Year 7 History

Why were the Vikings important for Britain?

  • Use historical vocabulary in your work and use new vocabulary about the Vikings in Britain.
  • Analyse the chronological place of the Vikings in British History.
  • Use some accurate and relevant knowledge and information about the Vikings in your explanations and link this to the historical concept of significance.
  • Demonstrate good knowledge and understanding of the Vikings in Britain, significant events, people and changes
  • Use the language of significance to describe or narrate the Vikings in Britain, important people, events and changes for the Vikings in Britain, sometimes analysing their significance.
  • Construct explanations about several significant aspects of the Vikings in Britain.
  • Analyse and start to explain why different events, people and changes are more historically significant than others.
  • Analyse why the Vikings were significant in different ways (e.g. political, socially, short term, long term).
  • Understand that the historical significance of changes differs depending on the event or the person looking at the change.
  • Evaluate how significant the Vikings were in British history and support this view.

What caused the Middle Ages to be measly?

  • Use historical vocabulary in your work and use new vocabulary about the Middle Ages.
  • Analyse the chronological place of the Middle Ages in British History.
  • Use some accurate and relevant knowledge and information about the Middle Ages in your explanations and link this to the historical concept of cause and consequence.
  • Demonstrate good knowledge and understanding of the Middle Ages consequences in Britain.
  • Use the language of cause and consequence to describe or narrate the Middle Ages in Britain, sometimes analysing the causes and consequences.
  • Construct explanations of several causes for the Middle ages being measly, why it happened and the consequences of it.
  • Prioritise some causes of the Middle Ages being measly as more important than others.
  • Begin to analyse the links between different causes and consequences within the Middle Ages.
  • Understand the impact of the consequences on Britain, its political structure and power.
  • You can determine what caused the Middle Ages to be measly.
  • You can evaluate the biggest cause of the Middle Ages being measly.

Was Britain changing at the end of the Middle Ages?

  • Use historical vocabulary in your work and use new vocabulary about the later Middle Ages.
  • Analyse the chronological place of the later Middle Ages in British History.
  • Use some accurate and relevant knowledge and information of the later Middle Ages in your explanations and link this to the historical concept of change and continuity.
  • Identify and describe changes working together to lead to change or continuity in the later Middle Ages.
  • Demonstrate good knowledge and understanding of the later Middle Ages consequences in Britain.
  • Use the language of change to describe or narrate the later Middle Ages in Britain, sometimes analysing change and continuities.
  • Construct explanations of several changes and continuities for the later Middle Ages.
  • Know how changes are measured in different ways in Britain in the later Middle Ages (e.g. political, economic, pace, extent) and apply and describe these to at least one example in the later Middle Ages.
  • Understand that changes differ depending on the timescale or the person looking at the change.
  • Analyse the extent of change or continuity during the later Middle Ages and justify this. Evaluate if there was change or continuity in the later Middle Ages.

Does Richard III deserve the reputation of being evil?

  • Use historical vocabulary in your work and use new vocabulary about Early Modern Britain.
  • Analyse the chronological place of Early Modern Britain and Richard III’s in British History.
  • Use some accurate and relevant knowledge about different historical interpretations, Early Modern Britain and Richard III and link this to the historical concept of interpretations.
  • Demonstrate good knowledge and understanding of Richard III and historical interpretations about him.
  • Use the language of interpretation to describe or narrate the life of Richard III, sometimes analysing historical interpretations about him.
  • Construct explanations of several aspects of Richard II’s life and why interpretations about him were created.
  • Understand the creation of different interpretations to the use of different sources.
  • Know that historians can explain Richard III’s interpretations from different viewpoints.
  • Evaluate if the interpretation of Richard III was accurate and support this.

What evidence do we have of Native America?

  • Use historical vocabulary in your work and use new vocabulary about Native Americans.
  • Analyse the chronological place of the Native Americans in World History.
  • Use some accurate and relevant knowledge about the Native Americans in your explanations and link this to the historical concept of evidence.
  • Demonstrate good knowledge and understanding of the Native Americans, there connections to other world developments and evidence about the topic.
  • Use the language of utility to describe or narrate the Native Americans and evidence about them sometimes analysing the evidence used.
  • Construct explanations about several aspects about the Native Americans and the utility of evidence involved.
  • Make can make supported inferences about the past by using a source and the detail contained within it.
  • Make supported comments on the utility of a source as well as its reliability, sometimes understanding how the two word together using content from sources Create basic questions that are based on a line of enquiry or evidence.
  • Understand the accuracy and reliability of evidence when examining the Native Americans.
  • Analyse and evaluate the evidence of different aspects of Native Americans.