History curriculum by year
The summaries below set out the main areas of learning in each year, the knowledge and skills pupils will develop, and the intended curriculum end points. They also show how learning builds progressively across the History curriculum and prepares pupils for the next stage of their education.
Year 7
What Does an Outstanding Historian Look Like?
What pupils will know and be able to do
- Understand how historians investigate and interpret the past.
- Use chronology to organise historical events.
- Distinguish between primary and secondary evidence.
- Identify relevant information within historical sources.
- Use evidence to support historical explanations.
- Apply important concepts including cause, consequence, significance, continuity and change.
Should It Be Called the ‘Dark Ages’?
What pupils will know and be able to do
- Understand key features of early medieval society.
- Examine evidence about life during the period.
- Consider why the term ‘Dark Ages’ has been used.
- Compare different interpretations of the period.
- Reach a supported judgement about whether the description is accurate.
Why Did William Win the Battle of Hastings?
What pupils will know and be able to do
- Understand the succession crisis of 1066.
- Identify the rival claimants to the English throne.
- Explain the events leading to the Battle of Hastings.
- Analyse the strengths and weaknesses of the opposing armies.
- Evaluate the relative importance of the reasons for William’s victory.
How Different Was Life in England After 1066?
What pupils will know and be able to do
- Understand how the Norman Conquest changed England.
- Explain how William established control.
- Examine changes to landholding, government, castles and society.
- Identify elements of continuity alongside change.
- Assess the significance of the Norman Conquest.
Why Do Some People Regard the Tudor Period as a Religious Rollercoaster?
What pupils will know and be able to do
- Understand the religious changes that took place during the Tudor period.
- Explain how different monarchs changed religion in England.
- Examine the impact of religious change on ordinary people.
- Identify periods of continuity and change.
- Evaluate why religion changed repeatedly during the period.
Why Were Kings Back in Fashion by 1660?
What pupils will know and be able to do
- Understand the causes of conflict between Crown and Parliament.
- Explain why the English Civil War began.
- Examine the consequences of the execution of Charles I.
- Understand the nature of government during the Interregnum.
- Explain why the monarchy was restored in 1660.
What Was Life Like for Native Americans?
What pupils will know and be able to do
- Understand the diversity of Native American societies.
- Explore how beliefs, traditions and environments shaped ways of life.
- Examine Native American relationships with land and natural resources.
- Challenge simplified interpretations and stereotypes.
- Use evidence to construct informed accounts of Native American life.
How Year 7 builds on previous learning
Year 7 builds on pupils’ primary knowledge of chronology, historical evidence and significant people and events.
How Year 7 prepares pupils for future learning
The year establishes the chronological, evidential and conceptual foundations needed to study empire, industrialisation, slavery, civil rights and social change in Year 8.
Year 8
How Did Resistance and Rebellion Bring an End to the Slave Trade?
What pupils will know and be able to do
- Understand the nature of the transatlantic slave trade.
- Examine the experiences of enslaved people.
- Understand the importance of resistance and rebellion.
- Explore the contribution of abolitionists.
- Evaluate the reasons for the abolition of the slave trade.
Why Does Michael Fisher Describe the Mughal Empire as Powerful but Flawed?
What pupils will know and be able to do
- Understand how the Mughal Empire developed.
- Examine the sources of Mughal power.
- Explore Mughal government, society, religion and culture.
- Identify tensions and weaknesses within the empire.
- Evaluate the interpretation that the empire was both powerful and flawed.
To What Extent Was Britain Changed by the Industrial Revolution?
What pupils will know and be able to do
- Understand the causes of industrialisation.
- Explain changes in work, transport, technology and population.
- Examine living and working conditions.
- Identify groups that benefited and those that experienced hardship.
- Assess the extent and significance of change.
How Did Titus Salt Improve Living and Working Conditions?
What pupils will know and be able to do
- Understand living and working conditions in industrial Britain.
- Examine the development of Saltaire.
- Explain how Titus Salt attempted to improve workers’ lives.
- Evaluate the strengths and limitations of his reforms.
- Use local history to understand wider national developments.
