u00a0<\/p>

Did the French Revolution make France a fairer country?<\/p>

\u00a0<\/p>

What were the causes of the Haitian Revolution<\/p><\/td>

What was the Industrial Revolution?<\/p>

\u00a0<\/p>

Canals, Coal and Cotton<\/p>

\u00a0<\/p>

Development of towns and cities<\/p>

\u00a0<\/p>

Dangerous working conditions in mills<\/p>

\u00a0<\/p>

Dangerous living conditions: back to back housing, disease.\u00a0 Case study:\u00a0 Bridgwater Cholera epidemic<\/p><\/td>

Living conditions in Whitechapel<\/p>

\u00a0<\/p>

Case Study: The life of Polly Ann Nichols<\/p>

\u00a0<\/p>

Anti \u2013 Semitism in Whitechapel<\/p>

\u00a0<\/p>

The assassination of Tsar Alexander II and the causes of immigration during 1880s<\/p>

\u00a0<\/p>

The role of the media causing greater fear and suspicion in society.<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Causes of the First World War: MAIN<\/p>

\u00a0<\/p>

\u00a0<\/p>

War enthusiasm\/ the role of propaganda.<\/p>

\u00a0<\/p>

The nature of warfare and Trench Warfare<\/p>

\u00a0<\/p>

Life in the trenches<\/p>

\u00a0<\/p>

Conscientious Objectors<\/p>

\u00a0<\/p>

Women at war<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

What is suffrage<\/p>

\u00a0<\/p>

The key features of Suffragists\/ Suffragettes<\/p>

\u00a0<\/p>

The militant and constitutional methods of protest.<\/p>

\u00a0<\/p>

Case study:\u00a0 Emily Davison, accident or suicide?<\/p>

\u00a0<\/p>

Diversity of Suffragettes<\/p>

\u00a0<\/p>

Women in WWI<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

The changing nature of warfare.<\/p>

\u00a0<\/p>

Who killed Samuel Smith:<\/p>

Zeppelins of WWI<\/p>

\u00a0<\/p>

Case study: Coventry Blitz<\/p>

\u00a0<\/p>

Bridgwater in WWII<\/p>

\u00a0<\/p>

The dropping of the atomic bomb on Hiroshima \u2013 was it justified?<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

Written Assessment: To what extend did enlightenment ideas cause revolutions in the 18th<\/sup>\u00a0Century?<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

AO1 and AO2:<\/p>

Why was it so dangerous to live in nineteenth century?\u00a0<\/p>

End of unit key knowledge test.<\/p><\/td>

Assessment<\/p>

Checkpoint: \u00a0<\/p>

AO3: Extended written answer to the enquiry question. End of unit key knowledge test.<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

AO4: Written answer:\u00a0 Comparison of two interpretations of Conscientious Objectors<\/p>

End of unit key knowledge test.<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

AO3<\/em><\/p>

Assessment: P.E.E paragraph. Source analysis \u2013 was Emily Davison\u2019s death a tragic accident?<\/em><\/p>

and AO4<\/em><\/p>

\u00a0<\/p>

End of unit key knowledge test<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

Futura wide: End of Year Assessment<\/strong><\/p>

\u00a0<\/p><\/td><\/tr>

\u00a0<\/p>

Year 9<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: Why did the Nazis rise to power?<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: How and Why did the Holocaust Happen?<\/p>

\u00a0<\/em><\/p>

\u00a0<\/p><\/td>

\u00a0
Unit: How similar were Britain and Americas struggles for Civil Rights?<\/p>

\u00a0<\/em><\/p>

\u00a0<\/p><\/td>


Unit: Why did the U.S. lose in Vietnam?<\/p>

\u00a0<\/em><\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: What happened at Chernobyl in 1986? Why did the accident take place?<\/p>

