History
Subject Introduction
The purpose of the history curriculum is to help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We want to inspire pupils’ curiosity to know more about the past and learn to ask perceptive questions, think critically, weigh evidence, assess arguments, and develop perspective and judgement. In short, we want to create enquiring minds.
Our curriculum is broadly chronologically sequenced with a focus on events, places and people. We want our students to be able to confidently link new knowledge to previous learning to understand how history is constantly being revisited.
Through the curriculum, pupils are given many opportunities to debate historical controversy and to share and reflect on a range of topics. Within their school and local communities, there are moments for students to extend their learning beyond the classroom, such as remembrance and commemoration of significant events.
Key Stage 3
Curriculum Intent
Building on the skills students develop at KS 2, our Key Stage 3 History curriculum aims to develop students’ understanding of how religion, ideas, political power, industry, slavery, empire, war, migration and conflict have shaped Britain and the wider world. Through a broad chronological journey from the Romans and Vikings to the modern day, students explore significant periods and turning points, including the Norman Conquest, the Middle Ages, the Reformation, the Renaissance, the Industrial Revolution and the growth of empire. Local history, including the experiences of Bolton and wider Northwest, is woven into the curriculum to help students connect national and global developments with their own community.
Students are encouraged to understand that history is complex and contested, and to explore the experiences of different groups and individuals. They investigate the changing influence of religion and the Church, the development and challenge of political power, the experiences and contributions of women, the impact of migration and multiculturalism, and the consequences of slavery, colonialism and empire. Through the study of the First and Second World Wars, the rise of fascism, decolonisation, partition, Ireland, migration and contemporary conflict, students develop an informed understanding of how the past continues to influence Britain and the wider world today.
Alongside historical knowledge, students progressively develop the skills of a historian. They build a secure chronological understanding, learn to analyse and evaluate historical sources, consider different interpretations, explain causes and consequences, select and use relevant evidence, and make reasoned historical judgements. Our intent is for students to become increasingly confident, critical and independent thinkers who can ask meaningful questions about the past, recognise different perspectives, challenge interpretations using evidence, and understand the relevance of history to the world in which they live.
Curriculum Overview
Year 7
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Term |
Focus |
What is studied |
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Autumn |
How has immigration changed Britain?
How did 1066 change power in Britain?
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Students explore how migration and invasion shaped Britain before 1066, examining the impact of the Romans, Anglo-Saxons and Vikings on society, culture and development. They assess which group had the greatest impact. Students explore the Silk Roads, investigating trade, Baghdad’s importance and their influence on Britain. Finally, they will bring their learning together to make and justify a judgement about the greatest overall impact.
Students will explore the succession crisis following Edward the Confessor’s death and why William of Normandy won the Battle of Hastings in 1066. They will examine how William established control through castles, the Feudal System and the Harrying of the North. Finally, students will assess how Norman immigration changed Britain, linking this to their earlier study of migration and settlement. |
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Spring |
Why was the church so important in the Middle Ages?
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Students explore the importance of religion in medieval Britain, examining Doom paintings, the power of the Church and its influence on society. They will investigate the conflict between Henry II and Thomas Becket and assess responsibility for the dispute. Students will then explore the Islamic Empire and the Crusades, considering why they began, why people participated and their most significant consequences. |
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Summer |
What was it like to live in the Middle Ages?
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Students will explore life in Medieval England, including the experiences of peasants and women. They will examine the Black Death, its causes, spread through trade networks, consequences and role in encouraging rebellion. Finally, students will investigate how groups challenged royal power through events such as the Magna Carta, assessing its significance and contribution to limiting the monarch’s authority. |
Year 8
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Term |
Focus |
What is studied |
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Autumn |
Why was religion so important in Britain 1500-1700?
How were ideas reborn?
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Students will explore how religion changed in Tudor and early Stuart England. They will examine Henry VIII’s break with Rome, religious changes under Edward VI and Mary I, and Elizabeth I’s attempt at compromise. Students will investigate Mary Queen of Scots, the Spanish Armada and Gunpowder Plot, before exploring witchcraft and how religious beliefs shaped responses to the Great Fire of London and Great Plague. Students will explore the Renaissance, examining how new ideas and discoveries changed understanding of the world. They will investigate the Voyages of Discovery and the work of Vesalius and Harvey, considering how their discoveries challenged existing ideas and advanced medicine. Finally, students will assess the significance of the Renaissance and its impact on medicine, science, exploration and society. |
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Spring |
How was the power of the king challenged? |
Students will explore the causes and key events of the English Civil War, including the conflict between Charles I and Parliament and its impact on local communities, including Bolton. They will examine why Charles I was executed and why the monarchy was restored. Students will then investigate the Glorious Revolution and assess how the balance of power shifted between the monarchy and Parliament, shaping Britain’s system of government.
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Summer |
How did the Industrial Revolution change Britain and the northwest?
What was the slave trade?
