The Thomas Mills High School & Sixth Form History curriculum aims to help pupils develop key historical knowledge, perspectives and skills which will give them a framework for future understanding and enthuse them to continue to explore the subject within and outside of school. To achieve this, the curriculum was created around the three key aspects of history knowledge below:
For further details about History at Key Stage 3 or 4, or to discuss your child’s progress, please contact the school office.
Knowledge:
In the opening weeks of Year 7, students are introduced to the discipline of history; what it is, why it matters, and the key concepts they will revisit throughout Key Stage 3. This foundation encourages students to think critically about the past and its relevance today.
Building on their prior learning about ancient civilisations, students then explore early migration to Britain, setting the stage for understanding the formation of medieval society. The remainder of the half term focuses on the Norman Conquest and its significance in shaping medieval Britain.
The second half of the term shifts focus to the idea of a globally connected medieval world. Students examine how different regions and cultures interacted through trade, religion, and cultural exchange—challenging traditional Eurocentric narratives of the medieval period.
Key areas of study include:
Skills:
Pupils develop awareness and use of substantive knowledge. Learning how to apply information to answer historical enquiry questions. Students are also introduced to the concept of disciplinary knowledge (how historians study the past), primarily through 2 depth studies on Islam before c1000 and the story of Saint Foy. Pupils also start to learn how to assess different interpretations.
Key history concepts terms and phenomena:
Useful Links
Norman Conquest — Why should I care about 1066? – BBC Bitesize
Norman Conquest – The Norman Conquest – Oak National Academy
Medieval Islamic civilisations — Medieval Islamic civilisations – KS3 History – BBC Bitesize
Medieval Islamic civilisations — 11th-century Islamic worlds – Oak National Academy
Medieval society, life and religion — Medieval society, life and religion – KS3 History – BBC Bitesize
The Crusades – The Crusades – KS3 History – BBC Bitesize
The Crusades – The Crusades – Oak National Academy
Thomas Becket — Who was Thomas Becket and why did he clash with the king?
King John and the Magna Carta — King John and the Magna Carta
Additional Resources
Books
The Silk Roads The Extraordinary History that created your World (Illustrated Edition) by Peter Frankopan
‘Measly Middle Ages, Horrible Histories’ by Terry Deary & Martin Brown
Horrible History: Top 50 Kings and Queens by Terry Deary
Listening
BBC Sounds – Homeschool History — Homeschool History – The Battle of Hastings – BBC Sounds
Assessments:
There are four core assessments this term. One is a baseline assessment done within lesson time to ascertain the level of understanding and knowledge of history pupils have when they join Thomas Mills High School & Sixth Form. The second is an essay task on the specific topic of the Norman Conquest, which gets pupils to demonstrate their knowledge of the topic and explore key historical concepts such as consequence and comparison, through a developed written response. It will be planned in a lesson, using sentence starters, key words and a model paragraph to help pupils complete the task at home for homework. The third assessment is the creation of a diagram which answers a question about what drove Baghdad’s thirst for knowledge, and is the culmination of a series of lessons studying Medieval Islam before C1000. The final assessment gets pupils to answer 4 questions based on two different interpretations on the reputation of King John, helping them develop an understanding of how historical interpretations are formed.
Autumn 1: Baseline Assessment – Knowledge and skills from Key Stage Two National Curriculum.
Autumn 1: Essay – ‘How disruptive were the Normans in England?’
Autumn 2: Diagram – ‘What drove Baghdad’s thirst for knowledge in the years 762-1000?’
Autumn 2: Interpretation analysis on does King John deserve his reputation as a ‘Bad King’?
Knowledge:
Learning this term is split between two units. The first half term is spent finishing unit 2 looking at ‘a connected medieval world’ with a focus on ‘Empires: expansion and collapse’, this will include the study of:
The second half term is spent looking at unit 3 – ‘Reform, Renaissance and Revolt 1485-1601’. This unit has a focus on the Tudor period in England but will link changes experienced to the wider world.
Skills:
Pupils continue to develop their skills in applying knowledge and understanding, disciplinary knowledge and interpretation analysis. They also start to develop skills in assessing primary sources – this also links to disciplinary knowledge in how historians approach primary sources.