\u00a0<\/p><\/td>

\u00a0
Unit: Why was September 11th<\/sup>\u00a0so shocking?<\/p>

\u00a0<\/em><\/p>

\u00a0<\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

Europe after WWI:\u00a0 Who should pay for the damage?<\/p>

\u00a0<\/p>

The Treaty of Versailles and the impact on Germany\/German people.<\/p>

\u00a0<\/p>

Hitler\u2019s younger life\/experience in WWI<\/p>

\u00a0<\/p>

Hitler\u2019s rise to power<\/p>

\u00a0<\/p>

The growth of the Nazi party<\/p>

\u00a0<\/p>

The impact of The Great Depression<\/p>

\u00a0<\/p>

Nazi Party ideology.<\/p>

\u00a0<\/p>

The dictatorship.<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Anti- Semitism in Europe through history.<\/p>

\u00a0<\/p>

The Nazi use of terror, propaganda and law to control the lives of Germans.<\/p>

\u00a0<\/p>

How life changed for German Jews 1933-39<\/p>

\u00a0<\/p>

The significance of Kristallnacht<\/p>

\u00a0<\/p>

Nazi treatment of Jews in Europe during WWII including the Final Solution<\/p>

\u00a0<\/p><\/td>

Segregation in U.S: Jim Crow Laws<\/p>

Case study:\u00a0 Emmitt Till<\/p>

\u00a0<\/p>

Little Rock 9<\/p>

\u00a0<\/p>

The significance of the Mongomery Bus Boycott:\u00a0 Rosa Parks and Claudette Calvin.<\/p>

\u00a0<\/p>

The role of Bull Connor<\/p>

\u00a0<\/p>

The significance of MLK<\/p>

\u00a0<\/p>

The experience for Black people in Britain. Case study: Walter Tull\/Charles Wooton<\/p>

\u00a0<\/p>

The Windrush<\/p>

\u00a0<\/p>

Bristol Bus Boycott<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Causes of America\u2019s involvement in Vietnam. Communism v Capitalism<\/p>

\u00a0<\/p>

American tactics in Vietnam<\/p>

\u00a0<\/p>

Why Vietcong tactics were so effective<\/p>

\u00a0<\/p>

What went wrong for America in Vietnam. Case study My Lai.<\/p>

\u00a0<\/p>

Anti-Vietnam War protests Movement in America.<\/p>

\u00a0<\/p>

Case study:\u00a0 Protest by song.<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

What was the Chernobyl disaster?<\/p>

\u00a0<\/p>

The nature and extent of the nuclear disaster<\/p>

\u00a0<\/p>

What was the USSR?<\/p>

\u00a0<\/p>

The origins of the Cold War<\/p>

\u00a0<\/p>

Responses to the nuclear disaster<\/p>

\u00a0<\/p>

Who was responsible for the disaster?\u00a0 Workers, Managers or Government?<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Why was September 11th<\/sup>\u00a0so shocking?<\/p>

\u00a0<\/p>

The events of 9\/11<\/p>

\u00a0<\/p>

The helpers of 9\/11<\/p>

\u00a0<\/p>

How did the shockwaves spread?<\/p>

\u00a0<\/p>

The origins of Bin Laden and Al Qaeda.<\/p>

\u00a0<\/p>

The consequences of 9\/11: War on Terror, Afghanistan, Iraq.<\/p>

\u00a0<\/p>

Case study:\u00a0 Inside the President War room.<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

AO3: How useful are these sources in helping us understand the rise of the Nazi party?<\/p>

End of unit knowledge test<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

AO3: Assessment: Utility source<\/em><\/p>

Questions<\/em><\/p>

\u00a0<\/em><\/p>

\u00a0<\/em><\/p>

\u00a0<\/em><\/p>

\u00a0<\/em><\/p>

End of Unit test<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

AO2: Written assessment on the importance of individuals in the campaign for Civil Rights.<\/p>

\u00a0<\/p>

End of Unit test<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

AO2: Written Assessment \u2013 why did America lose in Vietnam<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

Futura Wide: End of Year Assessment<\/strong><\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

A03\/4: How useful are these sources in telling us about 9\/11?<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td><\/tr>

