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1 Roundwood Park School History Curriculum Map Year 7, 8, 9 Skills descriptors Change and continuity Knowledge & understanding (causation and significance)
2 Year 7 Curriculum Map Year / term Unit of work Core knowledge Key concepts/skills 1 st 1 1. How to be a good historian? Skills based lessons on knowledge & understanding (including chronology, causation and significance), sources, interpretation and change & continuity. Skills based assessment Knowledge & understanding (including chronology, causation and significance),, and Change & continuity. 2. Why did William become King of England in 1066? Who should be King? Battle of Stamford bridge 2 nd OF 1 2. Why did William become King of England in 1066 (continued)? The Battle of Hastings Why did William win the Battle of Hastings? Why did William win the battle of Hastings? Knowledge and understanding assessment Knowledge & understanding 3. How far did the Norman conquest change Anglo-Saxon England? What was Anglo Saxon England like in 1066? How far did William s use violence change Anglo- Saxon England? How far did castles change Anglo-Saxon England? How far did the Feudal system change Anglo-Saxon England? How far did the Domesday Book change Anglo-Saxon England? How far did the Norman Conquest change Anglo-Saxon England? Change and continuity assessment Change & continuity 1 st 2 4. Church and Crusades Why was the Catholic church so powerful? Why did men go on the Crusades? The Battle for Jerusalem Richard and Saladin What did the Crusades do for us?
3 How far do you agree with interpretation 1 about Richard 1 st? assessment 2 nd 2 5. How serious were challenges to the King s power? How serious a threat was the Church to the King s power? How serious a threat were the Barons to the King s power? How serious a threat were the peasants to the King s power? Wat Tyler s death source assessment 1 st 3 6. Would you like to live in medieval times? Would you like to live in a medieval village? Would you like to live in a medieval town? Would you like to be a woman in medieval times? Would you like to be a Jew in medieval times? Knowledge & understanding (causation and significance) H/L for term: Revision activities for year 7 exam 2 nd 3 7. Would you want Richard III as your babysitter? Year 7 exam Why did 2 roses go to war? What were the consequences? Who was the body in the car park? Who were the princes in the tower? Would you want Richard III as your babysitter? Knowledge & understanding (causation and significance)
4 Year 8 Curriculum Map Year / term Unit of work Core knowledge Key concepts/skills 8 1 st OF 1 1. How far did religion change during Tudor times? What was the Renaissance? Who was Martin Luther? What was the English reformation? Was Henry Catholic or Protestant How did Edward IV and Mary 1 st change religion? What was Elizabeth s middle way? Knowledge & understanding (causation and significance) Change & continuity 2. How serious were threats to Elizabeth 1 st? How did Elizabeth s image help her keep control of England? How serious a threat was Mary, Queen of Scots? How serious a threat was the Spanish Armada? Why did the Armada fail? Why did the Spanish Armada fail source assessment How serious were threats to Elizabeth? Knowledge & understanding (causation and significance) 8 2 nd OF 1 3. Should Charles 1 st have his head chopped off? Why did the English Civil war start? Who was to blame for causing the war? Why did the parliamentarians win? Should Charles have had his head chopped off? Knowledge & understanding (causation and significance) 4. Was Cromwell a hero or villain? Was Cromwell a hero or villain? Was Cromwell a hero or villain? interpretation assessment
5 8 1 st 2 5. How far did the Industrial revolution change Britain ? How far did the Industrial revolution change Britain ? How far did the industrial revolution cause demographic change in Britain? How far did the industrial revolution cause agricultural changes in Britain? How far did the industrial revolution improve transportation? How far did the industrial revolution cause industrial changes in Britain? How far did the industrial revolution change living and working conditions? How far did the industrial revolution change the government and power? How far did the Industrial Revolution change Britain ? Change and continuity assessment Change & continuity 8 2 nd 2 6. The British Empire What was the British Empire? How did India become part of the British Empire? Indian mutiny or war of independence? Was the British Empire positive or negative? 7. Slavery Who was to blame for the slave trade? Knowledge and understanding assessment What was the Middle Passage? What happened at a slave auction? What was life like on a plantation? Knowledge & understanding (causation and significance) 8 1 st 3 7. Slavery How did slaves resist? What was the Underground Railway? How was slavery abolished in Britain? How was slavery abolished in America? Home learning: Revision activities for year 8 exam 8 2 nd 8. WW1 Year 8 exam What were the long term causes of WW1? What were the short term causes of WW1? Knowledge & understanding (causation and significance)
6 3 What was life like in the trenches? The Battle of the Somme Was Haig a butcher? Why did WW1 end? How harsh was the Treaty of Versailles?