Key history concepts terms and phenomena:
Useful Links
Pre-colonial Africa — Precolonial Africa – KS3 History – BBC Bitesize
Medieval society, life and religion — Medieval society, life and religion – KS3 History – BBC Bitesize
Black Death — Causes and effects of the Black Death
The Tudors – The Tudors – KS3 History – BBC Bitesize
English reformation – Henry VIII and the Reformation – Oak National Academy
Additional Resources
Books
Medieval Lives by Terry Jones
The Time Traveller’s Guide to Medieval England by Ian Mortimer
Medieval Africa for Kids) by Captivating History
Conqueror Series by Conn Iggulden
Horrible History: The Terrible Tudors by Terry Deary
Black Tudors: The Untold Story by Miranda Kaufmann
Watching
‘Elizabeth’, 1998 (Film)
‘Elizabeth: The Golden Age’, 2007 (Film)
Assessments:
There are three assessments this term.
In the first half term – the first assessment assesses what pupils have learnt on unit 2 – ‘A connected medieval world’. It will look at their comprehension of the substantive knowledge including their understanding of the broad features and developments of the period. It will also monitor their developing awareness of key history concepts and phenomena.
In the second half-term, pupils will complete an assessment on the dissolution of the monasteries. Pupils answer 4 questions based on two sources. This assessment gives pupils a chance to demonstrate their source analysis skills and how to form judgements based on specific sources of information. The final assessment of the half term – gives pupils a chance to revisit skills developed from the King John assessment (Autumn 2) and assess historical interpretations within an essay. It will be planned in a lesson, using sentence starters, key words and a model paragraph to help pupils complete the task at home.
Spring 1: Review of ‘A connected medieval world’ assessment.
Spring 2: Dissolution of the Monasteries assessment.
Spring 2: Essay – Does Mary deserve to be known as Bloody Mary?
Knowledge:
In the final term of Year 7 the pupils will learn about the Stuart era and the disruption experienced throughout it. They will then move onto a study of Framlingham Castle through time. This links to the Year 7 Castle Trip which runs in June. Pupils will link prior learning to the history of Framlingham and the castle, studying the impact national and local events and trends had upon it.
Pupils will finish Year 7 by studying the origins of the British Empire, the formation of the Atlantic slave trade and its abolition.
Skills:
Pupils get the opportunity to apply their knowledge of different historical time periods in assessing a local history site (Framlingham Castle). This allows them to review some previous learning and develop ‘recurring knowledge’. We also develop pupils’ historical research and presentation skills.
Key history concepts terms and phenomena:
Useful Links
The Stuart era — The English Civil Wars – KS3 History – BBC Bitesize
The British Empire — The British Empire – KS3 History – BBC Bitesize
The transatlantic slave trade — The transatlantic slave trade – KS3 History – BBC Bitesize
The transatlantic slave trade – Transatlantic Slavery – Oak National Academy
Additional Resources
Books
Horrible History: The Slimy Stuarts by Terry Deary
The Tudors and Stuarts, Usborne History of Britain by Fiona Patchett
Watching
Roots’ (TV mini series) 1977 or 2016
Assessments:
There is one each half term.
The first task is a newspaper article looking at the execution of Charles I. It focuses on looking at different perspectives at the time and reflecting this in the assessment.
The second is pupils creating a presentation on the impact of British rule on India. Pupils will research the topic in lessons, methods of presenting are explored and then pupils will create and deliver a presentation to the class. There is a degree of flexibility on how they will present – to allow for different needs of pupils.
Summer 1: Newspaper article – ‘Should Charles I be executed?’
Summer 2: Presentation – ‘How did British rule change India?’
Knowledge:
During the first few weeks of the autumn term, students revisit the transition from pre-20th century history, (studied in Year 7), to the developments of the 20th century. This leads into a depth study of the First World War, focusing on its key events and global significance. As part of this unit, students explore the local impact of the war by examining how a worldwide conflict affected a rural community like Framlingham.
In the second half of the term, students continue their in-depth study of the impact of the First World War. As the term progresses, they will begin Unit 3, which explores the struggle for the vote throughout the 19th and 20th centuries. This unit places particular emphasis on the Suffragette movement and its role in the campaign for women’s suffrage.
Skills:
At the start of Year 8, there is a strong emphasis on revisiting and reinforcing prior knowledge to help students make meaningful connections between pre-20th century history and developments in the 20th century. Students deepen their substantive knowledge through focused depth studies and apply this understanding to answer historical enquiry questions. They also continue to build their disciplinary knowledge by exploring how historians investigate the past. Building on their work from Year 7, students further develop their ability to form and analyse historical interpretations on key topics.
