| Key Stage 3 | Overall Focus Skill | Term Time | Focus Skill | Enquiry Question/Topic | Developed Assessment Question | Knowledge Questions | Action Plan to achieve Focus Skill |
| Year 7 Focus Skill: Produce Good Paragraphs through good knowledge and vocabulary. | Year 7-Term 1a | Cause and Consequence | What is History?/Ancient Civilisations | Describe two features of Greek Public Health or Medicine & Describe two features of Ancient Egypt | 1. What is 1 invention from Ancient China we use today 2. What language did they use in Ancient Egypt? 3. What is an Aqueduct? 4. What is one Ancient Olympic Sport? 5. Who invented gun powder? | RUSS (Read, Underline, Summarise, Solve). Students understand what the question is demanding. | |
| Year 7-Term 1b | Cause and Consequence | Anglo-Saxon England and The Normans | “‘William’s Experience’ was the main reason the Normans won the Battle of Hastings.” | Memory and Concentration. Remind of targets from last assessment. Create Vocab Bank and Success Criteria | |||
| Year 7- Term 2a | Cause and Consequence and Significance | Castles to Crusades | Explain why there was a Crusade in 1189? You may use: Henry II & Thomas Becket Saladin | Organise Ideas and Categorise. Graphic Organisers to help prioritise the key knowledge. | |||
| Year 7- Term 2b | Cause and Consequence and Significance | Plague and Revolutions | Explain why there was a high death rate during the Black Death? You may use: | Sentence Level Instruction- Subject Paragraph Outline. Developing a coherent paragraph constructed through a single plan. | |||
| Year 7- Term 3a | Cause and Consequence and Significance and Source Inference | Tudor Power | How useful are Sources A and B for an enquiry into the importance of religion for Tudor governments? | Sentence Level Instruction- Kernel idea and develop to create expanded sentences. | |||
| Year 7- Term 3b | Cause and Consequence and Significance and Source Inference | Witchcraft and Civil War | Sentence Level Instruction- Because, But and So. Vocab/KeyWord Summaries and Frayer Models. | ||||
| Overall Focus Skill | Term Time | Focus Skill | Enquiry Question/Topic | Developed Assessment Question | Knowledge Questions | Action Plan to Achieve Focus Skill | |
| Year 8: To organise answers making it relevant to the enquiry question through developed writing. | Year 8-Term 1a | Source Inference, Source Utility and Interpretations | What was the World like before Empires? | How useful are Sources A and B for an enquiry into how developed the Civilisations were before the British Empire. | 1. Name 1 use of the Buffalo 2. What made the African Kingdoms rich? 3. What is the name of those who lived in Austrlia pre-1600. 4. How did the Native Americans react to the Colonisers? 5. Name 1 Indian empire pre-1600 | RUSS, understand what a source based question is demanding. | |
| Year 8-Term 1b | Source Inference, Source Utility and Interpretations | How did Empire and Slavery impact the World? | How useful are Sources A and B for an enquiry into the abolition of the slave trade? | Memory and concentration. Focusing on targets from last assessment, recalling key vocab (Vocab Mats) | |||
| Year 8-Term 2a | Source Inference, Source Utility and Similarities/ Differences | Why was there an ‘Age of Revolutions’? | Study Interpretations 1 and 2. They give different views about X. What is the main difference between these views? Suggest one reason why Interpretations 1 and 2 give different views about X | Memory and Concentration. Remind of targets from last assessment. Create Vocab Bank and Success Criteria | |||
| Year 8-Term 2b | Source Inference, Source Utility and Similarities/ Differences | Why did the Industrial Revolution occur? | How far do you agree with Interpretation 2 about the extent of X? *Give a counter interpretation to support | Organise Ideas and Categorise. Graphic Organisers to help prioritise the key knowledge. | |||
