Year 8 |
Aut 1 |
Aut 2 |
Spr 1 |
Spr 2 |
Sum 1 |
Sum 2 |
TOPIC |
Successes and failures at home and abroad- early colonisation and the English Civil War |
The Restoration, Glorious Revolution and creation of the United Kingdom |
The cost of industrialisation |
How Britain ruled the waves? |
Fight for the vote-how far had British politics changed from 1500-1900? |
Were people living better lives in 1900 than they were in the 1500s? |
KNOWLEDGE TAUGHT |
-Exploration and colonisation in the 16thand 17th Century-Jamestown colony and key people (Pocahontas/Powhatan tribe and John Smith)- Causes of the English Civil War – the difference between Parliamentarians and Royalists- What type of warfare and weapons were used and the key battles of the Civil War- Impact of the Civil War and the end of the monarchy- The Protectorate – Look at a Parliamentarian interpretation of Oliver Cromwell Vs. an Irish Interpretation |
– Charles II returns to England, what is his relationship with Parliament- Why did Charles offer sanctuary to the Huguenots?- How did James II cause a Glorious Revolution?-New medical ideas- Renaissance (Harvey, Pare, Vesalius) similarities and differences with treatments of the Black Death and Great Plague- How did the Parliaments of England and Scotland unite? Act of Union 1707 |
-Origins of the Mughal Empire and the Industrial output of Mughal India-Why did the Mughal Empire in India end? (East India Company)- How did the French social structure trigger a Revolution?-Links to Glorious Revolution/Civil War – the idea that the elite are oppressive- The Industrial Revolution in Britain-Living and working conditions for the ordinary worker compared to the lives of the industrialists |
-Reasons for building an Empire-How the Empire grew through slavery- How did the British take control of India (links to trade routes/exploration)-The movement of people around the Empire-make links back to Jamestown/exploration and early colonisation/ religious strife (Puritans)- The difference between forced migration and voluntary migration |
-Why did people challenge the system of elitism in Britain (Peterloo Massacre and Chartists) possibly two lessons-Why did people ignore the voice of women?- The Suffragettes-At what point did the people truly have a voice? Decline of the monarchy and the rise of Parliament |
-Living in a Tudor market town (health and conditions)-Living in a 17th Century town (health and conditions)-Living in a town during the Industrial Revolution (health and conditions)- What rights did people have- comparison with 1500s, 1700s and 1900s-Was it better to live in a village or the city in 1900? |
SKILLS DEVELOPED(Include any trips and visits.) |
Cau and Con, Cha and Cont, Evi, Int, Sig, Per, Enq |
Cau and Con, Cha and Cont, Evi, Int, Sig, Per, Enq |
Cau and Con, Cha and Cont, Evi, Int, Sig, Per, Enq |
Cau and Con, Cha and Cont, Evi, Int, Sig, Per, Enq |
Cau and Con, Cha and Cont, Evi, Int, Sig, Per, Enq |
Cau and Con, Cha and Cont, Evi, Int, Sig, Per, EnqPossible trip to the Birmingham back to backs |
ASSESSMENTS(Minimum one per half term, with focussed marking as per our department policy) |
How do the Interpretations differ about Oliver Cromwell’s leadership? |
“Parliament held most of the power in the 17thCentury”. How far do you agree with this statement? |
Knowledge Check on everything covered so far |
“The British Empire was built on the suffering of others”. How far do you agree with this statement? |
Trust Summative Assessment |
Were people living better lives in 1900 than they were in the 1500s? |
HOME LEARNING(To be made available via Century Tech; one per week.) |
Produce a learning poster/leaflet for a primary school pupil on the things England brought back following colonisation- they could also include anything brought back in the Crusades too |
Research into the Scottish and Welsh National Parties and their aims |
Diary entry of a child factory worker during the Industrial Revolution |
Research task where students have to list countries in the British Empire and what we got from them, e.g, tea, silk and spices from India |
Design a Suffragette/Chartist poster campaigning for the vote |
Research task on Birmingham’s involvement in the Industrial Revolution |
SEQUENCING (What must students already have been taught in order to begin to learn this topic? Identify opportunities to address knowledge gaps) |
Links to yr 7- the age of exploration under Elizabeth. The issues when two different cultures clash. Links to democracy and the power of government- how was the power of the king taken away all together- links back to Magna Carta and Peasants Revolt |
Importance of the monarchy. Links to early migration- this time looking at the Huguenots and coming to England to flee religious persecution in France. The shaping of Britain with the acts of Union. The growth of the power of parliament and the beginnings of political democracy- link back to ideas of democracy in yr 7. Issues between Protestants and Catholics looked at the end of yr 7 |
Looking at the idea of a golden age or age of empire but looking at it from the view of India to make it more relevant to our students. Power and how it was challenged- links back to previous units and how the people brought about a revolution in France to topple the monarchy- some links to the Peasants Revolt. |
Links to previous units on migration and religious/cultural differences. The shaping of Britain into a world superpower- links to today- Britain’s place in the world now- Brexit |
Previous links to ideas about democracy and people standing up to the ruling classes. Continued decline of the monarchy and power of parliament |
Links to previous units- how has the life of a British person improved- are people better off in the 19thCentury compared to Tudor times |
SCHEMAS (Where might students learn about elements of this topic in other subjects? Which subjects might this topic feed into beyond your own?) |
RE |
RE/ Aspire |
English |
Geography/ RE |
Aspire |
Geography and English- links with the books they read |
CAREERS LINKS(How might this benefit them in the future?) |
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Looking at modern Britain today and the term refugee which was first used when the Huguenots came to England. Devolution of Scotland- politics |
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Law/government- the ongoing consequences of the British Empire, e.g, the Commonwealth |
To be able to make a decision on how representative Britain was in the 19th Century- are we fully representative today? |
Having an overview on how the life of a British person has changed over 400 years |