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Students will explore the Industrial Revolution and how it transformed Britain’s economy and society. They will examine the growth of towns and factories, changes to working and living conditions, and life in industrial towns. Students will investigate Bolton’s important role in the textile industry before exploring how workers challenged poor conditions through movements such as the Luddites and the Match Girls.
Students will explore the transatlantic slave trade, including the triangular trade, Middle Passage and experiences of enslaved people. They will examine why slavery was eventually abolished and why Britain’s role remains controversial. Students will then investigate European colonisation of Africa and the Scramble for Africa, considering how European powers divided and controlled the continent during the late nineteenth century. |
Year 9
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Term |
Focus |
What is studied |
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Autumn |
What caused WW1 and what impact did it have on Britain and her empire?
How did the Nazis come to power in Germany?
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Students will explore the main causes of the First World War and why Britain became involved in 1914. They will examine propaganda, trench warfare and its impact on soldiers, as well as developments in medicine and the roles women played during the war. Finally, students will investigate why some women gained the vote in 1918 and assess how the war changed women’s position in British society. Students will explore why many Germans were dissatisfied by the 1930s, including the impact of the Treaty of Versailles, economic problems and political instability. They will examine how the Nazis appealed to different groups and the methods used to control Germany. Students will also investigate Mussolini’s rise to power in Italy and explore the British Union of Fascists and its activities. |
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Spring |
Why did WW2 break out and what impact did it have on the world, Britain and her empire? |
Students will explore the events and ideas that shaped the Second World War, including Hitler’s actions, the Treaty of Versailles and appeasement. They will examine the role of the British Empire and how women’s experiences differed from the First World War. Students will investigate antisemitism, the persecution of Jewish people under Nazi rule and the Final Solution, considering responsibility for the Holocaust and wider war. |
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Summer |
How does conflict shape the world today?
How did Britain become multi-cultural? |
Students will explore the impact of the British Empire and the challenges of decolonisation after the Second World War. They will examine the displacement of Jewish people, the origins of the Israeli-Palestinian conflict, and India’s independence and partition, including Gandhi’s role. Students will also investigate Irish migration and partition before assessing the wider political, economic and cultural impact of the British Empire. Students will explore why Britain is a multicultural society and how different ethnic, cultural and religious groups have shaped its history. They will examine Irish migration, the Windrush Generation, migration from Asia and the expulsion of Asians from Uganda. Finally, students will consider how immigration has changed Britain and develop skills for identifying and verifying unreliable or false information.
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Key Stage 4
Curriculum Intent
The KS4 History curriculum develops knowledgeable, critical and independent thinkers who can understand the complexity of the past and its influence on the modern world. Building on KS3, pupils deepen their understanding of change, continuity, cause, consequence, significance and differing perspectives through the study of Medicine, Anglo-Saxon and Norman England, the American West and Weimar and Nazi Germany. Students learn to interrogate evidence, evaluate interpretations and construct clear, well-supported arguments, while developing the critical thinking needed to question claims, recognise bias and engage thoughtfully with the world around them.
By the end of KS4 History students should be able to:
- question claims, spot bias, and assess different viewpoints.
- Interrogate sources and interpretations.
- Build clear, well-supported arguments using facts rather than just personal opinion.
- write structured essays that explain ideas in a logical way.
Curriculum Overview
Year 10
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Term |
Focus |
What is studied |
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Autumn |
Medicine in Britain 1250-present including Western Front |
Students will explore how medicine developed from the Middle Ages to the present, examining the causes, treatments, prevention and care of disease. They will investigate key diseases and individuals, including Jenner, Pasteur, Nightingale and Snow, and assess the influence of science, technology, society and government. Students will also explore the NHS, modern medicine and medical developments during the First World War, while developing source analysis skills.
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Spring |
American West 1835-1890 |
The First part of this term will be spent finishing the Trenches part of the medicine unit. Students will explore migration to the American West during the 1800s, examining why people moved west and the challenges faced by settlers, including farming, weather, conflict and the cattle industry. They will investigate law and order, including mining camps and events such as the Gunfight at the OK Corral. Finally, students will examine how westward expansion, government policies and forced assimilation affected the Indigenous People.
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Summer |
American West 1835-1890 |
Bulk of this term will be finishing this unit (see previous term for content) |
Year 11
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Term |
Focus |
What is studied |
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Autumn |
Germany 1918-1939 |
Students will explore Germany after the First World War, examining the Treaty of Versailles and political and economic problems. They will investigate how Stresemann brought stability during the 1920s and the rise of the Nazis after 1929. Students will examine how Hitler established a dictatorship and how Nazi rule affected women, young people and minority groups, particularly Jewish people
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Spring |
Anglo-Saxon and Norman England 1066-1090 |
Students will explore Anglo-Saxon England and the events leading to the Norman Conquest of 1066. They will examine Anglo-Saxon society, religion and the succession crisis following Edward the Confessor’s death. Students will investigate the key battles of 1066 and how William conquered England, then explore his methods of control, rebellions and Normanisation. Finally, they will consider how Norman rule changed England and the succession crisis following William’s death.