Key history concepts terms and phenomena:
Useful Links
Causes of WW1 – Causes of World War One – BBC Bitesize
Life at the front – What was life like on the front line in World War One? – BBC Bitesize
Role of Empire in WW1 – Why the British West Indies Regiment joined World War One – BBC Bitesize
End of WW1 — The Treaty of Versailles and the end of World War One – BBC Bitesize
The fight for female suffrage – The fight for female suffrage – BBC Bitesize
Additional Resources
Books
War Horse by Michael Morpurgo
Private Peaceful by Michael Morpurgo
Birdsong by Sebastian Faulks
Adventures in Time: The First World War by Dominic Sandbrook
Black Poppies by Stephen Bourne
Weird World of Wonders: World War 1 by Sir Tony Robinson
Listening
The Rest is History podcast – The road to the great war series of episodes.
Assessments:
There are four core assessments this term.
In the first few weeks of Year 8 pupils will complete a baseline assessment done within lesson time to ascertain the level of understanding and knowledge of pupils from year 7. The second assessment task will also be completed in the first half term and is a research task which gets pupils to investigate individuals from local war memorials. This is designed to get pupils to connect to their local history but also understand how historians find and use information.
After half term pupils will complete an assessment focused on the ‘Battle of the Somme’, where pupils will answer 4 questions based on two different interpretations of this event. The assessment will mirror assessments on interpretations completed in Year 7, such as the King Joh assessment, giving pupils familiarity with the assessment but also a chance to show developed skills. The final assessment of the term focuses on reviewing pupils progress in ‘the impact of WW1’ unit. It will look at their comprehension of the substantive knowledge including their understanding of the broad features and developments of the period. It will also monitor their developing awareness of key history concepts and phenomena.
Autumn 1: Year 7 Re-cap assessment – Knowledge and skills learnt in year 7.
Autumn 1: Historical research into individuals from local war memorials.
Autumn 2: Interpretation analysis on different views over the cause of the mass casualties at the Battle of the Somme’?
Autumn 2: Review of ‘Impact of WW1’ assessment.
Knowledge:
This term sees pupils finish studying ‘the fight for the vote’ unit of work. The rest of the term is spent exploring ‘WW2 and its impact on Britain’. This includes:
Skills:
Pupils focus this term is showing substantive knowledge and understanding of two depth studies. They also will continue to develop their source and interpretation skills.
Key history concepts terms and phenomena:
Useful Links
The fight for female suffrage – The fight for female suffrage – BBC Bitesize
Additional Resources
Books
The Secrets Act by Alison Weatherby
Please write soon by Michael Rosen
Everything World War Two by National Geographic
Listening
The Rest is History podcast – episodes:
Lee Miller: Exposing the Horrors of World War Two
The Rise of the Nazis 1940
Assessments:
There are three assessments this term.
In the first half term – the first assessment assesses pupils source analysis skills and use them to help form a supported judgement on what Emily Davison hoped to achieve at the Derby in 1913. The second assessment concludes the study of unit 3 ‘the fight for the vote’ with a focus on the Suffragettes and why did women gain the vote in 1918? It will look at their substantive knowledge but also their understanding of relevant concepts and phenomena.
In the second half-term, pupils will complete an assessment on whether the Dunkirk evacuations were a triumph or a disaster, using their source and interpretations analysis skills.
Spring 1: Source Analysis – What did Emily Davison hope to achieve at the Derby in 1913?
Spring 1: Why did women gain the vote in 1918? (end of unit assessment).
Spring 2: How far do the sources and interpretations suggest Dunkirk was a triumph?
Knowledge:
In the final term of Year 8, students will explore the global impact of the Second World War, with a particular focus on the Holocaust. This unit will help students understand the scale and consequences of Nazi persecution and genocide, as well as its lasting legacy. Following this, students will begin a study of the American Civil Rights Movement, examining key events, figures, and the broader struggle for racial equality in the 20th century. To conclude the year, students will investigate the end of the British Empire. This unit will explore the process of decolonisation and the diverse experiences of countries in their fight for independence.
Skills:
Pupils get the opportunity to deepen their ‘substantive and ‘recurring’ knowledge of the wider world. By drawing links and making comparisons with content studied in Year 7, they are able to revisit and build upon prior learning. This allows them to review some previous learning and develop ‘recurring knowledge’. Pupils also have the chance to develop their historical research and presentation skills.
