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QEGS History Curriculum Maps




In History we QUESTION the causes, consequences and significance of events throughout history. We EXPLORE contemporary sources and historians interpretations to develop our understanding of event. We GIVE our opinions, judgments and conclusions on the impacts of events in history, we SUCCEED in becoming learners who can consider a balanced argument based on evidence.

QEGS Year 7 History Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Battle of Hastings and William’s control of England from 1066. Life in the Middle Ages and the importance of the Medieval Church The impact of the Black Death, comparing it with the 1665 Great Plague. The causes and events of the Peasant’s revolt. The English Reformation in the 16th Century Life in Elizabethan England, including society and the Spanish Armada. The British Empire: The positives and negatives of our colonial past.
Key concepts/ideas Power   Conflict   Local history   Ordinary lives   Religion   Local history   Ordinary lives and power   Local history   Religion  Ordinary lives   Conflict   Local history  Ordinary lives   Power   World history
Key skills Cause: What made an event happen, looking at the different factors such as individuals, war, technological advancements. Change: Following an event, judging what changes occurred and the impact that they have on History. Students to judge whether the changes are positive and/or negative. Consequence: The result of a key event in History. Positive and negatives consequences from different perspectives. Significance: Judging how important an event or person is by giving reasons to support your choice. Source Analysis: Studying a range of historical sources including written, pictures and physical objects. Using these to build up an understanding of the past. Change and Continuity: Developing the skill of seeing what things change in History after a key event and what things stay the same and the impact that this has. Significance: Judging how important an event or person is by giving reasons to support your choice. Source Analysis: Studying a range of historical sources including written, pictures and physical objects. Using these to build up an understanding of the past. Change and Continuity: Developing the skill of seeing what things change in History after a key event and what things stay the same and the impact that this has. Similarity and difference: Being able to identify similarities and differences, in this topic with the Catholic and Protestant Churches. Consequence: The result of a key event in History. Positive and negatives consequences from different perspectives. Power: Looking at different skills that a monarch or leader has in gaining and keeping power over a country. These examples will include political, financial, and military strategies. Change: Following an event, judging what changes occurred and the impact that they have on History. Students to judge whether the changes are positive and/or negative. Significance: Judging how important an event or person is by giving reasons to support your choice. Change: Following an event, judging what changes occurred and the impact that they have on History. Students to judge whether the changes are positive and/or negative. Consequence: The result of a key event in History. Positive and negatives consequences from different perspectives.
Key terms/vocab The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic.
Independent learning/wider reading The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year.
Assessment Assessment covering key learning from this topic  Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning  
Careers links/Future Learning Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence.

QEGS Year 8 History Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Industrial Revolution Slavery  Crime through time First World War The Inter-war years 1919-39 Second World War
Key concepts/ideas Ordinary lives   Local history  Ordinary lives   World history   Ordinary lives and power Local History Conflict   Ordinary lives   Local/European history   Ordinary lives   Power   European and American History   Ordinary lives   Conflict   European/world history  
Key skills Cause: What made an event happen, looking at the different factors such as individuals, war, technological advancements. Change: Following an event, judging what changes occurred and the impact that they have on History. Students to judge whether the changes are positive and/or negative. Consequence: The result of a key event in History. Positive and negatives consequences from different perspectives. Source Analysis: Studying a range of historical sources including written, pictures and physical objects. Using these to build up an understanding of the past. Change and Continuity: Developing the skill of seeing what things change in History after a key event and what things stay the same and the impact that this has. Significance: Judging how important an event or person is by giving reasons to support your choice. Cause: What made an event happen, looking at the different factors such as individuals, war, technological advancements. Change and Continuity: Developing the skill of seeing what things change in History after a key event and what things stay the same and the impact that this has. Source Analysis: Studying a range of historical sources including written, pictures and physical objects. Using these to build up an understanding of the past. Cause: What made an event happen, looking at the different factors such as individuals, war, technological advancements. Consequence: The result of a key event in History. Positive and negatives consequences from different perspectives. Significance: Judging how important an event or person is by giving reasons to support your choice. Power: Looking at different skills that a monarch or leader has in gaining and keeping power over a country. These examples will include political, financial, and military strategies. Change: Following an event, judging what changes occurred and the impact that they have on History. Students to judge whether the changes are positive and/or negative. Significance: Judging how important an event or person is by giving reasons to support your choice. Change: Following an event, judging what changes occurred and the impact that they have on History. Students to judge whether the changes are positive and/or negative. Consequence: The result of a key event in History. Positive and negatives consequences from different perspectives. Significance: Judging how important an event or person is by giving reasons to support your choice.