7 Year 9 Curriculum Map Year / term Unit of work Core knowledge Key concepts/skills 9 1 st OF 1 1. From Tsarism to Communism What was Russia like in 1900? What caused the 1905 revolution? What impact did WW1 have on Russia? Lenin, the Bolsheviks and the 1917 revolution Why did Nicholas fall from power? Nicholas fell from power due to WW1 assessment How did Stalin take control? What was life like in Stalinist Russia? Knowledge & understanding (causation and significance) 9 2 nd OF 1 2. What impact did WW1 have on Germany? What impact did WW1 have on Germany? Was the Weimar Republic doomed from the beginning? How did Hitler rise to power? How did Hitler rise to power source assessment How did the Nazis control Germany? 9 1 st 2 3. WW2 What were the main causes of WW2? Key turning points in WW2; Dunkirk, Battle of Britain, Barbarossa and Stalingrad and D Day landings How far do you agree with interpretation 1 that Dunkirk was a triumph? assessment Why did WW2 end? 9 2 nd 4. Why did the Holocaust Why did the Holocaust begin? How did persecution of the Jews escalate? What was the final solution?
8 2 happen? Holocaust source assessment 9 1 st 3 5. The Cold war What caused the Cold War? What were the key events of the Cold War? Case study on the Vietnam war focussing on What caused the Vietnam War? How was the Vietnam war fought? How successful were the tactics used by America and the Vietcong? Why did America withdraw from the war? Why did the Cold war end? Knowledge & understanding (causation and significance) Home learning: Revision activities for year 9 exam 9 2 nd 3 6. Terrorism Year 9 exam What is terrorism and how did it begin? What caused 9/11? What were the consequences of 9/11? Knowledge & understanding (causation and significance)
9 History Change and continuity 9 expectations of a year 9 student. 8 expectations of a year 8 student. Students can analyse the nature, pace and extent of change across a given period. They can reach a well-supported judgement about how much something has changed, using specific examples. expectations of a year 7 student. Students can analyse the nature and extent of change and continuity across a given period. Using specific historical examples students can reach a judgement about how much something changed. Students can analyse the nature and extent of change and continuity across a given period. Using specific historical examples students can reach a judgement about how much something changed. Students can describe in full more than two changes and continuity within a given period. They start to write developed explanations for why these changes/continuity occur. They reach a developed judgment about how far there was change/continuity. Students can describe in full more than two changes and continuity within a given period. They start to write developed explanations for why these changes/continuity occur. They reach a developed judgment about how far there was change/continuity. Students can describe in full more than two changes and continuity within a given period. They start to write developed explanations for why these changes/continuity occur. They reach a developed judgment about how far there was change/continuity. Students can describe in full more than two changes and continuity within a given period. They start to write simple explanations for why these changes/continuity occur. They make a basic judgement about how far there was change/continuity. Students can describe in full more than two changes and continuity within a given period. They start to write simple explanations for why these changes/continuity occur. They make a basic judgement about how far there was change/continuity. Students can describe in full more than two changes and continuity within a given period. They start to write simple explanations for why these changes/continuity occur. They make a basic judgement about how far there was change/continuity. Students can simply describe a change AND continuity within a given time period. Students can identify areas of change and / or continuity within a given period. Students write a sentence about the change or continuity. Students can describe change AND continuity within a given time period.
