Curriculum Overview


Key Stage 3 Key Stage 4 Sixth Form

Term 1: Women, War and Suffrage

Students will be introduced to the increasing demads for female suffrage in the 20th Century. Students will look specifically at the work of the Pankhurst and Suffragettes/Suffragists movements. Students will examine how attitudes towards women changed as they stepped in to the roles of men whilst they were away fighting in both World Wars.

How far question ‘The main reason women were given suffrage was due to their role in WW1’.

When two or more opposing countries fight using military means (combat).

Your ability to legally do something/an action eg right to vote.

Gender equality
The equality of both males and females in their roles in society eg, work, pay, vote.

Violent protest
To oppose something using violence as a means to gain attention for your cause.

Highly trained troops who were a constant body guard to their Lord and travelled with him wherever he went.

A place where items are mass produced, for example bullets.

Items of weaponry eg bullets or rifles (guns).

The right o vote in political elections.

Peaceful Protest
When opposition to something is displayed peacefully. For example, carrying out a petition or marches.

To change/amend with the intention of improving.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students look at how changes in social attitude and dedicated protest bring about change in legislation (law). They look at how these develops have impacted on what constitutes our modern day British values and law.

Create a supportive community:
Students look at the necessity for gender equality and how prejudice can hold back a nation.

Term 2: World War Two and the Home Front

Students will explore the events leading up to World War Two and how dictatorships caused tension in Eurpoe. Along with this, students will look at how this second world war was also fought on the 'Home Front' causing Britain to unite and boost morale during times of despair.

Students are assessed on their understanding of the use of sources.

when two countries have military conflict that leads to armies fighting.

The mass bombings of areas in Britain led by the Luftwaffe (German air force).

Home Front
the civilian population and activities of a nation whose armed forces are engaged in war abroad.

Allied Powers
An alliance during World War II made up of the countries that opposed the aggression of Nazi Germany. Britain, France, the United States, and the Soviet Union were the most prominent members, although many other countries also joined.

Chancellor Adolf Hitler’s doctrine of German political union with Austria, which effectively enabled Germany to annex that nation in March 1938.

The British and French policy of conceding to Adolf Hitler’s territorial demands prior to the outbreak of World War II. Associated primarily with British prime minister Neville Chamberlain, the appeasement policy enabled Hitler to systematically take over

Battle of Britain
An extended campaign from July 1940 to the spring of 1941 in which British Air Forces fought off of German bombers and denied Germany in its quest to attain air superiority over Britain. Although major cities in England sustained heavy damages.

Literally “lightning war,” the term for Hitler’s invasion strategy of attacking a nation suddenly and with overwhelming force.

June 6, 1944, the day on which the Allied invasion of France via the Normandy coast began.

The German air force, which was used heavily in campaigns such as the Battle Of Britain in 1940.

Operation Barbarossa
The code name for the German invasion of the Soviet Union in 1941, which Hitler predicted would take only six months but ended up miring the German armies for more than two years.

V-E Day
May 8, 1945, the day on which the Allied forces declared victory in Europe.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students study how communities came together to support one another during the Blitz. How morale was increased during a period of horrific violence and uncertainty.

Create a supportive community:
Students look at how periods of conflict can unite nations.

Term 3: The Holocaust

Students study the impacts of Hitler's desire to establish a master race as part of his Aryan vision for Germany. Students will study how persecution of Jews was infiltrated in to society through schools, legislation and propaganda. Students will gain an insight in to the lives of Jews living in Germany at this time and the attrocities of mass genocide through ethical cleansing and concentration camps.

Students are to complete a narrative analysing the road of persecution of Jews and minority groups. They will use a road may created throughout the course to plan their answers.

German name for the SS killing squads. They rounded up Jews and other “inferior people” in the conquered territories, forced their victims to dig their own graves, into which they were shot and left. At least one million Jews were killed by them.

One who is present at an event or who knows about its occurrence and chooses to ignore it. That is, he or she neither participates in, nor responds to it.

Usually refers to Auschwitz-Birkenau, the largest Nazi concentration camp, located 37 miles west of Kracow, Poland. Established in 1940, it became a huge camp complex that included a killing centre and slave labor camps.