Key history concepts terms and phenomena:
Useful Links
WW2 and the Holocaust — World War Two and the Holocaust – BBC Bitesize
Civil Rights movement in America – The civil rights movement in America – BBC Bitesize
The end of the British Empire — The end of Empire – KS3 History – BBC Bitesize
Additional Resources
Books
The Book Thief by Markus Zusak
The Diary of a Young Girl (Anne Frank’s Diary) by Anne Frank
Everything World War Two by National Geographic
The Lions of Little Rock by Kristin Levine
Empire by Jeremy Paxman
Assessments:
There is one assessment each half term.
The first task reviews pupils’ understanding on the impact of WW2 both on Britain and the wider world. It looks at pupils understanding of specific events (substantive knowledge) but also wider trends and concepts (recurring knowledge).
The second gives pupils a chance to end the year by researching the impact of de-colonisation, including consideration for diverse perspectives and interpretations, and then presenting their findings. Pupils will research the topic in lessons; methods of presenting are explored and then pupils will create and deliver a presentation to the class. There is a degree of flexibility on how they will present – to allow for different needs of pupils.
Summer 1: Impact of WW2 (end of unit assessment)
Summer 2: Presentation – ‘How did British rule change India?’
The Thomas Mills High School & Sixth Form History curriculum aims to help pupils develop key historical knowledge, perspectives and skills which will give them a framework for future understanding and enthuse them to continue to explore the subject within and outside of school. At GCSE level pupils study the OCR – History B (Schools History Project) J411course. The course has 5 units which we study over the course of 3 years at KS4 and has 3 exams at the end of year 11. The GCSE has a thematic study (the People’s Health, c.1250 to present), a British depth study (The Elizabethans, 1580–1603), the study of a site in its historical context (Framlingham Castle, a period study (The Making of America, 1789–1900) and a world depth study (Living under Nazi Rule, 1933–1945).
There are times throughout the course where we go into more depth on a topic or explore related examples because we feel it gives pupils a broader and richer understanding of History. This benefits them in both achieving their GCSE but also their all-round appreciation of History.
Unit 1 –Medieval Britain c.1250–c.1500
Unit 2 – Early Modern Britain c.1500–c.1750
Unit 3 – Industrial Britain, c.1750–c.1900
Knowledge:
We begin Key Stage 4 with the thematic study ‘People’s Health’. This term, pupils will examine public health across three distinct historical periods, focusing on the actions of authorities, living conditions, and the impact of epidemics. Alongside this, students will explore the development of surgery over time – an engaging extension topic that, while not part of the GCSE specification, enriches their broader understanding of medical history.
Skills:
This term, the primary focus is on deepening pupils’ substantive knowledge of ‘people’s health over time’ and developing their ability to apply this understanding effectively. Students will also enhance their skills in explaining and analysing historical information through key concepts, enabling them to draw well-supported inferences and make reasoned judgements. Additionally, we will revisit elements of disciplinary knowledge introduced in Year 7, particularly the challenges historians face when studying events from the medieval and early modern periods.
Useful Links
BBC Bitesize – People’s Health – The people’s health, c.1250 to the present day – GCSE History – BBC Bitesize
Additional Resources
Textbook
OCR GCSE History SHP: The People’s Health c.1250 to present by Jamie Byrom & Michael Riley
Books
The Time Traveller’s Guide to Medieval England by Ian Mortimer
Murderous Contagion: A Human History of Disease by Mary Dobson
Assessments:
Pupils will regularly answer exam style questions. There are three main types of question in the People’s Health topic: 9-mark questions, 10-mark questions and 18-mark questions. For each type of question, pupils will receive guidance on how to answer them and example paragraphs. Below are examples of the questions most likely to be chosen:
Assessed Task 1: Write a clear and organised summary of people’s living conditions in the later Middle Ages. Support your summary with detailed examples. [9 marks]
Assessed Task 2: Why did people’s attempts to stop the spread of plague have limited impact? Support your answers with examples. [10 marks]
Assessed Task 3: How far do you agree that government responses to plague were more effective in the period 1500-1750 than 1250-1500? [18 marks]
Assessed Task 4: How far do you agree that living conditions in towns during the Early Modern period (1500-1750) were no better than during the Middle Ages? Give reasons for your answer. [18]
Assessed Task 5: Why were the authorities slow in reforming public health in Industrial Britain? Explain your answer. [10 marks]
Unit 4 – Britain since c. 1900
Unit 1 – Bigod ownership
Knowledge:
In this first half-term pupils finish studying ‘people’s health’ topic.