Key terms/vocab The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic.
Independent learning/wider reading The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year.
Assessment Assessment covering key learning from this topic   Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning  
Careers links/Future Learning Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence.

QEGS Year 9 History Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic America – defenders of Democracy? Civil rights and Cold war.   The Holocaust The Holocaust Renaissance medicine c.1500-1700  Medicine in 18th and 19th Centuries   Change and continuity   Medicine in 20th century to present day.    Change and continuity  
Key concepts/ideas Conflict Ordinary lives Ordinary lives   European history   Thematic study over time. Following the development of how medicine developed through History. Thematic study over time. Following the development of how medicine developed through History. Thematic study over time. Following the development of how medicine developed through History. Thematic study over time. Following the development of how medicine developed through History.
Key skills Significance: Judging how important an event or person is by giving reasons to support your choice. Cause: What made an event happen, looking at the different factors such as individuals, war, technological advancements. Consequence: The result of a key event in History. Positive and negatives consequences from different perspectives. Significance: Judging how important an event or person is by giving reasons to support your choice. Change and Continuity: Developing the skill of seeing what things change in History after a key event and what things stay the same and the impact that this has. Significance: Judging how important an event or person is by giving reasons to support your choice. Source Analysis: Studying a range of historical sources including written, pictures and physical objects. Using these to build up an understanding of the past. Change and Continuity: Developing the skill of seeing what things change in History after a key event and what things stay the same and the impact that this has. Significance: Judging how important an event or person is by giving reasons to support your choice. Source Analysis: Studying a range of historical sources including written, pictures and physical objects. Using these to build up an understanding of the past. Change and Continuity: Developing the skill of seeing what things change in History after a key event and what things stay the same and the impact that this has. Significance: Judging how important an event or person is by giving reasons to support your choice. Source Analysis: Studying a range of historical sources including written, pictures and physical objects. Using these to build up an understanding of the past. Change and Continuity: Developing the skill of seeing what things change in History after a key event and what things stay the same and the impact that this has. Significance: Judging how important an event or person is by giving reasons to support your choice. Source Analysis: Studying a range of historical sources including written, pictures and physical objects. Using these to build up an understanding of the past.
Key terms/vocab The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic.
Independent learning/wider reading The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year. The students will be given a reading list on their first lesson to stick into their books. This reading list links with the topics that they are studying this year.
Assessment Assessment covering key learning from this topic   Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning   Assessment covering key learning from this topic and prior learning  
Careers links/Future Learning Careers links/Future Learning e.g., job roles, industries, KS4 and 5 courses, careers skills Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Careers links/Future Learning e.g., job roles, industries, KS4 and 5 courses, careers skills Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Careers links/Future Learning e.g., job roles, industries, KS4 and 5 courses, careers skills Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Careers links/Future Learning e.g., job roles, industries, KS4 and 5 courses, careers skills Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Careers links/Future Learning e.g., job roles, industries, KS4 and 5 courses, careers skills Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Careers links/Future Learning e.g., job roles, industries, KS4 and 5 courses, careers skills Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence.

