Overview:

Students in Year 7 have 1 History lesson each week.

In Year 7 students have homework set every 2 weeks, this homework is designed to last around 30 minutes.

Curriculum:

In Autumn we study:
What is History?
The Anglo-Saxons
The Battle of Hastings and 1066
Key Concepts:
Key Concepts:
Key Concepts:
  • Defining Chronology
  • Using Evidence For Answer Questions
  • Using Key Words
  • Explain The Purpose Of A Source
  • Making Judgements
  • Describing The Army Structure
  • Giving Examples
  • Describe What Life Was Like For A Roman Soldier
  • Identifying Key Facts
  • Explain The Sequence Of Events In The Battle Of Hastings
  • Explain Who Had The Best Army
  • Explain The Reasons For William’s Success And Harold’s Failure
  • Analyse The Most Significant Reason For William’s Success In A Conclusion
Key Vocabulary:
Key Vocabulary:
Key Vocabulary:
Chronology, Century, Evidence, Sources, Purposes
Archaeology, Chronicle, Witan, Hide Anglo-Saxon, Justice
Cunning, Conclusion, Overall, Medieval, Monarch, Oath, Defeat, Viking, Advantage
In Spring we study:
William the Conqueror Establishes Control of England in 1066
Medieval Kings and Their Problems
Key Concepts:
Key Concepts:
  • Identify William’s Problems After Hastings And Analyse How He Dealt With Them
  • Assess The Advantages And Disadvantages Of Castles
  • Investigate How And Why Castles Changed After 1066
  • Examine The Feudal System And Be Able To Illustrate How It Worked
  • Explain The Purpose Of The Domesday Survey And Book
  • Summarise The Argument Between Henry And Becket In Chronological Order
  • Evaluate Henry’s Motives
  • Investigate The Consequences Of The Murder
  • Analyse The Consequences Of King John’s Mistakes
  • Explain The Importance Of The Magna Carta
  • Examine Why The Peasant Were So Angry In 1381
  • Discover What Happened To The Peasants
Key Vocabulary:
Key Vocabulary:
Chronology, Century, Evidence, Sources, Purpose, Conquest, Massacred, Power, Defence, Attack, Castle, Motte and Bailey, Survey, Loyalty, Feudal System, Villein, Barbican, Undermine, Barbican, Battlements, Portcullis, Curtain Wall, Concentric, Control, Siege
Chronology, Motives, Power, Control, Cause, Consequence, Magna Carta, Baron, Rights, Revolt, Protest, Rebellion, Courts, Ex-communicated
In Summer we study:
Was Life Better In A Medieval Town Or Village?
Living In Medieval Times
Key Concepts:
Key Concepts:
  • Investigate What Village Life Was Like During The Middle Ages
  • Describe How A Medieval Villager Spent His Day
  • To Describe A Villagers Home
  • Understand The System Of Farming
  • Explain What Life Was Like In A Medieval Town And What It Might Look Like
  • Discover Why Towns Grew
  • Assess How Buying And Selling Was Organised
  • Investigate How Both The Rich And Poor Spent Their Spare Time
  • Investigate The Importance Of Religion
  • Evaluate The Role Of Religion In Everyday Life
  • Discover How The Plague Spread Throughout The World
  • Investigate The Theories Behind Different Treatments In The Middle Ages
  • Evaluate Ways In Which Doctors Diagnosed Illness
  • Recall How Towns And Villages Tried To Keep Law And Order
Key Vocabulary:
Key Vocabulary:
Tithe, Villain, Wattle And Daub, Charter, Export, Guild, Merchant
Doom painting, Pope, Tithe, Apothecary, Barber surgeon, Bloodletting, Humours, Purging, Leech, Trepanning, Constable, Hue and Cry, Pillory, Stocks, Tithing, Watch

Assessments:

Students are assessed 5-6 times a year – every half term or at the end of a topic. Assessment can take the form of a variety of styles such as writing, comprehension, presentations, examination questions.

Assessment are marked using the Humanities individual subject criteria in a timely manner and returned to students who can then build on feedback to make further progress. Staff keep a record of assessments so that progress can be monitored.