\u00a0<\/p>

Year 10<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: The Norman Conquest. What was the impact of the Norman Conquest on the English by 1087?<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: The Norman Conquest. What was the impact of the Norman Conquest on the English by 1087?<\/p>

\u00a0<\/em><\/p>

\u00a0<\/p><\/td>

\u00a0
Unit: The Making of America 1789 – 1900<\/p>

\u00a0<\/p><\/td>


Unit: The Making of America 1789 – 1900<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: The Making of America 1789 – 1900<\/p><\/td>

\u00a0
Unit: Site Study: Coldharbour Mill<\/p>

\u00a0<\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

The nature, structure and diversity of late Anglo Saxon Society.<\/p>

\u00a0<\/p>

Religion in late Anglo Saxon England<\/p>

\u00a0<\/p>

Anglo Saxon Culture: buildings, art and literature.<\/p>

\u00a0<\/p>

Norman society, culture and warfare pre 1066<\/p>

\u00a0<\/p>

The successions crisis of 1066<\/p>

\u00a0<\/p>

The battles of Fulford, Stamford Bridge and Hastings.<\/p>

\u00a0<\/p>

The first uprisings against Norman rule including resistance in the West and Mercia<\/p>

\u00a0<\/p>

Northern resistance and \u2018The Harrying of the North\u2019<\/p>

\u00a0<\/p>

The rebellion of Hereward in the east and the end of English resistance.<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Pre-conquest fortifications and the first Norman castles in England.<\/p>

\u00a0<\/p>

The distribution and design of Norman castles in England to 1087.<\/p>

\u00a0<\/p>

The purpose of Norman castles in England including their military and economic functions.<\/p>

\u00a0<\/p>

The Domesday Book, its creation and purpose.<\/p>

\u00a0<\/p>

The social structure of Norman England including the changes in land ownership and the elite.<\/p>

\u00a0<\/p>

Changes and continuities: language, laws and Church.<\/p><\/td>

How and why America expanded, from 1789 \u2013 1838<\/p>

\u00a0<\/p>

The expansion of Southern cotton on plantations and of slavery, 1793-1838<\/p>

\u00a0<\/p>

The removal of indigenous people of the East, 1830-1838.<\/p>

\u00a0<\/p>

The culture of the Plains Indians, including a case study of the Lakota Sioux.<\/p>

\u00a0<\/p>

The journeys of the early migrants to California and Oregon; the Mormon settlement of Utah.<\/p>

\u00a0<\/p>

The nature and impact of the Californian gold rush (1848-49), and the consequences of the Pike\u2019s Peak gold rush (1858-59).<\/p><\/td>

Divisions of slavery and the causes of the Civil War.<\/p>

\u00a0<\/p>

The African-American experience of the Civil War, 1861-65.<\/p>

\u00a0<\/p>

Reconstruction and continuing limitations to the African-American liberty.<\/p>

\u00a0<\/p>

The causes and nature of White American exploitation of the Plains: railroads, ranches, cow towns.<\/p>

\u00a0<\/p>

Homesteaders; living and farming on the Plains.<\/p>

\u00a0<\/p>

The Indian Wars including Little Crow\u2019s War (1862), Red Cloud\u2019s War (1865-68) and The Great Sioux War (1867-77)<\/p><\/td>

Changes to the Plains Indian\u2019s way of life, including impact of reservations and the destruction of the buffalo.<\/p>

\u00a0<\/p>

The impact of economic, social, and political change on the lives of African Americans.<\/p>