QEGS Year 10 History Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Medicine in the Trenches – Historic environment study   Paper 1 (30% of GCSE) Early Elizabethan England 1558-1588   Paper 2 (20% of GCSE) Medicine in the Trenches – Historic environment study   Paper 1 (30% of GCSE) USA: Conflict at home and abroad - Civil Rights   Paper 3 (30% of GCSE) USA: Conflict at home and abroad - Civil Rights   Paper 3 (30% of GCSE) USA: Conflict at home and abroad - Civil Rights   Paper 3 (30% of GCSE)
Key concepts/ideas Thematic study and    Historic environment   British depth study   British depth study   Modern depth study   Modern depth study   Modern depth study  
Key skills AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. They can describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. They can describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. They can describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. They can describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways.
Key terms/vocab The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic.
Independent learning/wider reading The GCSE textbooks offer further reading to the students to further extend their knowledge. The Revision guides for the topics will enable students to consolidate their knowledge as well. The GCSE textbooks offer further reading to the students to further extend their knowledge. The Revision guides for the topics will enable students to consolidate their knowledge as well. The GCSE textbooks offer further reading to the students to further extend their knowledge. The Revision guides for the topics will enable students to consolidate their knowledge as well. The GCSE textbooks offer further reading to the students to further extend their knowledge. The Revision guides for the topics will enable students to consolidate their knowledge as well. The GCSE textbooks offer further reading to the students to further extend their knowledge. The Revision guides for the topics will enable students to consolidate their knowledge as well. The GCSE textbooks offer further reading to the students to further extend their knowledge. The Revision guides for the topics will enable students to consolidate their knowledge as well.
Assessment Assessment covering key learning from this topic and prior learning (past exam paper)  Assessment covering key learning from this topic and prior learning (past exam paper)  Assessment covering key learning from this topic and prior learning (past exam paper)  Assessment covering key learning from this topic and prior learning (past exam paper)  Assessment covering key learning from this topic and prior learning (past exam paper)  Year 10 assessment in the Hall. Assessment covering key learning from this topic and prior learning (past exam paper) 
Careers links/Future Learning Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence.

QEGS Year 11 History Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Superpower relations and the Cold War   Paper 2  Superpower relations and the Cold War   Paper 2   Exam skills and knowledge re-cap for Paper 1   Exam skills and knowledge re-cap for Paper 3   Exam skills and knowledge re-cap for Paper 2  Exams  External exams
Key concepts/ideas Period study   Period study   Thematic study and    Historic environment   Modern depth study   British depth study   Period study 
Key skills AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments.
Key terms/vocab The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic. The students will be given a key word list at the start of the topic.
Independent learning/wider reading The GCSE textbooks offer further reading to the students to further extend their knowledge. The Revision guides for the topics will enable students to consolidate their knowledge as well. The GCSE textbooks offer further reading to the students to further extend their knowledge. The Revision guides for the topics will enable students to consolidate their knowledge as well. The GCSE textbooks offer further reading to the students to further extend their knowledge. The Revision guides for the topics will enable students to consolidate their knowledge as well. The GCSE textbooks offer further reading to the students to further extend their knowledge. The Revision guides for the topics will enable students to consolidate their knowledge as well. The GCSE textbooks offer further reading to the students to further extend their knowledge. The Revision guides for the topics will enable students to consolidate their knowledge as well.
Assessment Assessment covering key learning from this topic and prior learning (past exam paper)  Assessment covering key learning from this topic and prior learning (past exam paper)  Mock exam (as per school calendar) Assessment covering key learning from this topic and prior learning (past exam paper)  Assessment covering key learning from this topic and prior learning (past exam paper)  Assessment covering key learning from this topic and prior learning (past exam paper) 
Careers links/Future Learning Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. These skills will continue to be developed in Key Stage 4 and 5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence.

