Curriculum Overview


Key Stage 3 Key Stage 4 Sixth Form

Term 1: History of Brighton

Students will discover how Brighton has developed from a small fishing village in to one of Britain's most thriving cities.

Students will write an extended piece of writing explaining how Brighton became a tourist destination.

Area of Brighton named in the Domesday Book 1086, valued at £12.

1514 name for Brighton during Tudor Times.

Dr Russell
Wrote a book advising of the healing powers of salt water in 1750. Makes Brighton a popular destination.

Local Brighton people who would help visitors bathe in the sea. John Nash: architect of Brighton Pavilion hired by the Prince Regent.

Sake Dean Mahomed
'Shampooing surgeon' operated bathhouses in Brighton during the Regency period.

Chain Pier
Third pier in Brighton which was suspended from chains attached to pillars. Destroyed in 1896 by a storm.

'Daddy Longlegs'
An electric railway designed by Magnus Volks, which would transport people out to sea.

Memorial to Indian soldiers who died in WWI, located on the Downs.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students look at their local environment and how it has developed over time. They will gain a wider appreciation of city they live in.

Create a supportive community:
students are aware of how cultural changes along with changing social attitudes have developed their local environment/community.

Term 2: Norman Conquest

Students will study the succession crisis of 1066 and study the subsequent Battles of Stamford Bridge and Hastings that took place. Students will look at how William not only won the battle but conquered England through his use of castles, new laws and bloody actions. Students will have a Christmas homework where they will create a 'big make' model of a Motte and Bailey castle. Students will also be assessed by way of GCSE essay question.

GCSE style question - 'The main reason William won the Battle of Hastings was due to his superior Norman tactics'. How far do you agree?

the invasion and assumption of control of England by William of Normandy in 1066.

A mounted soldier serving under a feudal superior in the Middle Age.

A well trained, paid Anglo-Saxon soldier. They were usually armed with a large shield.

Soldiers who fight on horseback.

A king or queen

A person who shoots with a bow and arrow

a person or thing that succeeds another eg the person that takes over the throne from another monarch

The next in line to the throne

A fight, battle, or struggle.

Motte and Bailey Castle
A Motte and Bailey castle is a fortification with a wooden or stone keep situated on a raised earthwork called a motte, accompanied by an enclosed courtyard, or bailey, surrounded by a protective ditch and palisade.

Forest Laws
This was a law that declared that all forests in England belonged to the monarch. You would need permission to hunt on their land. If caught doing so you would be hanged.

Murdrum Fine
This was a fine that meant that if any Norman man/woman was murdered that the village would be responsible for bringing the person guilty to justice. If they did not do this, the whole village would be fined.

a sum of money exacted as a penalty by a court of law or other authority for committing a crime.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students look at the making of Modern Britain through their study of the last successful invasion of England.

Create a supportive community:
Students work cohesively to address information/evidence and reach judgements about events and change.

Term 3: Medieval Church and Crown

Students begin their study by looking at the roles of both the Church and Crown and how these influenced people's daily lives. Students then study the impact of the Church on law enforcement. Students will then begin to develop their understanding of what the Crusades were and why they took place with a specific study on why Jerusalem is important to both Christians and Muslims. Students will look at the first three crusades and compare the two leaders; Saladin and Richard the Lionheart. Students complete the course by looking at the case of Thomas Becket and Henry II where they will develop their analysis of interpretations in determining the cause of Becket's death.

Venn diagram on power of the church and crown

speech on interpretations of Becket's death

A sovereign head of state, especially a king, queen or emperor.

Privy Council
A group of nobles/earls that advised the monarch during Elizabeth's reign.

A serious disagreement or argument, typically a protracted one.

The faith, practice and church order of Roman Catholic by an individual.

The Bishop of Rome as the Head of the Roma Catholic Church.

The act in which Henry VIII reformed (changed) the church in England to Protestant making himself the Head of the Church and state (country).

A poor smallholder or agricultural labourer of low social status.