In the second half of the term, pupils begin their next topic: ‘History Around Us’, which focuses on the study of a local historical site. We have chosen Framlingham Castle due to its close proximity to the school and the pupils’ existing familiarity with it. This term, our investigation centres on the castle during the period of Bigod ownership, exploring its role in the medieval era as a defensive stronghold.
Skills:
Throughout the term, pupils continue to build their substantive knowledge across both topics. In the ‘History Around Us’ unit, there is a strong emphasis on revisiting and applying recurring knowledge. Pupils also develop their disciplinary understanding by exploring how historians use physical sites (such as Framlingham Castle) to generate historical questions and form evidence-based judgements.
Useful Links
BBC Bitesize – People’s Health – The people’s health, c.1250 to the present day – GCSE History – BBC Bitesize
English Heritage – Framlingham Castle – History of Framlingham Castle | English Heritage
Additional Resources
Textbook
OCR GCSE History SHP: The People’s Health c.1250 to present by Jamie Byrom & Michael Riley
Books
The Time Traveller’s Guide to Restoration Britain by Ian Mortimer
Assessments:
In addition to answering an exam-style question on the final unit of the ‘People’s Health’ topic, pupils will sit a full end-of-topic exam paper to assess their overall understanding. While there are no formal assessments during the study of the ‘History Around Us’ topic this term, regular homework tasks will continue to be set to reinforce learning and support skill development.
Assessed Task 1: The creation of the NHS was the most significant improvement in public health in the twentieth century.’ How far do you agree? Give reasons for your answer. [18 marks]
Assessed Task 2: End of topic exam – People’s Health c.1250 to present exam paper. [40 marks total]
Unit 2 – Howard ownership / Early Modern
Unit 3 – Hitcham and Poorhouse / Early Modern
Unit 1 – Daily Lives
Knowledge:
In the final term of Year 9, pupils will complete their study of the ‘History Around Us’ topic. This term focuses on Framlingham Castle during two later phases of its history: first, under the ownership of the Howard family, when it was transformed into a grand residence; and second, during its use as a Poorhouse. These contrasting uses of the site help pupils understand how historical buildings can evolve over time and reflect broader social changes.
In the final half-term, pupils will begin the third topic of the GCSE course: ‘The Elizabethans’. The initial focus will be on ‘daily lives’, where pupils explore the differences between social classes during the Elizabethan era and examine the growing issue of poverty.
Skills:
Pupils continue to strengthen their ability to apply knowledge, with a particular emphasis on disciplinary understanding in the ‘History Around Us’ topic. They explore how historians use physical evidence to construct historical enquiries and interpretations. As they begin the ‘Elizabethans’ topic, pupils are introduced to interpretation analysis, further developing their disciplinary knowledge by examining how and why historians form different perspectives on the past.
Useful Links
English Heritage – Framlingham Castle – History of Framlingham Castle | English Heritage
BBC Bitesize – Elizabethans – The Elizabethan era, 1558-1603 – The Elizabethans overview – OCR B – GCSE History Revision – OCR B – BBC Bitesize
Additional Resources
Textbook
OCR GCSE History SHP: The Elizabethans, 1580-1603 by Michael Riley
Books
The Time Traveller’s Guide to Elizabethan England by Ian Mortimer
A Traveller in Time by Alison Uttley
Cue for Treason by Geoffrey Trease
Assessments:
Pupils will be introduced to how to approach 20-mark questions in the ‘History Around Us’ topic. One of these questions will be set as a homework task, and pupils will also complete an end-of-topic assessment to consolidate their learning.
In the second half of the term, pupils will begin answering exam-style questions from the ‘Elizabethans’ topic. This term, the focus will be on developing their skills in tackling interpretation questions, specifically 3-mark and 5-mark responses. Below are examples of the types of questions pupils are likely to encounter.
Assessed Task 1: Choose one period in your site’s history. How far do the physical remains at your site reveal the attitudes and values of people at that time? (20 marks)
Assessed Task 2: End of topic exam – History Around Us exam paper. [40 marks total]
Assessed Task 3: Wealth of the gentry source questions [3 and 5 marks]
Assessed Task 4: Vagrancy in Elizabethan England source questions [3 and 5 marks]
Unit 2 – Elizabeth and Government
Unit 3 – Catholics and the nature and extent of their threat
Unit 4 – Popular culture (Merry England?)