10 History Knowledge & understanding (causation and significance) 9 expectations of a year 9 student. 8 expectations of a year 8 student. Students explain the causes by writing PEAL paragraphs. They analyse the links between the different causes and make a thorough judgement about the most significant cause and also start to analyse the relative importance of all causes. expectations of a year 7 student. Students explain the causes by writing PEAL paragraphs. They make a thorough judgement about the most significant cause and also start to analyse the relative importance of all causes. Students explain the causes by writing PEAL paragraphs. They make a thorough judgement about the most significant cause and also start to analyse the relative importance of all causes. Students explain the causes by writing PEAL paragraphs. They make a developed judgement about the most significant cause. Students explain the causes by writing PEAL paragraphs. They make a developed judgement about the most significant cause. Students explain the causes by writing PEAL paragraphs. They make a developed judgement about the most significant cause. Students describe the event and briefly start to explain why they happened. They make a basic judgement about the most significant cause. Students describe the event and briefly start to explain why they happened. They make a basic judgement about the most significant cause. Students categorise and describe the causes but do not explain them. Students write a detailed narration about the event. Students write a detailed narration about the event. Students write a simple sentence about an event
11 History 9 8 expectations of a year 9 student. expectations of a year 8 student. Students explain, in depth, the different interpretations of an event/person; using supporting evidence. They thoroughly explain why these interpretations are different analysing the nature, origin and purpose of the historical sources. Students use their own knowledge to challenge the validity of the interpretations. expectations of a year 7 student. Students explain, in depth, the different interpretations of an event/person; using supporting evidence. They thoroughly explain why these interpretations are different analysing the nature, origin and purpose of the historical sources. Students explain, in depth, the different interpretations of an event/person; using supporting evidence. They thoroughly explain why these interpretations are different analysing the nature, origin and purpose of the historical sources. Students explain, in depth, the different interpretations of an event/person; using supporting evidence. They start to explain why these interpretations are different. Students write detailed paragraphs about the different interpretations; using supporting evidence. Students reach a simple judgement on which interpretation they agree with. Students understand that there are different interpretations of events and people. Students can write simple sentences describing two different interpretations of an event/person. Students explain, in depth, the different interpretations of an event/person; using supporting evidence. They start to explain why these interpretations are different. Students write detailed paragraphs about the different interpretations; using supporting evidence. Students reach a simple judgement on which interpretation they agree with. Students understand that there are different interpretations of events and people. Students can write simple sentences describing two different interpretations of an event/person. Students explain, in depth, the different interpretations of an event/person; using supporting evidence. They start to explain why these interpretations are different. Students write detailed paragraphs about the different interpretations; using supporting evidence. Students reach a simple judgement on which interpretation they agree with. Students write simple sentences about one interpretation of an event/person.
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13 History 9 expectations of a year 9 student. 8 expectations of a year 8 student. Students can evaluate the sources effectively & use them to support the answer. They can compare sources effectively and make a sustained judgement. expectations of a year 7 student. Students answer the question fully using supporting detail from the sources. Students make thorough evaluative comments about the source s nature, origin and purpose. Students use their own knowledge and other historical evidence to enhance their analysis of the source s reliability. Students answer the question fully using supporting detail from the sources. Students make thorough evaluative comments about the source s nature, origin and purpose. Students use their own knowledge and other historical evidence to enhance their analysis of the source s reliability. Students answer the question fully using supporting detail from the sources. Students make more developed evaluative comments about the sources as well as including basic own knowledge. Students answer the question fully using supporting detail from the sources. Students make more developed evaluative comments about the sources as well as including basic own knowledge. Students answer the question fully using supporting detail from the sources. Students make more developed evaluative comments about the sources as well as including basic own knowledge. Students directly refer to and use the sources to answer the question. Students make basic evaluative comments about the sources. Students directly refer to and use the sources to answer the question. Students make basic evaluative comments about the sources. Students directly refer to and use the sources to answer the question. Students make basic evaluative comments about the sources. Students take quotes from the source but do not use them to answer the question fully Students just copy out the source. Students take quotes from the source but do not use them to answer the question fully.
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