How Did Society Change in the USA After Slavery Was Abolished?
What pupils will know and be able to do
- Understand the consequences of the abolition of slavery.
- Examine Reconstruction and its impact.
- Explore the development of segregation and discrimination.
- Understand how African Americans resisted injustice.
- Assess the extent of change following abolition.
How Have British Civil Rights Movements Shaped British Identity?
What pupils will know and be able to do
- Understand the aims of different British civil rights movements.
- Examine how groups campaigned for equality and political change.
- Explore the experiences of groups whose voices have often been overlooked.
- Analyse the impact of protest, legislation and social action.
- Evaluate how civil rights movements have influenced British society and identity.
How Year 8 builds on previous learning
Year 8 develops pupils’ understanding of power, empire, society, migration and diversity through increasingly complex historical enquiries.
How Year 8 prepares pupils for future learning
The year prepares pupils to investigate mass political movements, international conflict, persecution and ideological rivalry in Year 9.
Year 9
How Did the Women’s Suffrage Movements Fight for the Right to Vote?
What pupils will know and be able to do
- Understand the position of women in British society.
- Compare the methods used by suffragists and suffragettes.
- Examine the roles of significant individuals and groups.
- Analyse different reactions to the campaign.
- Evaluate the reasons for changes to women’s voting rights.
What Was the Most Important Cause of the First World War?
What pupils will know and be able to do
- Understand the long-term tensions that contributed to war.
- Explain the roles of militarism, alliances, imperialism and nationalism.
- Understand how the assassination at Sarajevo triggered a wider crisis.
- Distinguish between long-term and short-term causes.
- Reach a supported judgement about the most important cause.
What Was Life Like for a Soldier in the First World War?
What pupils will know and be able to do
- Understand the conditions experienced by soldiers.
- Examine developments in warfare and military technology.
- Use evidence to investigate experiences on the Western Front.
- Compare different historical accounts.
- Evaluate how accurately popular interpretations represent soldiers’ experiences.
How Were People Affected by the Holocaust?
What pupils will know and be able to do
- Understand how persecution developed under Nazi rule.
- Examine the effects of Nazi racial policies.
- Understand the experiences of individuals and communities affected by the Holocaust.
- Explore resistance, rescue and responses to persecution.
- Use historical evidence with accuracy, sensitivity and respect.
What Was the Most Important Turning Point in the Second World War?
What pupils will know and be able to do
- Understand the major stages of the Second World War.
- Identify significant military, political and technological developments.
- Explain why particular events changed the course of the conflict.
- Compare the significance of different turning points.
- Reach an evidence-informed judgement.
Why Was There So Much Tension Between the USA and the USSR?
What pupils will know and be able to do
- Understand the ideological differences between the USA and the USSR.
- Explain how wartime relations deteriorated.
- Explore the development of the Cold War.
- Examine how competition and mistrust increased international tension.
- Evaluate different explanations for the breakdown in relations.
How Year 9 builds on previous learning
Year 9 applies pupils’ understanding of power, society, diversity, protest and empire to major twentieth-century conflicts and political developments.
How Year 9 prepares pupils for future learning
The year prepares pupils for GCSE study by strengthening their knowledge of modern history and their ability to analyse causation, significance, evidence and interpretations.
Year 10
How Did Germany Become a Democracy?
What pupils will know and be able to do
- Understand the impact of the First World War on Germany.
- Explain how the Weimar Republic was established.
- Examine the political and economic challenges facing the new democracy.
- Understand the impact of crisis and recovery.
- Evaluate the strengths and weaknesses of Weimar democracy.
How Did Hitler Turn Germany into a Dictatorship?
What pupils will know and be able to do
- Understand the conditions that contributed to Hitler’s rise.
- Explain how the Nazi Party gained political support.
- Examine the steps used to dismantle democracy.
- Analyse the use of violence, law and propaganda.
- Evaluate why Hitler was able to establish a dictatorship.
How Did the Nazis Control Life in Germany?
What pupils will know and be able to do
- Understand how the Nazis controlled political and social life.