QEGS Year 12 History Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Russia 1917-1991   Communist government in the USSR, 1917–85   Mao’s China 1949-1976   Establishing control   1949 - 1957   Russia 1917-1991   Communist government in the USSR, 1917–85   Mao’s China 1949-1976   Establishing control   1949 - 1957   Russia 1917-1991   Communist government in the USSR, 1917–85   Mao’s China 1949-1976   Establishing control   1949 - 1957   Russia 1917-1991   Communist government in the USSR, 1917–85   Mao’s China 1949-1976   Establishing control   1949 - 1957  Wars of the Roses   Introduction to Wars of the Roses   Coursework prep.   Introduce coursework   Wars of the Roses   Key figures in Wars of the Roses, women    Coursework prep.   Selecting and researching question  
Key concepts/ideas Communist states in the 20th century   Communist states in the 20th century   Communist states in the 20th century   Communist states in the 20th century   Lancastrians, Yorkists and Henry VII 1399-1509   Coursework   Lancastrians, Yorkists and Henry VII 1399-1509   Coursework  
Key skills AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways.
Key terms/vocab Shared with students in teams Shared with students in teams Shared with students in teams Shared with students in teams Shared with students in teams Shared with students in teams
Independent learning/wider reading Students can access the library and History reviews to extend their knowledge and wider reading. They are given a wider reading list in teams. The A level textbook also cites other historians for further reading. Students can access the library and History reviews to extend their knowledge and wider reading. They are given a wider reading list in teams. The A level textbook also cites other historians for further reading. Students can access the library and History reviews to extend their knowledge and wider reading. They are given a wider reading list in teams. The A level textbook also cites other historians for further reading. Students can access the library and History reviews to extend their knowledge and wider reading. They are given a wider reading list in teams. The A level textbook also cites other historians for further reading. Students can access the library and History reviews to extend their knowledge and wider reading. They are given a wider reading list in teams. The A level textbook also cites other historians for further reading. Students can access the library and History reviews to extend their knowledge and wider reading. They are given a wider reading list in teams. The A level textbook also cites other historians for further reading.
Assessment Assessed past exam questions covering key learning from these topics  Assessed past exam questions covering key learning from these topics  Assessed past exam questions covering key learning from these topics  Mock exams (as per school calendar)  Assessed past exam questions covering key learning from these topics  Assessed past exam questions covering key learning from these topics  Progress exams (as per school calendar)  Assessed past exam questions covering key learning from these topics 
Careers links/Future Learning nvestigation and analytical skills. Written and verbal communication. Intellectual rigour and independence, ability to construct an argument and communicate findings in a clear and persuasive manner.  These skills will continue to be developed in KS5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. nvestigation and analytical skills. Written and verbal communication. Intellectual rigour and independence, ability to construct an argument and communicate findings in a clear and persuasive manner.  These skills will continue to be developed in KS5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. nvestigation and analytical skills. Written and verbal communication. Intellectual rigour and independence, ability to construct an argument and communicate findings in a clear and persuasive manner.  These skills will continue to be developed in KS5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. nvestigation and analytical skills. Written and verbal communication. Intellectual rigour and independence, ability to construct an argument and communicate findings in a clear and persuasive manner.  These skills will continue to be developed in KS5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. nvestigation and analytical skills. Written and verbal communication. Intellectual rigour and independence, ability to construct an argument and communicate findings in a clear and persuasive manner.  These skills will continue to be developed in KS5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. nvestigation and analytical skills. Written and verbal communication. Intellectual rigour and independence, ability to construct an argument and communicate findings in a clear and persuasive manner.  These skills will continue to be developed in KS5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence.

