Year 7 

How was England created?

Students begin History by understanding the concept of chronology and how historians use evidence to make conclusions.  This is followed by looking at the Roman Empire, its reasons for invading England, Boudicca’s rebellion, the changes the Romans made to England and Alfred the Great.

How did William take control of England?

Students look at the four contenders to the throne, the Battle of Stamford Bridge and the Battle of Hastings.  This is followed by learning about the Feudal System, the Domesday Book, Motte and Bailey castles, the Harrying of the North and assessing how significant the Battle of Hastings was.

Could Medieval monarchs do whatever they wanted?

Students start by understanding the importance of religion in the Middle Ages, Henry II and Thomas Becket, and Edward III.  This is followed by looking at King John, the relationship he had with his barons and differing interpretations of King John before students assess his reign. This leads onto the significance of the Magna Carta and looking at where our Parliament originally came from.

What caused the Peasants Revolt?

Students learn about the causes of the Black Death and its significance, as well as the learning about the Hundred Years War.  This is followed by understanding the short and long term causes of the Peasants Revolt before looking at what happened and why it failed.

How did religion lead to nine major wars?

Students start by understanding what a crusade is, why so many people volunteered to go on the Crusades and the preparation of the soldiers.  This leads onto assessing the success of the First and Third Crusades, as well as looking at the Children’s Crusade. The topic ends by looking at what England learnt from the Arabic world.

Year 8

Why was Benin known as the most “perfectly planned city”? 

Students investigate the remarkable civilisation of the Kingdom of Benin, exploring why its capital was once described by European visitors as one of the most “perfectly planned cities” in the world. They examine Benin’s sophisticated urban layout, impressive architecture, and complex systems of government, trade, and art. Through studying the achievements of the Edo people, pupils challenge outdated colonial narratives and gain a deeper appreciation of African innovation, leadership, and culture before European intervention.

How should we remember the War of the Roses?

Students begin the year by following on chronologically from where they left off at the end of Year 7, analysing why one of Britain’s bloodiest civil wars is still remembered today.

How did the Reformation shake Europe?

Students then examine the Reformation – one of the most important events in European history, and explore how the split between the Catholic and Protestant faiths shook the entire continent.

How did the Reformation shake England?

Students will examine the ‘rollercoaster’ of Tudor monarchs, and their shifting and violent allegiances to the Catholic and Protestant faiths respectively.

Was religion to blame for the war between England and Spain?

Students will evaluate over a series of lessons the different factors leading to the war between Spain and England in 1588, and decide how relevant the tension between the Protestant and Catholic churches was among them.

Why did England go to war with itself?

Students will study the English Civil War between parliament and King Charles, looking at both the religious divide already studied in Year 8, but also the growing demands for democracy and parliamentary authority over the exclusive power of the monarchy.

How much change did the Civil War bring?

Historians continue to debate to this day how much change English society experienced after the Civil War and the execution of Charles I. Students will weigh up the evidence and decide for themselves how fundamental (or not) these changes were.

How did democracy advance?

Following the emergence of stronger parliamentary authority in the previous unit, students will then take a long view of the gradual strengthening of this authority over that of the monarchy in England. They will also examine how those previously left out of the democratic process – EG women and the working class – fought for their democratic rights.

Why did the slave trade last so long?

Students will work extensively on the slave trade for their final two units. First, they will examine the infamous ‘triangle trade’, and explore the economic motivations underpinning the slave trade, along with an exploration of the barbaric and dehumanising conditions on the Middle Passage and the plantations.

Why was slavery abolished?

Students will study the range of factors which led to the eventual abolition of Slavery in Britain, ranging from fear of slave rebellions, to economic factors, to the heroic efforts of abolitionists.

How far has equality been achieved since the abolition of slavery?

Students explore the ongoing struggle for racial equality from the abolition of slavery to the present day. Beginning with the American Civil War, they trace key milestones in the fight for civil rights and social justice, examining both American and British contexts. Alongside global movements such as Black Lives Matter, pupils study the contributions of British activists and changemakers - including figures like Alex Wheatle and Leroy Logan,  to understand how individuals have challenged inequality and shaped modern Britain.

Year 9

Why was 9/11 such a shocking event?

Students will consider this event in the context of the apparent ‘end of history’ at the end of the Twentieth Century. Students will consider the causes and consequences of 9/11 in societal and military terms.

How should the Great War be remembered?

Students explore the causes, experiences, and consequences of the First World War. They consider how the assassination of one individual helped trigger a global conflict, examine the harsh realities of trench warfare and its impact on soldiers, and assess whether the Battle of the Somme can be considered a British victory. Lessons also highlight the contributions of empire soldiers from across the British Empire and the vital roles played by women on the home front and in support of the war effort, helping pupils understand the war’s wide-reaching human, social, and cultural impact.

What were the consequences of the Great War?

Students will consider the following: Why did World War One come to an end and what was the impact of the Treaty of Versailles? Why did dictators such as Hitler rise to power during the interwar period?

Why did Europe go to war again in 1939 and what were its consequences?

Students will consider the following: Who was to blame for the start of World War Two? What were the most significant events of the Second World War? Why is it important to remember the Holocaust?

AQA GCSE History 

Year 10 

Autumn Term

Democracy and Dictatorship: Germany 1890–1945

We begin Year 10 by exploring the history of Germany, from its unification in 1870 through to the rise and fall of the Nazis. Students examine how democracy and dictatorship competed for control, the social and economic challenges of the period, and how ordinary people were affected by and responded to these dramatic changes.