- Examine the use of propaganda, censorship and fear.
- Explore Nazi policies towards young people, women, workers and minority groups.
- Understand different forms of resistance and opposition.
- Assess the extent of Nazi control.
How Was Peace Designed After the First World War?
What pupils will know and be able to do
- Understand the aims of the major powers at the peace negotiations.
- Examine the main terms of the post-war settlement.
- Explain why different countries disagreed.
- Evaluate reactions to the Treaty of Versailles.
- Assess the strengths and weaknesses of the settlement.
How Successful Was the League of Nations?
What pupils will know and be able to do
- Understand the structure and aims of the League of Nations.
- Examine its humanitarian work.
- Analyse its responses to international disputes.
- Explain why the League experienced successes and failures.
- Reach a supported judgement about its overall effectiveness.
How and Why Did Tensions Escalate by 1939?
What pupils will know and be able to do
- Understand the development of international tension during the 1930s.
- Explain the impact of aggression and expansion.
- Examine the policy of appeasement.
- Analyse the roles of different countries and leaders.
- Evaluate the causes of the outbreak of war in 1939.
How Year 10 builds on previous learning
Year 10 develops the knowledge of dictatorship, conflict, international relations and political change introduced at Key Stage 3.
How Year 10 prepares pupils for future learning
The year prepares pupils to study long-term developments in medicine and public health and undertake a detailed study of Norman England in Year 11.
Year 11
What Controlled Ideas About Health in Medieval Times?
What pupils will know and be able to do
- Understand medieval explanations for disease and illness.
- Examine religious, supernatural and natural ideas.
- Explore medieval approaches to prevention and treatment.
- Understand the roles of individuals and institutions.
- Explain why medical progress was limited.
What Progress Was Made Through Experimentation?
What pupils will know and be able to do
- Understand how medical knowledge changed over time.
- Examine the influence of scientific thinking and experimentation.
- Explore developments in anatomy, surgery and the treatment of disease.
- Assess the contributions of significant individuals.
- Explain how science, technology and communication supported progress.
Why Did Responsibility for Public Health Shift to Government?
What pupils will know and be able to do
- Understand changing public-health conditions.
- Explain why governments became increasingly involved in public health.
- Examine the influence of industrialisation, epidemics and changing attitudes.
- Explore significant public-health reforms.
- Evaluate the factors that drove change.
How Did William Become King in 1066?
What pupils will know and be able to do
- Understand the succession crisis following the death of Edward the Confessor.
- Examine the claims of the rival contenders.
- Explain the events of 1066.
- Analyse the reasons for William’s victory.
- Evaluate the importance of leadership, preparation and circumstance.
How Did William Establish Control over England?
What pupils will know and be able to do
- Understand the challenges William faced after 1066.
- Explain how castles, landholding and government supported Norman control.
- Examine rebellion and Norman responses.
- Understand the development of the feudal system.
- Evaluate the effectiveness of William’s methods.
How Did Religion Change Under the Normans?
What pupils will know and be able to do
- Understand the relationship between religion and power.
- Examine changes to the English Church.
- Explore the roles of bishops, monasteries and religious institutions.
- Identify continuity alongside change.
- Assess the significance of Norman religious reforms.
How Year 11 builds on previous learning
Year 11 builds on pupils’ understanding of Norman England while developing a thematic understanding of medicine and public health across an extended period.
How Year 11 prepares pupils for future learning
The year prepares pupils for final GCSE assessment and develops the chronological knowledge, analytical reasoning and extended writing needed for post-16 study.
Year 12
To What Extent Did African Americans Achieve Civil Rights, 1865–1992?
What pupils will know and be able to do
- Understand changes in the legal and political position of African Americans.
- Examine the impact of Reconstruction, segregation and discrimination.
- Analyse the contribution of individuals, organisations and mass movements.
- Explore the roles of federal and state governments.
- Assess the extent of progress over time.
To What Extent Did Native Americans Achieve Civil Rights, 1865–1992?
What pupils will know and be able to do
- Understand the changing position of Native American communities.
- Examine government policies and their consequences.
