Key Stage 3 Scheme of work
Who am I – An Historian (Skills in History)
Key Questions & Learning
Objectives
1
What is History?
Objectives
Understand What History is
and why it is relevant
All: give a definition of History
Understand expectations of
communication and organisation
skills.
Most: recognise and value
previous learning in history.
Most Able: able to make links
between different previous
experiences.
2
How Do Historians
Measure Time?
Objectives
Understand what
chronology/chronological
order is and its importance to
a study of the past.
Understand how Historians
separate time into BC & AD
& what event is used to
divide time
Explain why it is important
not to place something in a
time where it does not
belong
All: can place events and dates
into chronological order.
Can give a definition of AD & BC
Most: Know how to construct
timelines.
Can write a definition of an
Anachronism. Can classify BC
and AD dates correctly
Most Able: Can give an
Time: 6 x 1 hr lessons
Suggested Teaching Strategies
Learning Activities
Key Concepts/Skills
Key Vocabulary
Starter: Introduce what will be studied in
Year 7. Discuss what pupils already
know.
Pupils work in pairs to create a spider
diagram of ideas.
Pupils put topics into chronological order
on whole class timeline.
Plenary: Pair competition. 3 ways to end
the sentence ‘History is ’ in 4 mins.
Choose best from each pair. (Could be
used to form class display.)
Most able pupils could go on to discuss
in plenary: Which idea was best or most
surprising? How have your ideas about
history changed?
1.2 diversity
1.5 significance
Starter Construct a sentence in pairs
defining what history is. (History is
)
agree on a definition which pupils write
into their books.
Pair work - chronology activities. A: Sort
cards into people, places and periods. B:
Match buildings and periods to people.
Reflection on how they ordered cards.
Introduce artefact cards. Pupils sort into
correct time periods. Refer difficult
artefacts to whole class to vote on.
Discuss
Extension and support – vary variety of
artefact cards used.
Plenary – Introduce pupils to idea of
think time. Pupils reflect on QU 3. Share
ideas and encourage explanation.
1.1 chronological understanding
1.4 cause/consequence
History
Chronology
Event
Written Product
Incl. Assessment
Brainstorm
Class prior learning
Timeline
Resources
NB: 1st Lesson –
Distribution of exercise
books, textbooks and
information on Dept
procedures will occupy
part of this lesson
Exercise Books
Q1. Which artefacts were
difficult to assign to a time
period and why?
Q2. Which artefacts show
change and continuity over
time? How?
Q3. Why do we need to study
history?
Written Definition
Chronology Exercise
Chronology
Period
Artefact
Anachronism
Timeline
Anachronism
Homework Anachronism sheet.
(Most Able Design their own Anachronism
picture)
1
Date cards
Pre-printed timelines
Key Stage 3 Scheme of work
example of an anachronism
3
How Do Historians
Measure Time?
Objectives
Understand the key words
used in measuring time
Explain how they can be
used to describe an historical
period.
All: Be able to place dates into
chronological order.
Most: Select relevant information
and present as a timeline.
Most Able: Explain why certain
events are significant.
4
How Do Historians
Find Out About The
Past?
Objectives
Identify - Primary and
Secondary Sources.
Explain - how they help
Historians learn about the
past.
All: Be able to ask historical
questions
Most: Be able to distinguish
between fact and opinion.
Most Able: Develop skills of
interpreting sources. Evaluate
the usefulness of sources.
5
Why Is The Past
Interpreted In Different
Ways?
Objectives
Understand that people
experience same events
differently (One-Sided Views)
All: Define one-sided opinions;
understand how reliability can be
affected.
Starter: Date Card-Human Timeline
(How did they organize themselves)
Introduce pupil timeline – What is your
History? Model layout of timeline. What
events would be put on? Select
important information. Pupils work on
own timeline adding personal and world
events.
Plenary compare events and evaluate
importance. Each group chooses 1
event to read out to the class and
explain its significance. What if
had
not happened?
