| Term 1 | What was the significance of the Reformation? Part 1: The Tudors | |
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| This units bridges the late medieval to early modern period under the broader theme of the Reformation. Students use historical sources to examine the reasons behind Henry VIII’s reforms and how religious change impacted upon the reign of multiple Tudor monarchs and those living under them. Detailed focus is given to the challenges facing Elizabeth I. Students also explore the diversity of the Tudor period through the story of John Blanke. |
| Assessment: Was Henry VIII a man or a monster?
Explain how successfully Elizabeth dealt with the problems she faced during her reign
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| Term 2 | What was the significance of the Reformation? Part 2: The Stuarts and the Civil War | |
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| This unit continues to explore the political changes in the 17th century and how this links to religious changes at the time. Events such as the Gunpower Plot and English Civil War are explored with a focus on concepts such as a cause / consequence and interpretations. The unit ends with reflections on the significance of the Reformation and its resonance through time. |
| Assessment: Term 2 assessment on prior content
How should we remember Oliver Cromwell?
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| Term 3 | What was the significance of the French Revolution? | |
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| This unit examines the causes, events and outcomes of the French Revolution and its significance both in France and beyond. The unit offers an important context for later units which consider the influence of the French Revolution on Britain and its part in the story of fighting for political change. |
| Assessment: What were the causes of the French Revolution? | Key Words and Terms |
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| Term 4 | How did Britain change during the Industrial Revolution? | |
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| Students examine a wider range of social, economic and political changes resulting from industrialisation. Students begin by exploring the origins of the Industrial Revolution before drilling down into specific areas of change such as public health, crime, working conditions and the campaign for universal suffrage. Finally, students reflect on the significance of the Industrial Revolution evaluating the extent and depth of change. |
| Assessment: Term 4 assessment based on prior learning
To what extent did the Industrial Revolution change Britain? | Key Words and Terms |
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| Term 5 | What role did Bristol play in the Transatlantic slave trade? | |
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| Students will learn about the mechanisms of the transatlantic slave trade from capture, through the middle passage to auction and life on a plantation. Students begin by exploring some of the great African civilisation that existed prior to the slave trade and challenging historical stereotypes. Specific focus will be given to Bristol's links to the slave trade and how it has shaped the city past and present. |
| Assessment: How useful is the source to a historian studying life on a slave plantation?
Why was slavery abolished in Britain in 1833? | Key Words and Terms |
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| Term 6 | Empire and Migration: What was it like to live under the British Empire? | |
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| The final unit is a study of the British Empire. Students look at the origins of the British Empire and study a range of source / interpretations. Students draw local connections to Bristol, particularly around migration and the issues of civil rights such as the Bristol Bus Boycott. There is also a focus on the campaign for Indian independence and the significance of Mohandas Gandhi |
| Assessment: Term 6 assessment based on learning across Year 8
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