Dehumanisation reduces the target group to objects therefore no longer human and worthy of human rights or dignity. This was done by identifying people by numbers.

Nazis used it to mean “superior race,” described as white, tall, athletic, with blond hair and blue eyes.

Prejudice towards, or discrimination against, Jews.

Death Camps
Also called “extermination camps,” these were concentration camps created for the sole purpose of killing people. Victims were murdered in assembly-line fashion oftentimes in gas chambers, and their bodies burned in open fields or crematorium.

A serious disagreement or argument, typically a protracted one.

Final Solution
Euphemism adopted at Wannsee Conference (January 1942), refers to “the final solution to the Jewish question in Europe.” This was the Nazi code for the murder of all European Jews.

The Nazi Secret State Police, who had absolute power and could arrest without a warrant.

Wannsee Conference
A gathering of top Nazi officials held on January 20, 1942 at Lake Wannsee (vahn zey) in Berlin where “The Final Solution” and other steps were approved which would lead to the total annihilation of European Jews.

An ancient Eastern symbol adopted by the Nazis as their emblem.

A government or doctrine in which one political party or political group maintains complete control of a population even to the intimate, private details of an individual’s life such as one’s friendships

Third Reich
“Reich” is German for “empire.” The Third Reich is the official name of the Nazi regime.

One who experienced a devastating event, like the Holocaust, and lived.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students are able to establish empathy through living History of survivors. They are able to immerse themselves in a variety of primary sources to enable them to use historical events to contextualise life events.

Create a supportive community:
Students come together to discover religious and societal persecution through prejudice. They look at how it is important to understand and learn from previous events in order to ensure a better living environment.

Term 4 : Post War Britain

Students will study the vast social changes developed during 1960s Britain. Students will study immigration under Windrush and the subsequent social attitudes to migrants from the Caribbean. Students also study the developments and changes in social attitudes towards relationships and birth control. Students also look at how these changing attitudes led to the protest and result of an end to capital punishment. This is a depth study that preludes studies in Year 10 Crime and Punishment.

How far have social attitudes changed after 1945?



Law and order

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students look at how the rights they have today, were largely shaped by post war attitudes

Create a supportive community:
Students are to gain a better understanding of choice and equality.

Term 5a: Elizabeth Unit 1: Queen, Government and Religion 1558-69

Students begin their GCSE studies. They will study the key events of the Treaty of Versailles and the creation of the new Weimar government. Students study challenges to the Weimar government and societal changes. Students also study the early development of the Nazi Party and the failed Munich Putsch.

GCSE style questions - 4 mark feature and 12 mark essay question.

Special Church ceremonies.

Queen regnant
'Regnant' is a Latin word and means reigning. Elizabeth was a queen 'regnant' because she ruled in her own right, like her sister, Mary.

Religious leaders, such as bishops and priests.

With a capital 'C', the Crown refers to the monarch and their government.

Divine Right
The belief that monarchs were chosen by God to rule.

The issue of who was going to succeed the throne after the existing monarch died.

The Reformation
A challenge to the teachings and power of the Roman Catholic church. This movement is said to have begun in Europe in 1517 and be supported by Henry VIII (Elizabeth's father).

Roman Catholic
The form of Christianity followed throughout the whole of Western Europe until the 16th Century. A feature includes allegiance to the Pope, the head of the Roman Catholic Church.

Someone who gives encouragement or financial support to an individual or a cause. For example, Elizabeth I was a patron of many explorers during her reign. She funded their voyages and publicly praised their efforts.

Holy Communion
Another name for mass, often used in Protestant churches.

Roman Catholic service at which Catholics are given bread and wine. Catholics believe that this involves a miracle: the bread and wine is turned in to the body and blood of Christ.

An area looked after by a bishop.

German States
Germany did not exist in the 16th century. There are, however, many (usually small) states where German was spoken but they were independent of each other. These states formed part of the Holy Roman Empire.

The table in a church where mass is performed.

Royal Supremacy
This is when the monarch is the head of the church.

The system of church government ruled by the pope.

People who have controversial opinions and beliefs at odds with those held by the rest of society, but especially those who deny the teachings of the Catholic church.

Someone who is killed for his or her beliefs, especially religious beliefs.

A very severe punishment, imposed by the pope, expelling people from the Catholic Church.