Homework Research and add 10 events to
the timeline.
Starter: Source shown – pupils think of
questions about the source.
Introduce pupils to primary and
secondary sources. Annotate a different
source with historical questions in pairs.
Introduce Tollund Man. Pupils write
question about the body in Clue A. (e.g.
How did they die?)
Pupils work in groups - given a set of
clues to read. Which clue do pupils
expect to be most / least useful?
Pupils work in groups to investigate the
body using a range of sources to
establish how they died. Pupils record
ideas on task sheet.
Plenary: Pupils reflect on sources using
key questions and discuss whole class.
Starter: Starter: source/picture/headline
on the desks – same event, different
picture. 5 mins to list traits/events.
Feedback – Why are they different?
Pupils are given statements about
event/s. Highlight similarities &
differences
Discuss why they are same/different
Introduce idea of Reliability – Table
Activity (5W’s & Reliability)
Plenary: Going for 5 - Facts & Opinions
about yourself/another person
Date cards
1.1 chronological understanding
1.5 significance
Q1. How do we know if an
event is significant?
Timeline
Event
Significance
Variety of sources on
projector.
Tollund Man PPT
1.2 diversity
1.3 change/continuity
1.6 interpretations
(Could use Lindow Man p6-7
Heinemann Roman Empire)
Q1. What things do we need
to think about when using
sources?
Q2. Which sources did you
expect to be the most useful?
Why?
Q3. Which were the most
useful sources and why?
Police Report on
Tollund Man Mystery
Primary
Secondary
Source
1.6 interpretations
Q1. What reasons might
people have to view events
differently?
One Sided Opinions
Interpretation
Reliability
Fact
Opinion
2
Newspaper article
Key Stage 3 Scheme of work
Most: Understand the difference
between Fact & Opinion
Most Able: Explain why different
accounts are one-sided
interpretations
6
Baseline Assessment
Homework Write a biased article on your
favourite sports person/actor etc
Pupils to complete Assessment Booklet.
Objectives
Demonstrate how much they
have remembered about
History Skills
1.1 chronological understanding
1.6 interpretations
Written Leveled
assessment (K/U)
All: In depth evaluation of
Historical Skills.
Empires: The Roman Empire
7
How Powerful Were
The Romans?
Objectives
Explain the reasons why
Rome was built
All: Pupils will demonstrate an
ability to order events
chronologically. Understand the
term empire
Time: 7 x 1 hr lessons
Starter: 5 mins – List reasons why you
would build an empire. feedback
Pupils analyse the extent of Rome’s
empire through map building activity.
Compare Roman Empire to others.
Extended writing activity (Support –
structured writing frame)
Plenary: revisit starter activity – would
you add/remove anything from your list?
Most: Can recall some of the
lands controlled by the Romans.
Can use Latin names.
Most Able: demonstrate
knowledge of both the
characteristic features and the
extent of the Roman Empire
8
How Did The Romans
Control The Empire?
Objectives
Understand what type of
men were needed in the
Roman army
To understand the
connection between the
army and the expansion of
the Empire.
To understand why people
would join the Roman Army.
i.e. explore motivation.
Baseline Assessment
Booklets
Starter: watch first 5 mins of Gladiator. 3
words to describe the army.
Pupils identify what type of men the
army would want.
Card sort activity – reasons to join up.
Extension/ Most Able: Explain why you
sorted into these categories
Plenary; Pupils complete inference grid
Homework; Design a recruitment brochure
for the Roman Army
1.1
1.2
1.4
1.5
chronological understanding
diversity
cause/consequence
significance
Q1. What makes an empire
powerful?