QEGS Year 13 History Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Wars of the Roses   Breadth 1: Changing relationships between crown and the nobility: 'overmighty subjects'   Depth 1: The crises of 1399–1405   Coursework    3 chosen works   Wars of the Roses   Breadth 2: Changes in the sinews of power   Depth 2: Henry V and the conquest of France, 1413–21      Coursework    Draft coursework   Wars of the Roses   Renewed crises and challenges, c1449–61   The Yorkists divided, 1478–85   Coursework    Final coursework submitted by the end of March,  Wars of the Roses   Henry VII: seizing the throne and trying to keep it, 1485–97   Revision and preparation for exams all units   Revision and preparation for exams all units   External Exams
Key concepts/ideas Lancastrians, Yorkists and Henry VII 1399-1509   Coursework   Lancastrians, Yorkists and Henry VII 1399-1509   Coursework   Lancastrians, Yorkists and Henry VII 1399-1509   Coursework   Lancastrians, Yorkists and Henry VII 1399-1509   Communist states in the 20th century   Lancastrians, Yorkists and Henry VII 1399-1509   Communist states in the 20th century  
Key skills AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways. AO1: This focuses on the knowledge demonstrated by the student. Are they able to tell you accurately about an event, the different features of it and include some key facts and people. AO2: This focuses on the explanation and analysis of an event, role of key person or the results and consequences. Moving from describing the event to explaining why will move the students marks up in assessments. AO3: The objective judges the source skills demonstrated by the student. Are they able to describe key points from the source, select the relevant material and higher answers will demonstrate them questioning the strength and accuracy of the information shown in the sources. AO4: This is a focus on historical interpretations. This includes different understandings of the same event and students being able to look at things from different perspectives and judgements and why people view things in a variety of ways.
Key terms/vocab Shared with students in teams Shared with students in teams Shared with students in teams Shared with students in teams Shared with students in teams
Independent learning/wider reading Students can access the library and History reviews to extend their knowledge and wider reading. They are given a wider reading list in teams. The A level textbook also cites other historians for further reading. The students research and read different Historian’s perspectives when writing their coursework. Students can access the library and History reviews to extend their knowledge and wider reading. They are given a wider reading list in teams. The A level textbook also cites other historians for further reading. The students research and read different Historian’s perspectives when writing their coursework. Students can access the library and History reviews to extend their knowledge and wider reading. They are given a wider reading list in teams. The A level textbook also cites other historians for further reading. The students research and read different Historian’s perspectives when writing their coursework. Students can access the library and History reviews to extend their knowledge and wider reading. They are given a wider reading list in teams. The A level textbook also cites other historians for further reading. The students research and read different Historian’s perspectives when writing their coursework. Students can access the library and History reviews to extend their knowledge and wider reading. They are given a wider reading list in teams. The A level textbook also cites other historians for further reading. The students research and read different Historian’s perspectives when writing their coursework.
Assessment Schedule of assessed essays (past exam questions) found on Teams covering prior learning and new learning  Schedule of assessed essays (past exam questions) found on Teams covering prior learning and new learning  Schedule of assessed essays (past exam questions) found on Teams covering prior learning and new learning  Mock exams (as per school calendar)  Schedule of assessed essays (past exam questions) found on Teams covering prior learning and new learning  Schedule of assessed essays (past exam questions) found on Teams covering prior learning and new learning 
Careers links/Future Learning Investigation and analytical skills. Written and verbal communication. Intellectual rigour and independence, ability to construct an argument and communicate findings in a clear and persuasive manner. These skills will continue to be developed in KS5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. Intellectual rigour and independence, ability to construct an argument and communicate findings in a clear and persuasive manner. These skills will continue to be developed in KS5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. Intellectual rigour and independence, ability to construct an argument and communicate findings in a clear and persuasive manner. These skills will continue to be developed in KS5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. Intellectual rigour and independence, ability to construct an argument and communicate findings in a clear and persuasive manner. These skills will continue to be developed in KS5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence. Investigation and analytical skills. Written and verbal communication. Intellectual rigour and independence, ability to construct an argument and communicate findings in a clear and persuasive manner. These skills will continue to be developed in KS5 History, along with other subjects such as RS, Politics, English and Social Sciences. The development of these skills will also help with careers such as Archaeology, the police due to looking at evidence piece together an event, journalism through reporting and understanding a key event. Most lawyers also have a background in studying History due to being able to read, interpret and evaluate a variety of evidence to build a convincing argument and case for either prosecution or defence.