| Year 8-Term 3a | Change and Continuity/ Interpretation, Similarities/ Differences | How did the First World War change the World? | How useful are Sources B and C for an enquiry into why World War One started? | Sentence Level Instruction- Kernel idea and develop to create expanded sentences. | |||
| Year 8-Term 3b | Interpretation with change and continuity | Inter War Years – Roaring 20s | Knowledge recall questions only – possible combination of recall questions from throughout the year? | ||||
| Overall Focus Skill | Term Time | Focus Skill | Enquiry Question/Topic | Developed Assessment Question | Knowledge Questions | Action Plan to achieve Focus Skill | |
| Year 9: To remove scaffolding and allow students to grow more confident in producing their own answers. | Year 9-1a | Cause and Consequence and Source Inferences | Second World War | Explain whether Dunkirk was a success or failure. | 1. Who was the leader of Britain in 1939? 2. What years did World War 2 occur? 3. Name 3 countries that Hitler invaded before France? 4. Which country is Dunkirk in? 5. Which Prime Minister was involved with Dunkirk? | Memory and Concentration. Remind of targets from last assessment. Create Vocab Bank and Success Criteria | |
| Year 9-1b | Source Inferences | Holocaust | Write a narrative account of how Anti-Semetic policies and ideas spread by 1939 | Organise Ideas and Categorise. Graphic Organisers to help prioritise the key knowledge. | |||
| Year 9-2a | Change and Continuity/ Similarities and Differences | Migration through Time | Was Jewish and Huguenot Migration similar? | Sentence Level Instruction- Subject Paragraph Outline. Developing a coherent paragraph constructed through a single plan. | |||
| Year 9-2b | Cause and Consequence/ Significance | Cold War | Sentence Level Instruction- Subject Paragraph Outline. Developing a coherent paragraph constructed through a single plan. | ||||
| Year 9-3a | Change and Continuity | Civil Rights Movement | Knowledge recall questions only – possible combination of recall questions from throughout the year? | Sentence Level Instruction- Kernel idea and develop to create expanded sentences. | |||
| Year 9-3b | Cause and Consequence and Source Inferences | Medicine WW1 Section | GCSE Style Q – Previous Paper. | Organise Ideas and Categorise. Graphic Organisers to help prioritise the key knowledge. |
| Key Stage 4 | Year 10 (All Students) | Year 11 (All Students) | |
| Autumn Term (a) | Autumn Term (a) | ||
| Medicine | American West 1835-1862 | ||
| Introduction to Year 10 & Medicine | Way of life and beliefs | ||
| Causes of Disease | How the Native Americans survived | ||
| Treatments and Preventions | Native American religion & warfare | ||
| Black Death | Government policy 1830-1850 | ||
| Review: Why lack of progress | Push & Pull factors | ||
| MEDIUM Assess 1 | MEDIUM Assess 1 | ||
| Renaissance what continues | Gold Rush | ||
| Renaissance New Technology | Manifest Destiny | ||
| Renaissance causes | Donner Party | ||
| Renaissance Treatment & Prevention | Mormon journey to Salt Lake | ||
| New Research | Challenges of Salt Lake | ||
| William Harvey | Problems of White Settler Farming | ||
| Great Plague | Tension between Settlers & Natives | ||
| Review: Change & Continuity | Problems of Lawlessness | ||
| Assessment Point 1 | Assessment Point 1 | ||
| Revise Renaissance & Medieval | Review/Revise American West: Unit 1 | ||
| HALF TERM | HALF TERM | ||
| Autumn Term (b) | Autumn Term (b) | ||
| Medicine | American West 1862-1876 | ||
| Industrial belief of illness | American Civil War | ||
| Germ Theory | American Policies 1862-1876 | ||
| Change & Continuity of beliefs | Homesteaders | ||
| Hospitals | Law and Order | ||
| Pain & infection | Ranching & the Cattle industry | ||
| Surgery | Cowboys | ||
| Medium Assess 2: | Medium Assess 2: | ||
| Edward Jenner | US Government policy | ||
| John Snow | Impact of Government policy | ||