Map completion
Extended writing:
Blank Map of Empire
W/Sheet – Comparing
Empires
Was the Roman Empire
Powerful? ppt
Empire
Conquered
Invasion
Gaul
Carthage
Province
1.4
1.5
cause/consequence
significance
Q1. Link to last lesson – why
would the army be very
important (gain & control)
Military
Legionary
Legion
Legate
Soldier
Motivation
Recruitment
3
Recruiting the Roman
Army ppt
card sort activity
inference grid
Inference grid
Key Stage 3 Scheme of work
Citizen
All: Can identify the
characteristics required for a
soldier.
Can recall the Latin name for a
roman soldier.
Most: Can identify a number of
reasons why men would join the
army
Most Able: Can make
connections between the
attributes of a soldier and the
success of the army.
9
How Important Was
Organisation To The
Roman Army?
Objectives
Identify the different parts
that made up a Roman
Legion.
Understand how the
organization made the
Roman army effective
Demonstrate awareness of
how this helped to support
the Empire
Starter: Word Jumble
Pupils identify how the army was
structured and how large it was
Design a diagram that shows the
structure of the Roman Legion
Plenary: True/False W/sheet
1.5 significance
Q1. How important was
organisation for discipline?
Diagram
Roman army ppt
W/sheet organisation
W/sheet cut out soldier
true/false activity
Heinemann The Roman
Empire p22-23
Q2. Why was discipline vital?
Century
Centurion
Cohort
Standard
All: Understand that the Roman
army is made up of many
different parts
Most: Demonstrate awareness
of how the structure of the army
aided discipline
Most Able: Analyse the extent to
which the Empire relied on a
disciplined and successful army.
10
Why Did The Romans
Conquer Britain?
Objectives
To discover reasons for the
Roman invasion of Britain in
43AD
To be able to map the
resources Britain offered
Starter:
Pair work – who benefits from the
Romans settling in Britain?
Prioritisation Pyramid order in
importance the reasons for a Roman
invasion of Britain
Explain your reasons for settling in
Britain
Why did the Romans
come to Britain? ppt
1.2 diversity
1.4 cause/consequence
Q1. Was it important that the
native inhabitants of empire
gained from it?
Emperor
Governor
4
Pyramid Grid
Written account of
reasons for coming to
Britain
Key Stage 3 Scheme of work
Rome
To be able to prioritise the 3
reasons the Romans wanted
to take over Britain in order
of importance.
All: Can recall that the Roman
Empire brought advantages and
disadvantages.
Most: Can identify the reasons
why the Romans wanted to
conquer Britain
Most Able: Evaluate the
significance of reasons for
Empire
11
How Did The Romans
Invade Britain?
Objectives
Compare the fortunes of
people who resisted and
people who accepted
Roman rule
Select appropriate
evidence to answer a
question
All: Pupils will be aware that
there was British resistance to
the Roman invasion.
Most: Understand that
resistance was punished
Most Able: Pupils will
understand the fluctuating
fortunes of an historical
character. Become aware of the
complexity of issues faced by
people in ‘the Past’.
12
Why Did Hadrian Build
A Wall?
Objectives
To identify the key features
of and motives for building
Hadrian’s Wall
Can explain the relationship
between the Wall and
Vindolanda.
Plenary:
Homework Write a letter to the Senate
explaining why you think they should order
the conquest of Britain
Starter;
Introduce the story of Caratacus
using the texts and information
provided. Find the locations of the
events described on a map of
Britain.
Introduce Cartimandua. Identify
the territory of the Brigantes on a
map of Britain.
Compare the two figures and chart
their lives on a Fortune graph
Explain why Cartimandua
accepted the Roman’s authority
Prioritise
Senate
Conquest
1.2 diversity
1.4 cause/consequence
1.5 significance
Life Statements
Fortune Line
Mystery evidence cards
The evidence of Tacitus
Resistance
Invasion
Brigantes
Invasion
Plenary; Groups feedback their
findings – Who made the best
choices (explain their answers)
NB. Could use Boudica instead of
Caratacus
Starter: Google Earth image of Wall –
Pupils generate questions they would
like to ask about the image
Reading around the class – who was
Hadrian and why did he need a wall?
