Year 7 History

Why were the Vikings important for Britain?

  • Use some historical vocabulary in your work and use some new vocabulary about the Vikings in Britain.
  • Know the chronological place of the Vikings in British History.
  • Use general and mostly relevant knowledge and information about the Vikings in your explanations and occasionally link this to the historical concept of significance.
  • Use basic knowledge and understanding of the Vikings in Britain, significant events, people and changes.
  • Attempt to use the language of significance to describe or narrate the Vikings in Britain, some changes for the Vikings in Britain, attempting to apply significance to them.
  • Construct an explanation about at least one significant aspect of the Vikings in Britain.
  • Prioritise different events, people and changes by considering which is more historically significant than others.
  • Know why the Vikings were significant in different ways (e.g. political, socially, short term, long term).
  • Begin to know that the historical significance of changes differs depending on the event or the person looking at the change.
  • Give an evaluation on how significant the Vikings were in British history.

What caused the Middle Ages to be measly?

  • Use some historical vocabulary in your work and use some new vocabulary about the Middle Ages.
  • Know the chronological place of the Middle Ages in British History.
  • Use general and mostly relevant knowledge and information about the Middle Ages in your explanations and occasionally link this to the historical concept of cause and consequence.
  • Use basic knowledge and understanding of the Middle Ages consequences in Britain.
  • Attempt to use the language of cause and consequence to describe or narrate the Middle Ages in Britain, attempting to apply this to causes and consequences.
  • Construct an explanation about at least one cause for the Middle ages being measly, and consequence.
  • Understand some causes of the Middle Ages being measly as more important than others.
  • Understand the links between different causes and consequences within the Middle Ages.
  • Know the consequences on Britain, its political structure and power.
  • Give a basic evaluation of what caused the Middle Ages to be measly.
  • Give an evaluation on the biggest cause of the Middle Ages being measly.

Was Britain changing at the end of the Middle Ages?

  • Use some historical vocabulary in your work and use some new vocabulary about the later Middle Ages.
  • Know the chronological place of the later Middle Ages in British History.
  • Use general and mostly relevant knowledge and information of the later Middle Ages in your explanations occasionally and link this to the historical concept of change and continuity.
  • Understand and identify changes working together to lead to change or continuity in the later Middle Ages.
  • Use basic knowledge and understanding of the later Middle Ages consequences in Britain.
  • Attempt to use the language of change to describe or narrate the later Middle Ages in Britain, attempting to apply this to change and continuities.
  • Construct an explanation of at least a change and continuity 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 these to one example in the later Middle Ages.
  • Know the extent of change or continuity during the later Middle Ages and attempt to describe this.
  • Give an evaluation if there was change or continuity in the later Middle Ages.

Does Richard III deserve the reputation of being evil?

  • Use some historical vocabulary in your work and use some new vocabulary about Early Modern Britain.
  • Know the chronological place of Early Modern Britain and Richard III’s in British History.
  • Use general and mostly relevant knowledge about different historical interpretations, Early Modern Britain and Richard III and occasionally link this to the historical concept of interpretations.
  • Use basic 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, attempting to apply historical interpretations about him.
  • Construct an explanation of at least one aspect of Richard II’s life and to explain why one interpretation about him was created.
  • Know the creation of an interpretation may use different sources.
  • Give an evaluation if the interpretation of Richard III was accurate.

What evidence do we have of Native America?

  • Use some historical vocabulary in your work and use some new vocabulary about Native Americans.
  • Know the chronological place of the Native Americans in World History.
  • Use general and mostly relevant knowledge about the Native Americans in your explanations and occasionally link this to the historical concept of evidence.
  • Use basic 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 attempting to apply the evidence used.
  • Construct an explanation about an aspect about the Native Americans and the utility of evidence involved.
  • Make at least one supported inference about the past by using a source attempting to use a specific detail contained within it.
  • Attempt to make supported comments on the utility or reliability of a source, using content from sources.
  • Know the accuracy or reliability of evidence when examining the Native Americans.
  • Analyse and give an evaluation using one piece of evidence of an aspect of Native Americans.