Spring & Summer Term

Conflict and Tension 1945–72 (The Cold War)

Next, students study the tense rivalry between the USA and the Soviet Union after the Second World War. We explore their strategic moves, counter-moves, and moments of brinkmanship, learning how this global standoff brought the world dangerously close to nuclear conflict - a tension that still echoes in international relations today.

 

Year 11

Autumn Term

Norman England 1066–1100

Year 11 begins with one of the most pivotal events in English history: the Norman Conquest. Students investigate how William the Conqueror secured control, the lasting impact of Norman rule, and how the descendants of Norman lords continue to influence wealth and power in England today.

Spring & Early Summer Term

Power and the People 1170–Present Day

The final unit of the GCSE offers a 900-year whirlwind tour of power, authority, and protest. Students explore how ordinary people have challenged rulers and fought for their rights, discovering the recurring themes of resistance, reform, and the evolution of democracy in Britain.

AQA A Level History (7042) 

Year 12 & 13 

1F Industrialisation and the people: Britain, c1783–1885

This unit explores how Britain was transformed by industrialisation, reform, and the growing demand for democracy. Students investigate the key political, economic, and social changes that shaped modern Britain, examining how ordinary people challenged authority and demanded a fairer society.

Through this course, students develop their understanding of change, continuity, cause and consequence by exploring big questions such as:

• How was Britain governed, and how did democracy and political organisations evolve?
• What pressures did governments face, and how did they respond?
• How did industrialisation change the economy and people’s lives?
• What impact did new ideas, movements, and individuals have on society?

Part One: The Impact of Industrialisation (c.1783–1832)

Students begin by exploring Britain at the dawn of the Industrial Revolution — a nation undergoing rapid transformation. They study how new industries, social classes, and political movements emerged, reshaping every aspect of life.

Key areas include:

Government and Politics: How Britain was governed in 1783, the role of Pitt the Younger, and growing calls for reform.

Economic Change: The rise of industry, trade, and agriculture — and their impact on work and living conditions.

Social Change: The experiences of the middle and working classes, landowners, and the poor.

Pressures for Reform: The influence of the French Revolution, radical movements, and early campaigns for workers’ and parliamentary rights.

Part Two: The Age of Reform (1832–1885)

Students move into the Age of Reform - a time of profound political and social change. They explore how Britain became more democratic and how new ideas, technologies, and campaigns shaped modern society.

Key areas include:

Political Reform: The Whigs, Tories, and emerging political parties; the Great Reform Act; and the leadership of Peel, Gladstone, and Disraeli.

Social and Economic Change: The effects of industrialisation and urbanisation; the growth of trade unions; public health and education reforms.

Pressure and Protest: Chartism, Irish nationalism, anti-slavery and social reform movements, and the campaigners who pushed for change.

Britain by 1885: The extent of democracy, prosperity, and social progress at the height of Britain’s industrial power.

This unit helps students understand how modern Britain was built - not only through political leaders and industrial progress, but through the determination and activism of ordinary people.

2R The Cold War, c1945–1991

This unit offers an in-depth study of one of the most dramatic and dangerous periods in modern history - the global rivalry between the USA and the Soviet Union. Students explore how two superpowers, divided by ideology, came perilously close to nuclear war, and how diplomacy, technology, and individual leadership shaped the modern world.

The course helps students understand key historical concepts such as conflict and cooperation, ideology, power, and change, while encouraging them to reflect on how close the tensions of the Cold War feel to global politics today.

Part One: To the Brink of Nuclear War (c.1945–1963)

Students begin by exploring the origins of the Cold War, tracing how fragile alliances at the end of the Second World War gave way to mistrust, propaganda, and proxy wars.

Key areas include:

The Origins of the Cold War: Post-war tensions at Yalta and Potsdam; the Iron Curtain; Truman Doctrine; Marshall Plan; and the Berlin Blockade.

The Widening of the Cold War: The spread of communism and containment in Asia; the Korean War; and the rise of McCarthyism.

The Global Cold War: Khrushchev’s leadership, the arms and space races, the Berlin Wall, and the Cuban Missile Crisis — the moment the world came closest to nuclear disaster.

Part Two: From Détente to the End of the Cold War (c.1963–1991)

Students examine how shifting global politics, new leaders, and public pressure brought both confrontation and cooperation between East and West.

Key areas include:

Confrontation and Cooperation: The Vietnam War, nuclear treaties, and the pressures of Détente.

The Brezhnev Era: Renewed hostilities, the Soviet invasion of Afghanistan, and the rise of figures like Reagan, Thatcher, and Pope John Paul II.

The End of the Cold War: Gorbachev’s reforms, the collapse of communism in Eastern Europe, and the eventual fall of the Soviet Union — marking the end of a divided world.

Through this topic, students gain a deeper understanding of how ideology, leadership, and global ambition shaped international relations, and how the legacy of the Cold War continues to influence global tensions today.

Coursework (NEA) – Historical Investigation

For their Non-Examined Assessment, students complete an independent historical investigation covering a period of around 100 years. This element allows students to explore a topic that genuinely interests them - from political revolutions to social change or conflict, and to develop their own argument using a range of sources and interpretations. The NEA nurtures curiosity, independence, and a love of research, giving students a real sense of what it means to be a historian while building skills that prepare them for university and beyond.