Year 8 History

What students learn this year:

Students in Year 8 begin by exploring how the British Empire shaped the modern world and how rapidly Britain changed during the 19th and early 20th centuries. They then investigate the experiences of the ‘often forgotten armies’ of the Western Front to understand the diversity of those who fought in WWI. In Spring, students examine how the Holocaust was able to happen, developing a mature understanding of prejudice, propaganda and human rights. They also consider how far one person—focusing Raphael Lemkin—can change the course of history, alongside an enquiry into why WWII broke out. Finally, students study the development of women’s rights, the significance of the 1980s in British queer history, and assess how great Britain really was after WWII, helping them reflect on change, progress and equality in the modern world.

Termly overview:

Term / Half-term	Main topics / units	Key knowledge & skills
Autumn 1	1.How did the British Empire shape the world? 2. How ‘rapid’ was the political change in Britain during the 19th and early 20th century?	1.First order: Students learn how the British Empire expanded and influenced societies, economies and cultures across the globe. Second order (Significance): They develop the skill of judging why the empire mattered at the time and why its legacy remains important today. 2. First order: Students study major political reforms, including the widening of the vote and changes to Parliament. Second order (Change & Continuity): They learn to assess how quickly these changes happened and what stayed the same.
Autumn 2	1. What do the stories of the ‘often forgotten armies’ reveal about the Western Front?	1. First order: Students explore the experiences of soldiers from across the empire who fought on the Western Front. Second order (Evidence): They develop the skill of using historical sources to understand whose stories are recorded, whose are missing and why.
Spring 1	1.How could the Holocaust have happened?	1.First order: Students learn how the Holocaust developed — from rising antisemitism and Nazi ideology to the use of laws, violence, ghettos and systematic murder — and the devastating consequences this had for Jewish people and other targeted groups. Second order (Cause & Consequence): They develop the skill of explaining how different political, social and economic factors combined to make the Holocaust possible, and how its consequences reshaped individuals, communities and the world.
Spring 2	1.How far can one man change the course of history? 2. Why did WWII break out?	1.First order: Students investigate how Raphael Lemkin influenced international law by defining “genocide.” Second order (Change & Continuity / Similarity & Difference): They consider how individual actions compare with wider historical forces in shaping change. 2. First order: Students learn about the long-term and short-term causes of WWII, including the Treaty of Versailles and the failure of appeasement. Second order (Cause & Consequence): They practice weighing the importance of different causes and understanding how they combine to trigger war.
Summer 1	1. When did women’s rights develop most rapidly during the 19th and 20th centuries? 2.Why were the 1980s such an important decade in British Queer history?	1. First order: Students study key developments in women’s rights, from the fight for suffrage to later social and legal reforms. Second order (Change & Continuity): They analyze which periods saw the biggest breakthroughs and why progress was uneven. 2. First order: Students learn about LGBTQ+ activism, the HIV/AIDS crisis and the impact of laws such as Section 28. Second order (Significance): They evaluate why the events of the 1980s had such a lasting influence on Queer rights and visibility.
Summer 2	1.How great was Britain after WWII?	1.First order: Students explore post-war changes including the creation of the welfare state, rebuilding efforts and shifts in Britain’s global role. Second order (Interpretation): They learn how and why historians reach different conclusions about Britain’s post-war “greatness.”

How learning and progress are checked

Teaching approach:

Teaching and learning are continually assessed through questioning, discussion, and live feedback that helps teachers identify misconceptions and support students in the moment. Students also demonstrate their understanding through activities such as source analysis, small-group tasks, and short written reflections, allowing teachers to gauge progress throughout each lesson.

Assessment in this year group:

Type of assessment	Approx. frequency / when	What it is used for (e.g. reports, targets)
Classwork / quizzes	Short retrieval quizzes most lessons	To check recall of key facts and address misconceptions quickly
Homework tasks	Once per week	To practice applying knowledge, extend understanding of historical topics, and build strong study habits.
Topic-specific tasks (e.g. exhibitions, board games, debates, projects)	Throughout each unit when a topic concludes	To judge how well pupils can use historical knowledge and second-order concepts such as significance, evidence, change and continuity, and cause and consequence.
End-of-topic assessments	Approximately once per half-term	To assess understanding of each enquiry question and provide progress information for reports and next steps.
End-of-year assessment	Summer term	To give an overall picture of progress across the year

Homework and Independent study

How often is homework set? Once per week approximately

Typical length per task: Around 30 minutes

Suggested independent study:

Students are encouraged to spend 10–15 minutes a week reviewing their exercise book and PLCs.

Websites such as BBC Bitesize and Seneca Learning are useful for revising topics we have covered.

How parents and carers can support:

Ask your child to explain one thing they learned in History today in their own words.
Check that homework is completed on time and in full sentences where required.
Encourage a quiet, distraction-free space for homework and revision.
Help your child to revise little and often rather than leave everything to the night before a test.
Encourage your child to attend Homework club or the Humanities Catch-up club if they require further help.

Support, stretch and enrichment:

Support for students who need extra help:We use writing frames, key vocabulary lists, and carefully structured practical tasks to support students who find History challenging. Teachers liaise with the SEND team to adapt resources where needed. Reading material is provided to avoid busy slides whenever possible. Command words are highlighted, and adequate alternatives are provided. Stretch & challenge: All students are given the opportunity to complete Challenge questions.Clubs / trips / extra opportunities:Year 8 students take part in enriching school trips, including a visit to the Imperial War Museum, where they deepen their understanding of WWI, WWII and the Holocaust through real artefacts and immersive galleries. These experiences help bring their classroom learning to life and strengthen their historical thinking.