A king or queen giving up their throne.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students look at the problem of legitimacy and gender equality in England during the time of Elizabeth's reign and how many women were forced in to marriage.

Create a supportive community:
Students look at how rulers solve problems and debate and support one another's viewpoints on making judgements about cause and consequence.

Term 6: Elizabeth Unit 2: Challenges to Elizabeth at Home and Abroad 1569-88

Students will continue their study of Elizabeth's reign. They begin by looking at 3 keys plots against Elizabeth along with analysing the significance of the events of the Revolt of the Northern Earls. Students then chronologically look at the deteriorating relations between Spain and the causes of war between England and the Spanish Armada. Students will be expected to chronologically explain and analyse causes, events and reasons for the Armada's failure.

End of Unit exam. a 16 marker and a feature question. Exam is worth 24 marks, 4 of which are awarded for SPAG.

A formally concluded and ratified agreement between states.

A serious disagreement or argument, typically a protracted one.

Foreign policy
The aims and objectives that guide a nation's relations with other countries. The general aim is to benefit the nation. These can includes aims for; trade, expanding in to more territory and/or gaining more economic resources and building alliances.

Civil War
A war between people of the same country.

Hanged, Drawn and Quartered
A type of punishment used when the accused was found guilty of high treason. The accused would be hanged until near dead, dragged by horse and then cut open with their intestines removed until finally chopped in to four pieces.

A secret plan with the aim of doing something against the law.

Agents Provocateurs
A french term referring to agents who become a part of groups suspected of wrongdoing, and encourage other members to break the law so that potential threats can be identified and arrested.

A secret way of writing in code.

Council of the north
The council of the north was used to implement Elizabeth's laws and authority in the north of England, as it was far from London and Elizabeth's reach. The North was sometimes unstable and often under threat from Scottish raids.

Papal Bull
A written order issued by the Pope.

New World
North and South America. Europeans were only aware of their existence from 1492.

Individuals (usually merchants or explorers) with their own armed ships that capture other ships for their cargoes, often with the authorisation or support of their government.

To travel all the way around the world.

In the Elizabethan period, this was a term used to rob a town or city using violence, causing a lot of damage, usually in wartime.

A soldier who fights for money rather than a nation or cause.

Empty ships set on fire and sent in the direction of the enemy to cause damage and confusion.

Biased information used to promote a point of view.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students are able to determine and decide on causation and results through actions of leaders.

Create a supportive community:
Students are able to listen to views of others that are shaped by interpretation of evidence.

Term 6: Elizabeth Unit 3: Elizabethan Society in the Age of Exploration, 1558-88

Students end their study by looking at life in Elizabethan England. They begin looking at Elizabethan education along with assessing the problem of the poor due to an increased population. Students analyse the aid that Elizabethan government put in to place, for example, the Poor Law to help the 'deserving poor'. Students finish the course by looking at Elizabeth's encouragement of exploration to include Drake's circumnavigation of the globe along with Raleigh's takeover of Virginia.

End of Unit exam along with full end of year mock worth 32 marks.

Subsistence farming
Growing just enough crops to feed the family but not to sell.

Someone learning a skill or trade in Elizabethan times. They were not paid, in fact it cost money to be an apprentice. Once qualified, skilled craftsmen could earn a good living.

Vagabonds or vagrants were homeless people without jobs who roamed the countryside begging for money, perhaps stealing or committing other crimes in order to survive.

The art of public speaking and persuasion.

Arable farming
Growing crops on farmland.

Social Mobility
The ability to be able to change your social position in society.

Rural population
When the population of the countryside falls as people move away in search of a better life.

Lands under the control or influence of another country, occupied by settlers from that country.

Similar to an astrolabe, it was used by sailors to help with navigation at sea. It was the size of a quarter circle.

Economic recession
When a fall in demand leads to falling prices and businesses losing money. This can lead to businesses failing and unemployment rising.

When one person, or one company, controls the supply of something. This means they can charge whatever price they like for something.

Exchanging goods for other goods, instead of paying for something outright.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students uncover how exploration led to the development of our multicultural island.

Create a supportive community:
Students learn about the necessity of a cohesive and supportive environment where cultures and beliefs may differ.