Knowledge:
At the start of this academic year, pupils continue their investigation into the topic of ‘The Elizabethans’. This term, they will study three key units that explore life during the later years of Elizabeth I’s reign. The focus will be on the various threats faced by the Queen and the culture of the time—ranging from internal political tensions within the government to external pressures from Catholics and Puritans.
Skills:
Pupils continue to develop their ability to apply knowledge critically when answering questions. As an interpretation-focused topic, this unit also strengthens their skills in source analysis. Pupils learn to apply contextual knowledge to better understand historical interpretations and to evaluate how provenance influences the content and reliability of sources.
Useful Links
BBC Bitesize – Elizabethans – The Elizabethan era, 1558-1603 – The Elizabethans overview – OCR B – GCSE History Revision – OCR B – BBC Bitesize
GCSE History podcasts – Elizabeth I – BBC Bitesize
Additional Resources
Textbook
OCR GCSE History SHP: The Elizabethans, 1580-1603 by Michael Riley
Books
The Time Traveller’s Guide to Elizabethan England by Ian Mortimer
A Traveller in Time by Alison Uttley
Cue for Treason by Geoffrey Trease
Assessments:
Pupils will regularly practise answering exam-style questions throughout the term. In the Elizabethans topic, there are four key types of questions:
For each question type, pupils will receive clear guidance on how to structure their responses, along with model paragraphs to support their understanding. Below are examples of the types of questions pupils are most likely to encounter.
Assessed Task 1: Interpretations B and C both focus on the power of Elizabeth I. How far do they differ and what might explain any differences? [12 marks]
Assessed Task 2: Mary Queen of Scots source questions [8 marks]
Assessed Task 3: In his 2012 book The Watchers, the historian Stephen Alford argued that ‘Elizabeth and her government over-reacted to the supposed “Catholic threat”.’ How far do you agree with this view? [20 marks]
Assessed Task 4: Witchcraft source question [12 marks]
Assessed Task 5: According to the book Travel: London, Elizabethan theatres ‘had the support of everyone from the Queen to the peasants.’ How far do you agree with this view of people’s attitudes towards theatres between 1580 and 1603? [20 marks]
Unit 5 – The wider world
Unit 1 – America’s expansion 1789–1838
Knowledge:
This term, pupils will complete their study of the ‘Elizabethans’ by examining the motivations, achievements, and impact of Elizabethan explorers. They will then begin their fourth topic, ‘The Making of America’, which explores how and why American territory expanded. The unit investigates the complex relationships between this expansion and the experiences of Indigenous Americans, African Americans, and white Americans.
Skills:
With the conclusion of the ‘Elizabethans’ topic, pupils will temporarily step away from interpretation analysis. The focus will now shift back to the acquisition, processing, and application of substantive knowledge as they begin their new unit, ‘The Making of America’.
Useful Links
BBC Bitesize – Elizabethans – The Elizabethan era, 1558-1603 – The Elizabethans overview – OCR B – GCSE History Revision – OCR B – BBC Bitesize
GCSE History podcasts — Elizabeth I – BBC Bitesize
Timelines Tv Video clips – American West – SEVEN JOURNEYS IN THE AMERICAN WEST – YouTube
Additional Resources
Textbook
OCR GCSE History SHP: The People’s Health c.1250 to present by Jamie Byrom & Michael Riley
OCR GCSE History SHP: The Making of America 1789-1900 by Alex Ford
Books
The Pioneers by David McCullough
Assessments:
Throughout the term, pupils will regularly practise answering exam-style questions for both topics being studied. There will also be an end of topic exam on the ‘Elizabethans’ topic.
Assessed Task 1: Francis Drake source questions. [8 marks]
Assessed Task 2: Interpretations B and C both focus on England’s attempt to establish a colony on Roanoke Island in 1585. How far do thy differ and what might explain any differences? [12 marks]
Assessed Task 3: End of topic exam – Elizabethans, 1580-1603 exam paper [40 marks total]
Assessed Task 4: Write a clear and organized summary of how the US forced the Indian removal from the East between 1830 and 1838. [9 marks]
In addition to this ongoing practice, they will sit a Year 10 internal preparatory exam. This will be a 1 hour and 45-minute paper, divided into two sections:
Year 10 Internal Preparatory exam: ‘Elizabethans’ and ‘Making of America’ topics. [80 marks]
Unit 2 – The West 1839–1860
Unit 3 – Civil War and Reconstruction 1861-1877
Unit 4 – Settlement and conflict on the Plains 1861–1877
Knowledge:
In the final term of Year 10, pupils will focus exclusively on the study of ‘The Making of America’. They will begin by exploring the experiences of various groups who moved west, examining the challenges they faced and the strategies they used to overcome them. Next, pupils will study the impact of the Civil War and Reconstruction on Black Americans. Finally, they will investigate how the settlement of the Great Plains led to growing conflict with Native American communities.
