History – Key Stage 3

Year 7

Course Information & Assessment Points

 Curriculum contentAssessed work
AutumnHistory skills lessons on the following:
• What is History – BC/AD, timelines, anachronisms
• Princes in the Tower
• Football in the Middle Ages and today – Change an and Continuity
• Aztecs – significance
Man on the Moon – interpretations
• Historical artefacts analysis
Who were the Celts /Celtic life
The Romans – empire, army
• Baseline test – knowledge of History skills and source analysis
• Man on the Moon assessment – Interpretations

Spring• The Romans – Boudicca’s rebellion
Life in the Dark Ages:
• The Anglo-Saxons
• The Viking invasions
• Crisis of 1066
Battle of Hastings
• Boudicca assessment
• Mid-term examination
Summer• The Norman Conquest
• Life in the Middle Ages
• The Black Death
• Revision
• 1066 Assessment
• End of Year exam

Assessment Statements

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Considering the CAUSE and CONSEQUENCE of an eventDescription e.g. describing one cause/consequence of an eventSimple explanation e.g. briefly describes several causes/consequences of an event.Developed explanation e.g. categorises causes/consequences into long and short termDeveloped explanation and evaluation e.g. judge the relative importance of causes/consequences
Considering CHANGE, CONTINUITY and CHRONOLOGYDescription e.g. describing changes and events in chronological orderSimple explanation e.g. briefly describes examples of change AND continuityDeveloped explanation e.g. explaining the importance of changes/continuityDeveloped explanation and evaluation e.g. judging the relative importance of changes/continuity.
Using SOURCES to understand the pastDescription e.g. finding information from sourcesMaking inferences e.g. indicate what sources might imply/suggestDeveloped explanation e.g. assemble inferences to construct an argument.Developed explanation and evaluation e.g. constructing arguments based on judgements about the reliability of sources.
Considering the SIGNIFICANCE of an event/personDescribing an event/person.A simple explanation of the importance of an event/person.Developed explanation e.g. considers the importance of an event/person in detail.Developed explanation and evaluation e.g. analyses different judgements on the importance of an event/person.
Considering INTERPRETATIONS of the pastDescribing a story about the past.Simple explanation e.g. understands that Historians disagree about the past.Developed explanation e.g. considers the similarities and differences of interpretations about the past.Effective overall argument contained within clearly organised and linking paragraphs.
Written communicationListing general ideas.Beginning to support ideas in sentences and paragraphs.Good support of ideas within clearly organised paragraphs.Effective overall argument contained within clearly organised and linking paragraphs.

Year 8

Course Information & Assessment Points

 Curriculum contentAssessed work
Autumn• Tudor England – Henry VIII/Elizabeth I/
Mary Queen of Scots/Armada
• Stuart England – Gunpowder Plot/Witches/
Civil War/ Restoration/Plague
• Henry VIII and the Church assessment – Change and continuity
• Gunpowder Plot assessment - interpretations
SpringThe New World
• Native American culture/clash with British
• Pocahontas
• Revolutions – Industrial/ Agricultural/Transport
• Native American class assessment

Mid term examination
Summer• Consequences of Empire building-
Life in towns/factories/workhouses/
the colonies
• The Transatlantic Slave Trade
• Class assessment - Sources
End of Year examination

Assessment Statements

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Considering the CAUSE and CONSEQUENCE of an eventDescription e.g. describing one cause/consequence of an eventSimple explanation e.g. briefly describes several causes/consequences of an event.Developed explanation e.g. categorises causes/consequences into long and short termDeveloped explanation and evaluation e.g. judge the relative importance of causes/consequences
Considering CHANGE, CONTINUITY and CHRONOLOGYDescription e.g. describing changes and events in chronological orderSimple explanation e.g. briefly describes examples of change AND continuityDeveloped explanation e.g. explaining the importance of changes/continuityDeveloped explanation and evaluation e.g. judging the relative importance of changes/continuity.
Using SOURCES to understand the pastDescription e.g. finding information from sourcesMaking inferences e.g. indicate what sources might imply/suggestDeveloped explanation e.g. assemble inferences to construct an argument.Developed explanation and evaluation e.g. constructing arguments based on judgements about the reliability of sources.
Considering the SIGNIFICANCE of an event/personDescribing an event/person.A simple explanation of the importance of an event/person.Developed explanation e.g. considers the importance of an event/person in detail.Developed explanation and evaluation e.g. analyses different judgements on the importance of an event/person.
Considering INTERPRETATIONS of the pastDescribing a story about the past.Simple explanation e.g. understands that Historians disagree about the past.Developed explanation e.g. considers the similarities and differences of interpretations about the past.Effective overall argument contained within clearly organised and linking paragraphs.
Written communicationListing general ideas.Beginning to support ideas in sentences and paragraphs.Good support of ideas within clearly organised paragraphs.Effective overall argument contained within clearly organised and linking paragraphs.

Year 9

Course Information & Assessment Points

 Curriculum contentAssessed work
Autumn• Britain in 1900 social classes
• Titanic case study
• WWI Causes
• WWI life in the trenches
• Consequences of WWI on Britain
• USA in the 1920s and 1930s
• Titanic class assessment – Cause and Consequence
• World War 1 trenches assessment - Sources
Spring• Germany after World War 1
• Life in Nazi Germany
• The Holocaust
• WWII – Causes and events
• Atomic bomb on Hiroshima
• Life in Nazi Germany assessment – interpretations
• Mid-term examination
Summer• Youth cultures
• The Cold War
• Vietnam War
• Apartheid
• Holocaust and the Blitz assessment - Significance
• End of Year exam

Assessment Statements

 EMERGING (1-2)DEVELOPING (3-4)PROGRESSING (5-6)MASTERY (7-9)
Considering the CAUSE and CONSEQUENCE of an eventDescription e.g. describing one cause/consequence of an eventSimple explanation e.g. briefly describes several causes/consequences of an event.Developed explanation e.g. categorises causes/consequences into long and short termDeveloped explanation and evaluation e.g. judge the relative importance of causes/consequences
Considering CHANGE, CONTINUITY and CHRONOLOGYDescription e.g. describing changes and events in chronological orderSimple explanation e.g. briefly describes examples of change AND continuityDeveloped explanation e.g. explaining the importance of changes/continuityDeveloped explanation and evaluation e.g. judging the relative importance of changes/continuity.
Using SOURCES to understand the pastDescription e.g. finding information from sourcesMaking inferences e.g. indicate what sources might imply/suggestDeveloped explanation e.g. assemble inferences to construct an argument.Developed explanation and evaluation e.g. constructing arguments based on judgements about the reliability of sources.
Considering the SIGNIFICANCE of an event/personDescribing an event/person.A simple explanation of the importance of an event/person.Developed explanation e.g. considers the importance of an event/person in detail.Developed explanation and evaluation e.g. analyses different judgements on the importance of an event/person.
Considering INTERPRETATIONS of the pastDescribing a story about the past.Simple explanation e.g. understands that Historians disagree about the past.Developed explanation e.g. considers the similarities and differences of interpretations about the past.Effective overall argument contained within clearly organised and linking paragraphs.
Written communicationListing general ideas.Beginning to support ideas in sentences and paragraphs.Good support of ideas within clearly organised paragraphs.Effective overall argument contained within clearly organised and linking paragraphs.
Course Information
Department
History

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