| Public Health (+Acts) | Conflict with the Native Americans | ||
| Review: Change & Continuity | Review/Revise American West: Unit 2 | ||
| HIGH Assess Point 2 | HIGH Assess Point 2 | ||
| Modern belief of illness | American West 1876-1895 | ||
| Treatment changes (Penicillin) | Changes to Cattle Ranching & Farming | ||
| DNA + Treatments | Continued growth in Settlement | ||
| NHS + Government intervention | Law and Order | ||
| Lung Cancer | Johnson County War | ||
| Change & Continuity | Conflict with the Native Americans | ||
| Revise Modern & Industrial | Destruction of the Native Americans | ||
| Dawes Act | |||
| CHRISTMAS HOLIDAY | CHRISTMAS HOLIDAY | ||
| Spring Term (a) | Spring Term (a) | ||
| Nazi Germany 1918-1939 | Revision – Long Term (Intermediate Tier Entry) | ||
| Medicine revision | Revision / Practice Questions: Medicine | ||
| Medicine Sources/Skills | Revision / Practice Questions: Nazi Germany | ||
| Full Medicine Mock | Revision / Practice Questions: American West | ||
| Introduction + Impact of WW1 | Henry VIII + Ministers (Higher Tier Entry) | ||
| Weimar Republic + Constitution | Overview of Henry + Tudor life | ||
| Treaty of Versailles | Rise of Thomas Wolsey | ||
| Left + Right Threats | Wolsey’s domestic reforms | ||
| Feedback from Mock. | Foreign Policy | ||
| 1923 Crisis | Catherine of Aragon | ||
| Economic Recovery | Opposition to Annulment | ||
| Foreign Recovery | Medium Assessment 5 | ||
| Women in the Weimar | Fall of Thomas Wolsey | ||
| Society & Culture | Henry VIII and Cromwell | ||
| Early Nazi Party + Who is Hitler | Fall of Anne Boleyn | ||
| How did Hitler rise to Power | Cromwell and Government | ||
| Munich Putsch | Fall of Cromwell | ||
| FEBRUARY HALF TERM | Review/Revise Unit 2 | ||
| Spring Term (b) | Break with Rome | ||
| Nazi Germany 1918-1939 | Opposition to the Reformation | ||
| Exam Feedback: How to improve | Dissolution of the Monasteries | ||
| Lean Years | Pilgrimage of Grace | ||
| Wall Street Crash + Impact | FEBRUARY HALF TERM | ||
| Hitler to Chancellor | Spring Term (b) onwards | ||
| Why did people support the Nazi’s | Revision – Long Term (Intermediate Tier Entry) | ||
| Review/Revise Unit 2 | Revision / Practice Questions: Medicine | ||
| Reichstag Fire | Revision / Practice Questions: Nazi Germany | ||
| Enabling Act | Revision / Practice Questions: American West | ||
| Night of the Long Knives | Revision / Practice Questions: Henry VIII | ||
| Death of Hindenberg | Henry VIII + Ministers (Higher Tier Entry) | ||
| Nazi use of Terror & Fear | Revision / Practice Questions: Medicine | ||
| EASTER | Revision / Practice Questions: Nazi Germany | ||
| Summer Term (a) | Revision / Practice Questions: American West | ||
| Nazi Germany 1918-1939 | Revision / Practice Questions: Henry VIII | ||
| Controlling Religion | EASTER | ||
| Resistance & Opposition | Summer Term (a) – UNTIL EXAMS COMPLETE | ||
| Review/Revise Unit 3 | Revision and Exam Practice as required | ||
| High Assessment 4 | |||
| Nazi Women | |||
| Nazi Youth | |||
| Employment & Standard of Living | |||
| Anti Semitism | |||
| Persecution of Minorities | |||
| Review/Revise | |||
| High Assessment 5 | |||
| catch up/consolidation | |||
| catch up/consolidation | |||
| catch up/consolidation | |||
| Exam Feedback: How to improve | |||
| SUMMER HALF TERM | |||
| Term 3b | |||
| Henry VIII + Ministers | |||
| Overview of Henry + Tudor life | |||
| Rise of Thomas Wolsey | |||
| Wolsey’s domestic reforms | |||
| Foreign Policy | |||
| Catherine of Aragon | |||
| Opposition to Annulment | |||
| Medium Assessment 5 | |||
| Fall of Thomas Wolsey | |||
| Henry VIII and Cromwell | |||
| Fall of Anne Boleyn | |||
| Cromwell and Government | |||
| Fall of Cromwell | |||
| Review/Revise Unit 2 | |||
| Break with Rome | |||
| Opposition to the Reformation | |||
| Dissolution of the Monasteries | |||
| Pilgrimage of Grace | |||
| Review Revise Unit 3 | |||
| SUMMER HOLIDAY |