\u00a0<\/p>

The growth of big business, cities and mass migration.<\/p><\/td>

The reasons for the location of the site.<\/p>

\u00a0<\/p>

When and why people first created the site.<\/p>

\u00a0<\/p>

The ways in which the site has changed use and physically over time.<\/p>

\u00a0<\/p>

The diversity of the people associated with the site.<\/p>

\u00a0<\/p>

Significant times in the History of the site.<\/p>

\u00a0<\/p>

The importance of the site locally and nationally.<\/p>

\u00a0<\/p>

The typicality of the site.<\/p>

\u00a0<\/p>

How we can learn about the site based on its physical features.<\/p>

\u00a0<\/p>

The challenges and benefits of studying the historic environment.<\/p>

\u00a0<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

Judgment Q: How far do you agree that AS England was a golden age?<\/p>

\u00a0<\/p>

Source comparison: BoH<\/p>

\u00a0<\/p>

Unit 1-3 knowledge test<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

Judgment Q:\u00a0 Brutal slaughter: How far do you agree?<\/p>

\u00a0<\/p>

Purpose of castles:\u00a0 6a and 6b \u2013 interpretations<\/p>

\u00a0<\/p>

Unit 4-5<\/p>

knowledge tests<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

9 marker narrative Q: Early expansion<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p>

10 marker explain: causes of westward migration.<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

Explain the causes of the American Civil War<\/p>

\u00a0<\/p>

Futura Wide:<\/strong><\/p>

Year 10 Mock Exam<\/strong><\/p>

Norman Conquest and Making of America<\/strong><\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

Judgment Q: How far do you agree that homesteading was the greatest cause of settling the Plains?<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

When and why did people first use CHM<\/p>

\u00a0<\/p>

What were the main changes in CHM history?<\/p>

\u00a0<\/p><\/td><\/tr>

\u00a0<\/p>

Year 11<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: Crime and Punishment through time. Medieval Britain \u2013 Early Modern Britain<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: Crime and Punishment through time. Industrial Britain \u2013 Modern Britain<\/p>

\u00a0<\/p><\/td>

\u00a0
Unit: Living Under Nazi Rule 1933 \u2013 1945:<\/p>

Dictatorship<\/p>

Control and Opposition<\/p>

Changing Lives<\/p>

\u00a0<\/p><\/td>


Unit: Living Under Nazi Rule 1933 \u2013 1945:<\/p>

Germany at war<\/p>

Occupation<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit:\u00a0Revision<\/strong><\/p><\/td>

\u00a0
Unit:\u00a0Revision<\/strong>\u00a0<\/p>

\u00a0<\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

The characteristic features of Medieval Britain.<\/p>

\u00a0<\/p>

Crimes and criminals in medieval Britain<\/p>

\u00a0<\/p>

Enforcing law and order including policing and different types of court.<\/p>

\u00a0<\/p>

Punishing offender: capital punishment, fines, whipping, public humiliation and imprisonment.<\/p>

\u00a0<\/p>

Major religious, political and social changes during Early Modern Britain.<\/p>

\u00a0<\/p>

The changing nature of crime including vagrancy, moral crime and witchcraft.<\/p>

\u00a0<\/p>

Enforcing law and order including secular and church courts and the roles of different law enforcers.<\/p>

\u00a0<\/p>

Changes in punishment including the introductions of the \u2018Bloody Code\u2019\u00a0<\/p><\/td>

The enlightenment, urbanisation and political change in Industrial Britain.<\/p>

\u00a0<\/p>

\u00a0Crimes and criminals in Industrial Britain including the increase in crime in the first half of 19th<\/sup>\u00a0century.<\/p>

\u00a0<\/p>

The introduction and development of the police force.<\/p>

\u00a0<\/p>

Changes in punishment including the growth of prisons, transportation to Australia and prison reform.<\/p>

\u00a0<\/p>

Major technological, social and political changes in Modern Britain.<\/p>

\u00a0<\/p>

Changes in the crime rate and in types of crime.<\/p>

Changes in law enforcement including the use of new technology.<\/p>

\u00a0<\/p>

Changes in punishment including the abolition of capital punishment\u00a0 and changes in prisons.<\/p><\/td>