A system in which members of an organisation or society are ranked according to relative status or authority, for example, the Feudal System.

The unlawful premeditated killing of one human being by another.

The chief bishop responsible for a large district, for example, the Archbishop or York.

A state of armed conflict between different countries or different groups within a country.

A period in which a family rules over a country

the period of time in which a monarch rules (reigns) over a nation (country).

the next in line to the throne

When a marriage is ended

A form of capital punsihment where the punishment is death/to be killed.

The action of officially excluding someone from participation in the sacraments and services of the Christian Church.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students look at the development of England in religious terms and can see how religion impacts a nation. Students current teaching will relate to the recent terrorist activity internationally that has also shocked and shaped our world.

Create a supportive community:
Students look at how monarchs deal with reliious unrest and establish how they have, as a nation developed in to a more liberal and understanding society whereby prejudice based on religion is neither taught nor accepted in wider society/school.

Term 4-5: Tudors England & Conflict and Tension in the 1600s

Students will study the War of the Roses and discover how the Tudor Dynasty began. Students will study the reigns of each Tudor monarchs, their challenges and how they dealt with the problem of religion and Henry VIII's Reformation. Students will be assessed using current GCSE questions in an exam which covers this unit content. Students will study how the United Kingdom was formed through James I's succession of the English throne. Students will look at how religion led to the first form of terrorism in England by way of the Gunpowder Plot of 1605. Students will also study how these religious connotations led to a heightened level of witch hunts throughout the period and why they were so well endorsed by the king himself.

essay: Why Did Henry Break With Rome

essay: To what extent did life change under Cromwell?

the highest legislature, consisting of the Sovereign, the House of Lords, and the House of Commons.

the practice of magic, especially black magic; the use of spells

United Kingdom
The uniting of England, Scotland, Ireland and Wales under one kingdom.

Book of Demonologie
A book written by King James I expressing his belief in witchcraft and s=desire to see them hunted.

A member of the Christian church who sees the Pope as the Head of the Church.

To attempt to kill or overthrow the ruling monarch

a king or queen

Hanging, Drawing and Quartering
A method of capital punishment whereby the criminal is hanged, pulled along by horse on a dirt road and then cut in to four with their head being displayed on the Tower of London as a warning to all other traitors. Given as punishment for high treason.

a plot is to create a plan to carry out an action.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students can see how society is influenced by not only their ruler but popular opinion and how it can lead to events that are politically, socially and religiously charged.

Create a supportive community:
Understand the influence of authorities on society, eg religious changes during the Tudor period, WW1 propaganda, Elizabethan England battles, understand conflict within society and religious turmoil.

Term 6: Industrial Revolution 1750-1900

Students will be looking at both agricultural and industrial change and their subsequent impact on population growth. Students will explore what the Industrial Revolution was and how it changed Britain. They will particularly focus on the use of child labour in developing the Industrial Revolution and what steps parliament took to improve working conditions for the child workforce. Students also look at key inventions and discuss the hypothesis that the British Empire caused the Industrial Revolution.

Essay: How Did Life in the 19th Century change from before 1750?

relating to farm land, the growing of crops and rearing of cattle eg cows, sheep.

An area where you find towns/cities.

the branch of industry involved in the manufacture of cloth

an extensive group of states or countries ruled over by a single monarch, an oligarchy, or a sovereign state.

House of Commons
the part of parliament where locally elected MPs meet to discuss issues in the country.

to change with the intention of improving.

House of Lords
The House of Lords, also known as the House of Peers, is the upper house of the Parliament of the United Kingdom.

A building or group of buildings where goods are manufactured or assembled chiefly by machine.

child labour
where a work force is made up of children.

A period or event that creates rapid change/progress.

The buying and selling of goods

bring (goods or services) into a country from abroad for sale.

send (goods or services) to another country for sale.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students will see the early changes in social attitudes toward children with the introduction of reforms to ensure that they have better quality working conditions. Students can see the wider context in the journey to their gaining a the right to full time education.

Create a supportive community:
Students develop a wider appreciation of education and progress in society.