| Unit | Content |
|---|---|
| Unit 1 | This unit is students' introduction to the discipline of history at Icknield. Students explore what is involved in the academic study of history and encounter core ideas such as chronology and causation through the lens of medieval Mali and Mansa Musa, the richest man who has ever lived. The unit presents medieval Africa as a place of wealthy societies, large empires, and complex social structures. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively through the use of student booklets, and summatively in an assessment at the beginning of Term 2, which is completed independently in exam-style conditions. |
| Unit 2 | The unit introduces key features of medieval England, such as monarchical rule and the importance of religion. Students investigate what life was like in Anglo-Saxon times, and consider why there was a succession crisis in 1066. Students analyse the strength of different claims to the throne, and evaluate why William of Normandy won the Battle of Hastings. This unit helps prepare students for later units in Year 7, for instance on medieval England. It also supports the GCSE topic on Anglo-Saxon and Norman England. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively through the use of student booklets, and summatively in an assessment at the beginning of Term 2, which is completed independently in exam-style conditions. |
| Unit 3 | The unit builds on the students' previous study of the Norman conquest. Students learn about key features of medieval England, such as the feudal system. Moreover, they evaluate the significance of a range of events, including the Black Death and Magna Carta, for instance in terms of how many people were affected by the event, and how far-reaching were the consequences of the event. Students also enjoy making guides to the Black Death and a decision-making activity based on life during the Peasants Revolt. This unit additionally supports the GCSE topic on Anglo-Saxon and Norman England. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively through the use of student booklets and creative pieces, and summatively in an assessment at the beginning of Term 5, which is completed independently in exam-style conditions. |
| Unit 4 | The unit focuses on the religious turbulence of the Tudor era. Students learn about the personalities of the Tudor monarchs, and the challenges that they faced. Students develop an understanding of the differences between the Catholic and Protestant churches, and reflect on the nature of religious change in England during this era. Students also enjoy creating portraits of Elizabeth. This unit underpins the later Year 7 unit on the religious struggles of the English Civil War. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively through the use of student booklets and creative pieces, and summatively in an assessment at the beginning of Term 5, which is completed independently in exam-style conditions. |
| Unit 5 | The unit focuses on the violence and upheaval of the English Civil War. Students investigate the roles played by different causes in the outbreak of the Civil War. They learn about the events of Civil War battles, including the local Battle of Chalgrove Field. Students assess the nature of the changes that Cromwell brought to England and evaluate how Cromwell has since been interpreted, for instance by The Pogues. Students also enjoy a decision-making activity based on life during the Civil War in Deerhurst. This unit builds on their previous work on religion in Tudor England, and supports their later investigation into the witch craze. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively through the use of student booklets and creative pieces, and summatively in an assessment at the beginning of Term 5, which is completed independently in exam-style conditions. |
| Unit 6 | The unit explores society and beliefs in 17th century England. Students investigate beliefs about witches and analyse the causes of the witch craze, as well as the reasons that it eventually came to an end. Students examine case studies, including Pendle in England and Salem in America. Students also enjoy making a book about the witch craze. This unit builds on the previous units on Tudor England and the English Civil War to further develop students' knowledge of early modern society, religion and conflict. It introduces students to the early English settlement of America, which will be returned to in the Year 8 unit on the discovery of the New World. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively through the use of student booklets, creative pieces and independent writing, and summatively in an assessment in Year 8, which is completed independently in exam-style conditions. |
| Unit 7 How Roman was Roman Britain? | The unit examines the similarities and differences between life in Rome and Britain during the Roman empire. Students investigate everyday life in Rome, Pompeii, Bath (Aquae Sulis) and on Hadrian's Wall. They explore, for instance, religious beliefs, entertainment and houses in these different centres, and evaluate how Roman was Roman Britain. Students also enjoy making curse tablets. This unit introduces students to the concept of empire, which is then developed in Year 8 with their work on the discovery of the New World and life in the British empire. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed formatively through the use of student booklets, creative pieces and independent writing, and summatively in an assessment in Year 8, which is completed independently in exam-style conditions. |
