Year 7 History

Why were the Vikings important for Britain?

  • Use historical vocabulary in your work and use some new vocabulary about the Vikings in Britain.
  • Understand the chronological place of the Vikings in British History.
  • Use general and relevant knowledge and information about the Vikings in your explanations and occasionally link this to the historical concept of significance.
  • Demonstrate some 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, some changes for the Vikings in Britain, attempting to analyse their significance.
  • Construct explanations about significant aspects of the Vikings in Britain.
  • Analyse and describe why different events, people and changes are more historically significant than others.
  • Understand why the Vikings were significant in different ways (e.g. political, socially, short term, long term).
  • You will 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 and attempt to support this.

What caused the Middle Ages to be measly?

  • Use historical vocabulary in your work and use some new vocabulary about the Middle Ages.
  • Understand the chronological place of the Middle Ages in British History.
  • Use general and relevant knowledge and information about the Middle Ages in your explanations and occasionally link this to the historical concept of cause and consequence.
  • Demonstrate some 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, attempting to analyse the causes and consequences.
  • Construct explanations about causes for the Middle ages being measly, why it happened and the consequences of it.
  • Organise some causes of the Middle Ages being measly as more important than others.
  • Apply links between different causes and consequences within the Middle Ages.
  • Know the impact of the consequences on Britain, its political structure and power.
  • Evaluate what caused the Middle Ages to be measly.
  • Give an evaluation on the biggest cause of the Middle Ages being measly and attempt to support this.

Was Britain changing at the end of the Middle Ages?

  • Use historical vocabulary in your work and use some new vocabulary about the later Middle Ages.
  • Understand the chronological place of the later Middle Ages in British History.
  • Use general and relevant knowledge and information of the later Middle Ages in your explanations occasionally 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 some 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, attempting to analyse change and continuities.
  • Construct explanations of 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 one example in the later Middle Ages.
  • Know that changes differ depending on the timescale or the person looking at the change.
  • Know the extent of change or continuity during the later Middle Ages and attempt to explain this.
  • Give an evaluation if there was change or continuity in the later Middle Ages and attempt to support this.

Does Richard III deserve the reputation of being evil?

  • Use historical vocabulary in your work and use some new vocabulary about Early Modern Britain.
  • Understand the chronological place of Early Modern Britain and Richard III’s in British History.
  • Use general and relevant knowledge about different historical interpretations, Early Modern Britain and Richard III and occasionally link this to the historical concept of interpretations.
  • Demonstrate some 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 analyse historical interpretations about him.
  • Construct explanations of aspects of Richard II’s life and why interpretations about him were created.
  • Know the creation of different interpretations used different sources.
  • Give an evaluation if the interpretation of Richard III was accurate and attempt to support this.

What evidence do we have of Native America?

  • Use historical vocabulary in your work and use some new vocabulary about Native Americans.
  • Understand the chronological place of the Native Americans in World History.
  • Use general and relevant knowledge about the Native Americans in your explanations and occasionally link this to the historical concept of evidence.
  • Demonstrate some 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 analyse the evidence used.
  • Construct explanations about aspects about the Native Americans and the utility of evidence involved.
  • Make supported inferences about the past by using a source occasionally using a specific detail contained within it. Make supported comments on the utility or reliability of a source, sometimes knowing how the two word together using content from sources
  • Create basic questions that are based on evidence. Know the accuracy and reliability of evidence when examining the Native Americans. Analyse and give an evaluation using more than one piece of evidence of different aspects of Native Americans.