Skills:
The focus in this final term is on the acquisition, processing, and application of substantive knowledge as pupils continue their study of ‘The Making of America’. In addition to building their understanding of key events and developments, pupils will begin to draw comparisons between the different groups studied, analysing how their lives and experiences changed across different time periods.
Useful Links
Timelines Tv Video clips – Making of America – SEVEN JOURNEYS IN THE AMERICAN WEST – YouTube
Additional Resources
Textbook
OCR GCSE History SHP: The Making of America 1789-1900 by Alex Ford
Books
Empire of the Summer Moon by S.C. Gwynne
Walk on Earth a Stranger by Rae Carson
Assessments:
Throughout the term, pupils will regularly practise answering exam-style questions. The three main types of question have the same structure as the questions from the ‘People’s Health’ topic studied in Year 9. These consist of: 9-mark questions, 10-mark questions and 18-mark questions. Below are examples of the questions most likely to be chosen:
Assessed Task 1: What were the difficulties faced by early migrants on their journeys to Oregon and California in the 1840s and 1850s? Support your answer with examples. [10 marks]
Assessed Task 2: How far do you agree that the lives of African Americans changed little during the Civil War 1861-1865? Give reasons for your answer. [18 marks]
Assessed Task 3: “The period of Reconstruction from 1863 to 1877 was a time of progress for former slaves in America’s southern states”. How far do you agree with this statement? Give reasons for your answer. [18 marks]
Assessed Task 4: Why did the building of the railroads have such a big impact on the Plains? Explain your answer with examples. [10 marks]
Unit 5 – American cultures 1877–1900
Unit 1 – Democracy to Dictatorship
Unit 2 – Control and Opposition, 1933–1939
Unit 3 – Changing Lives, 1933–1939
Knowledge:
In Year 11, pupils have three history lessons per week, consisting of one double period and one single period. During the single lesson, pupils will complete their study of ‘The Making of America’ and then recap the entire topic to consolidate their understanding. Following this, they will revisit the ‘People’s Health’ topic from Year 9 as part of their revision programme.
In the double period, pupils will begin their final topic: ‘Living Under Nazi Rule’. This unit helps pupils understand the impact of the Nazi dictatorship on everyday life, both within Germany and across occupied Europe. It explores the complex interplay of political, economic, social, racial, and cultural forces that shaped these societies under Nazi control.
Skills:
Pupils continue to acquire new knowledge and apply it to historical enquiry questions. The ‘Living Under Nazi Rule’ course places a strong emphasis on source analysis. Pupils will learn to critically evaluate primary sources by considering their content, origin, purpose, and reliability. They will also assess how these sources reflect the lived experiences of people under Nazi rule and how propaganda was used to shape public opinion. In addition, this topic challenges pupils to engage with the moral and ethical dimensions of history, particularly in relation to persecution, resistance, and the choices individuals and groups made under dictatorship.
Useful Links
BBC Bitesize – Living Under Nazi Rule – Hitler’s rise into power, 1929-1934 – OCR B – BBC Bitesize
BBC Bitesize – Living Under Nazi Rule – The Police State – Life in Nazi Germany, 1933-1939 – OCR B – BBC Bitesize
GCSE History podcasts – Germany in the 20th century – BBC Bitesize
Additional Resources
Textbooks
OCR GCSE History SHP: The Making of America 1789-1900 by Alex Ford
OCR GCSE History SHP: Living under Nazi Rule 1933-1945 by Richard Kennett
Revision Guide
Thomas Mills High School & Sixth Form History Department Revision Guide – All pupils have a hardcopy and access to an electronic copy.