Hitler and the Nazi Party in January 1933.<\/p>

\u00a0<\/p>

Establishing the dictatorship, January 1933 to July 1933.<\/p>

\u00a0<\/p>

Achieving total power, Jut 1933 \u2013 August 1934.<\/p>

\u00a0<\/p>

The machinery of terror including the SS, the law courts, concentration camps and the Gestapo.<\/p>

\u00a0<\/p>

The range and effectiveness of Nazi propaganda.<\/p>

\u00a0<\/p>

Opposition to Nazi rule including the Left, Church leaders and youth groups.<\/p>

\u00a0<\/p>

Changing lives 1933-39: work and home, the impact of Nazi policy on men and women.<\/p>

\u00a0<\/p>

The lives of young people including education and youth movements.<\/p>

\u00a0<\/p>

Nazi racial policy: the growing persecution of Jews.<\/p><\/td>

The move to a war economy\u00a0 and its impact on the German people 1939-42<\/p>

\u00a0<\/p>

Growing opposition from the German people including from elements within the army.<\/p>

\u00a0<\/p>

The impact of Total War on the German people, 1943-45.<\/p>

\u00a0<\/p>

The contrasting nature of Nazi rule in eastern and western Europe.<\/p>

\u00a0<\/p>

The Holocaust, including Einsatzgruppen, ghettos and the death camps.<\/p>

\u00a0<\/p>

Responses to Nazi rule<\/p>

\u00a0<\/p>

\u00a0<\/p>

Revision<\/strong><\/p><\/td>

\u00a0<\/p><\/td>

\u00a0<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

Mock Exam 1<\/strong><\/p>

\u00a0<\/strong><\/p>

Paper 1: Crime and Punishment, Norman Conquest<\/strong><\/p>

\u00a0<\/strong><\/p>

Paper 2: Coldharbour Mill<\/strong><\/p>

\u00a0<\/strong><\/p>

Paper 3: The Making of America \u00a0\u00a0\u00a0\u00a0<\/strong><\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

10 Maker: Causes of crime Early Modern.<\/p>

\u00a0<\/p>

Judgment Q:<\/p>

Purpose of Punishment<\/p>

\u00a0<\/p>

Or law enforcement<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

Mock Exam 2:<\/strong><\/p>

\u00a0<\/strong><\/p>

Paper 1: Crime and Punishment, Norman Conquest<\/strong><\/p>

\u00a0<\/strong><\/p>

Paper 2: Coldharbour Mill<\/strong><\/p>

\u00a0<\/strong><\/p>

Paper 3: The Making of America, Life in Nazi Germany<\/strong><\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td><\/tr><\/tbody><\/table>

Useful Links<\/h3>

Chilton Trinity History \u2013 Welcome to the History Department of Chilton Trinity School, Somerset (wordpress.com)<\/a><\/p>

GCSE – History B (Schools History Project) (9-1) – J411 (from 2016) – OCR<\/a><\/p>

KS3 History – BBC Bitesize<\/a><\/p>

GCSE History – BBC Bitesize<\/a><\/p>

KS3 History – BBC Teach<\/a><\/p>

Spartacus Educational (spartacus-educational.com)<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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SCHOOL SNAPSHOT<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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CHILTON TRINITY SCHOOL<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Work Hard. Be Kind. Be Ambitious. Be Curious. Be Proud.<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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TELEPHONE<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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01278 425222<\/a><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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EMAIL<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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office@chilton-trinity.co.uk<\/a><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

History Curriculum Overview History Curriculum Overview Team Vision No subject, country or society can be understood without its history. History provides the […]<\/p>\n","protected":false},"author":12,"featured_media":0,"parent":22680,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[61],"tags":[],"class_list":["post-23173","page","type-page","status-publish","hentry","category-chilton-trinity"],"acf":[],"yoast_head":"\nHistory Curriculum Overview<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/futuralearning.co.uk\/schools\/chilton-trinity-school\/history-curriculum-overview\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"History Curriculum Overview\" \/>\n<meta property=\"og:description\" content=\"History Curriculum Overview History Curriculum Overview Team Vision No subject, country or society can be understood without its history. 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