- Explore Native American resistance and campaigning.
- Analyse changes in legal rights and social conditions.
- Evaluate the extent and limitations of progress.
Was Democracy a Failed Experiment in Germany, 1919–1933?
What pupils will know and be able to do
- Understand the establishment of the Weimar Republic.
- Analyse political, economic and social challenges.
- Examine periods of crisis and recovery.
- Evaluate the role of individuals, institutions and political movements.
- Reach a supported judgement about the failure of democracy.
In What Ways Did Nazi Germany Achieve Its Goals?
What pupils will know and be able to do
- Understand the aims and ideology of the Nazi regime.
- Examine Nazi control of politics, society and the economy.
- Analyse policies towards different groups.
- Explore resistance and opposition.
- Evaluate the extent to which the regime achieved its aims.
How Far Was Post-War Germany Shaped by the Legacy of Defeat?
What pupils will know and be able to do
- Understand the consequences of defeat and occupation.
- Examine political, economic and social developments after the war.
- Analyse the division of Germany.
- Evaluate the influence of the Cold War.
- Assess the extent to which post-war Germany was shaped by its past.
How Year 12 builds on previous learning
Year 12 develops GCSE knowledge through greater chronological depth, more demanding historical interpretation and sustained engagement with thematic change.
How Year 12 prepares pupils for future learning
The year prepares pupils to examine women’s and workers’ civil rights, Tudor government and the historical investigation undertaken across the A-Level course.
Year 13
To What Extent Did Women Achieve Civil Rights in America, 1865–1992?
What pupils will know and be able to do
- Understand changes in women’s political, legal, economic and social position.
- Examine the significance of individuals, organisations and campaigns.
- Analyse patterns of progress and resistance.
- Compare the experiences of different groups of women.
- Evaluate the extent of change across the period.
To What Extent Did Workers Achieve Civil Rights in America, 1865–1992?
What pupils will know and be able to do
- Understand changes in employment, working conditions and trade-union rights.
- Examine the influence of industrialisation and economic change.
- Analyse the contribution of individuals, organisations and government.
- Explore periods of progress and setback.
- Evaluate the extent to which workers achieved greater rights.
Interpretations and Historical Writing
What pupils will know and be able to do
- Analyse contrasting historical interpretations.
- Understand how interpretations are shaped by evidence and context.
- Evaluate the strengths and limitations of historical arguments.
- Select precise evidence to support a line of reasoning.
- Construct sustained and balanced essays.
Henry VII and the Establishment of Tudor Rule
What pupils will know and be able to do
- Assess the strength of Henry VII’s claim to the throne.
- Examine threats from Yorkist and pretender rebellions.
- Analyse Henry’s relationship with the nobility.
- Evaluate changes to central and local government.
- Assess how securely Henry established Tudor rule.
Tudor Monarchy, Foreign Policy and Reformation
What pupils will know and be able to do
- Assess whether Henry VII represented a new form of monarchy.
- Examine the aims and effectiveness of Tudor foreign policy.
- Compare the leadership of Henry VII and Henry VIII.
- Analyse the fall of Wolsey and the causes of the English Reformation.
- Evaluate political and religious change.
Cromwell, Government and the Later Reign of Henry VIII
What pupils will know and be able to do
- Examine Cromwell’s role in changing Tudor government.
- Analyse the reasons for Cromwell’s fall.
- Evaluate Henry VIII’s later foreign policy.
- Assess the political, religious and social divisions of the 1540s.
- Reach supported judgements about the condition of England at the end of Henry’s reign.
Historical Investigation
What pupils will know and be able to do
- Develop a focused historical enquiry.
- Locate and select relevant evidence.
- Engage critically with historical interpretations.
- Construct an independent and sustained argument.
- Reference evidence accurately and reach a supported conclusion.
How Year 13 builds on previous learning
Year 13 brings together pupils’ understanding of thematic change, political power, civil rights, historical interpretations and independent research.
How Year 13 prepares pupils for future learning
The year prepares pupils for higher education, employment and informed participation in public life by developing independence, critical judgement, research and advanced communication.