Assessments:
As part of their Year 11 November assessments in History, students will sit an exam on the topic ‘The Making of America’:
Year 11 November Assessment: ‘Making of America’ end of topic exam. [40 marks]
Throughout the term, students will regularly practise answering exam-style questions related to the ‘Living Under Nazi Rule’ topic during their double lessons. These questions will often be set as homework to reinforce learning and develop exam skills. Below are examples of the types of questions they are most likely to encounter:
Assessed Task 1: What can Source A tell us about Gleichschaltung? Use the source and your own knowledge to support your answer. [7 marks]
Assessed Task 2: Hitler’s transformation from Chancellor to Dictator was smooth and without incident. How far do you agree with this view? [18 marks]
Assessed Task 3: What can source A tell us about opposition to the Nazis within Germany? [7 marks]
Assessed Task 4: How useful are Interpretation B and sources C and D for a historian studying the persecution of Jews between 1933-1939? In your answer, refer to the Interpretation and the two sources as well as your own knowledge. [15 marks]
Unit 4 – Germany in War
Unit 5 – Occupation
Knowledge:
This term, pupils will complete their study of ‘Living Under Nazi Rule’ during their double lessons. The final two units focus on the impact of the Second World War on life in Nazi Germany and across occupied Europe, examining how the war intensified the effects of Nazi policies and shaped the experiences of different groups. In their single lessons, pupils will continue their revision programme. They will complete their review of the ‘People’s Health’ topic and begin revising ‘The Elizabethans’, reinforcing their understanding in preparation for final assessments.
Skills:
There is a continued emphasis on source analysis skills as pupils complete the ‘Living Under Nazi Rule’ topic. They further develop their ability to evaluate sources critically, considering content, origin, purpose, and reliability. Alongside this, pupils receive targeted guidance on effective revision strategies, particularly tailored to the demands of studying History, helping them prepare confidently for their final assessments.
Useful Links
BBC Bitesize – Living Under Nazi Rule – The outbreak of WW2 and its impact – OCR B – BBC Bitesize
GCSE History podcasts — Germany in the 20th century – BBC Bitesize
Additional Resources
Textbooks
OCR GCSE History SHP: Living under Nazi Rule 1933-1945 by Richard Kennett
Revision Guide
Thomas Mills High School & Sixth Form History Department Revision Guide – All pupils have a hardcopy and access to an electronic copy.
Assessments:
At the beginning of this term, students will take mock examinations in all subjects. For History, they will sit two exam papers, each lasting 1 hour and 45 minutes, covering two of the five topics studied:
Mock Exam: 2 papers – British paper including People’s Health and Elizabethans and World History paper including Making of America and Living Under Nazi Rule. [160 marks in total]
Following the completion of the mock examinations, students will continue to develop their exam skills throughout the remainder of the term. During their double History lessons, they will regularly practise answering exam-style questions for the ‘Living Under Nazi Rule’ topic, with many tasks set as homework. Below are examples of the types of questions they are likely to encounter:
Assessed Task 1: ‘The German people supported the war between 1939 and 1945.’ How far do you agree with this view? [18 marks]
Assessed Task 2: “The most common response to Nazi occupation was collaboration.” How far do you agree with this view of Nazi rule in Europe between 1939 and 1945? [18 marks]
Knowledge:
In the lead-up to the final exams, pupils will focus on revising all topics, working through example answers and past papers to build confidence in tackling exam questions and applying their knowledge effectively. Particular emphasis will be placed on the ‘History Around Us’ topic, ensuring pupils are well-prepared for this unique component of the course.
Pupils will be guided in using a variety of revision materials, including revision guides, online platforms such as Quizlet, and tailored information sheets, helping them to revise independently and strategically.
Skills:
Exam technique will be a key focus in the final stages of preparation, with particular attention given to timing, structure, and clarity of responses. Pupils will work on justifying and supporting their arguments effectively, as well as refining their skills in analysing sources and interpretations. These strategies will help ensure they approach each question with confidence and precision.
Useful Links
GCSE History podcasts – Exam Skills – BBC Bitesize
Additional Resources
Revision Guide
Thomas Mills High School & Sixth Form History Department Revision Guide – All pupils have a hardcopy and access to an electronic copy.
Quizlet
Pupils have access to resources on ‘Quizlet’ to use within their revision.
Assessments:
There are at least 2 assessment tasks, but these are selected based on the pupil’s prior attainment, mastery of topic knowledge and skills.
Analysing information, discussion and debate, independent reading, evaluating evidence or forming written arguments?
Law, management consultancy, business, government, media, public sector.
Mr A Pope