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Summer |
Exam prep |
Students will be preparing for their GCSE exam and finishing the spring term unit. |
Key Stage 5
Curriculum Intent
The KS5 History curriculum develops knowledgeable, critical and increasingly independent historians who can engage confidently with complex historical debates. Building on the knowledge and skills developed at KS3 and KS4, students explore British, American and global history to deepen their understanding of change, continuity, causation, significance and differing perspectives. Students critically evaluate sources and interpretations, construct sophisticated evidence-based arguments and undertake independent historical research, developing the intellectual curiosity, academic rigour and critical thinking required for success at A Level, higher education and as informed citizens beyond school.
By the end of KS5 History students should be able to:
- question claims, spot bias, and assess different viewpoints.
- Interrogate sources and interpretations.
- Build clear, well-supported arguments using facts rather than just personal opinion.
- write structured essays that explain complex ideas in a logical way.
- find, select, and organize large amounts of information for coursework
Curriculum Overview
Year 12
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Term |
Focus |
What is studied |
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Autumn |
Britain 1918-79 Topic 3 + 4
USA 1920-55 Topics 1+2 |
Students will explore how British society changed between 1918 and 1979, including the impact of the World Wars, social liberalisation, and changing roles and freedoms for women. They will examine race, immigration and regional differences, as well as changes in living standards and the effects of austerity. Finally, students will investigate the growth of consumer society and popular culture, including music, cinema, television, sport, leisure and tourism. Students will explore the economic boom of 1920s America, including mass production, new technology and the growth of the car industry. They will examine who benefited, alongside racism, intolerance, Prohibition and organised crime. Students will investigate the Wall Street Crash and its impact before studying the Great Depression and Roosevelt’s New Deal, including the Alphabet Agencies and opposition to them.
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Spring |
Britain 1918-79 Topic 1
USA 1920-55 Topic 3 |
Students will study how British politics and the economy changed from 1918 to 1979. They will explore the rise and decline of political parties, the role of governments during the World Wars and the creation of the Welfare State. Students will examine economic change, including the Depression, post-war recovery and the challenges Britain faced from 1951 to 1979. Students will study the long-term impact of Roosevelt’s New Deal on women, young people, minorities and the American economy. They will then explore how the Second World War changed America, focusing on its impact on ethnic minority groups and the continued struggle for racial equality.
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Summer |
Britain 1918-79 Topic 4 + Q5
USA 1920-55 Topic 4 |
Students will study the development of welfare, healthcare and education in Britain from 1918 to 1979. They will explore welfare before and during the Second World War, the Beveridge Report and the creation of the Welfare State after 1945. Students will examine the development of the NHS and the challenges it faced, as well as changes in education and the growth of universities. Students will study Margaret Thatcher’s impact on Britain, focusing on her governments’ economic, political and social policies. They will examine the successes and failures of Thatcher’s time in power and explore how her decisions affected Britain both at the time and in the years that followed. Students will study how America changed after the Second World War, including its growing economic power and role in the Cold War. They will explore the rise of anti-communism and McCarthyism before examining the Civil Rights Movement, including key events such as Brown v. Board of Education and the Montgomery Bus Boycott. |
Year 13
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Term |
Focus |
What is studied |
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Autumn |
Witch craze in Britain, Europe and North America 1580-1750
Coursework causes of World War One
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Students will study five examples of witch hunting, including Scotland under James VI, the Pendle witches, Bamberg in Germany and East Anglia during the English Civil War. They will examine how fear, religion, social and economic problems, politics and individuals such as James VI, Von Dornheim, Matthew Hopkins and John Stearne influenced witch hunts. Students will also consider why the hunts eventually ended, including opposition from political and religious authorities. Students will explore the main causes of the First World War and Germany’s role in its outbreak. They will examine long-term causes, including the decline of the Ottoman Empire, nationalism in Austria-Hungary and Germany’s rise after 1870. Students will investigate how Bismarck and Wilhelm II influenced Europe’s balance of power before studying the Balkan Wars and July Crisis of 1914. |
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Spring |
Witch craze in Britain, Europe and North America 1580-1750
Coursework causes of World War One |
Students will study the Salem witch trials, examining how tensions led to accusations, the role of child witnesses and the growing concerns over spectral evidence. They will then explore why belief in witchcraft declined in England between 1580 and 1750, including the impact of fraudulent cases, sceptical writings and the rise of scientific ideas. Students will consider how discoveries about the universe and human mind changed attitudes towards witchcraft. For their coursework, students will examine different historians’ views on the causes of the First World War. They will select three historians who agree, partly agree and disagree with their argument, comparing and critically assessing their interpretations. Students will use their research to write a first draft, receive verbal feedback and complete their final coursework, which must be no more than 4,000 words. |
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Summer |
Witch craze in Britain, Europe and North America 1580-1750 |
It is likely the first part of this term will be spent finishing any previous content. The remainder will be spent preparing students for their A Level exams.
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