Students examine images of the wall,
worksheet prompts – what can they
infer from the sources?
Empathy task – what was it like to be a
soldier living at Hadrians Wall (could
Fortune Line
1.2
1.3
1.4
1.5
diversity
change/continuity
cause/consequence
significance
Hadrian
Vindolanda
Vallum
Celts
Defence
5
Letter home from the
wall
http://www.twmuseu
ms.org.uk/reticulum/
quizes/fort_plan.swf
Vindolanda writing tablets
(Source)
Key Stage 3 Scheme of work
Recognise how evidence
can reveal the ‘mysteries’ of
the past
All: Can locate Hadrian’s Wall
on map.
Can recall some features of wall,
some motives for building.
Most: Can identify
change/continuity in Vindolanda
due to the wall.
Most Able: Can analyse sources
to build a detailed picture of the
period
13
Why Was The Roman
Empire So Powerful?
Objectives
Demonstrate what you
have learnt about the
Roman Empire
Select & prioritise
appropriate information
All: Understand that Military skill
was vital in gaining & keeping an
Empire
Most: Can identify that other
factors were important in building
the Empire
Most Able: Can prioritise the
reasons that were significant,
and give reasons for this.
use start of The Eagle to demonstrate
how bleak it could be)
Students write letter home from the Wall
to their family – what information would
they include? – This could be completed
as a homework task
Plenary:
Students to produce a Learning Log
using a variety of media to demonstrate
the depth of their understanding about
life in the Roman Empire
The focus of the task is why an empire
was wanted, how it was maintained,
which factor was most significant in
maintaining the empire & what affect
did the empire have on people.
Independent learning task which will
require students to prioritise what they
think is the most important information
and identify creative ways to display
their knowledge
Strategy
1.1
1.2
1.3
1.4
1.5
Chronological understanding
diversity
change/continuity
cause/consequence
significance
Assessment Task
NB: This task can be set at home. Ensure
that students have the Activity sheet
signed by parents and returned with
Learning Log to encourage parental
support
Co-operation & Conflict. Why did the Normans come to England?
14
England before 1066:
What was it like?
Objectives
To investigate what England
was like in 1066
To understand why people
might want to leave their
own countries and settle in
England
Starter: Either pupils told what happened
in 1066 i.e. a foreign army invaded and
killed the king etc. and asked for their
reactions (see Folens textbook)
OR pupils asked to come up with
suggested reasons for people wanting to
come to another country. Pupils work in
pairs to create a spider diagram of ideas.
They could then distinguish between push
and pull factors.
Time: 7 x 1 hr Lessons
1.2 diversity
1.4 cause and consequence
Anglo-Saxon
Vikings
Earldom
Spider diagram
List of reasons why
settlers wanted to come
to England
England in 1066
This could be
All: Recall some key aspects of
6
England in 1066 ppt
Textbook Folens
Key Stage 3 Scheme of work
15
life in England before 1066.
Most: can give simple reasons
why invaders would want to
come to England in 1066
Most Able: can explain and
make links between push and
pull factors to explain why
invaders wanted to come to
England in 1066.
Pupils use maps to create list of reasons
why England was s desirable place to live
and why Vikings etc. might wish to move
from homeland.
Pupils use sources from textbook to find
out what life was like in England in 1066
Plenary: 3 words to describe England in
1066, 3 primary sources and 3 secondary
sources you used
Who wanted to be
King of England in
1066?
Starter Construct a spider diagram of the
skills and talents needed to be a good
king in the 11th century. Feedback
Teacher explanation of situation in Jan
1066 with death of Edward the Confessor.
Pupils research contenders and complete
table showing why each should and
shouldn’t be king
Extension and support – vary amount of
information given
Pupils write a speech for the candidate
they think has the strongest claim (this
could be done in groups ) Read some
speeches
support – writing frame for speech, key
words
Plenary – Put candidates in order of
importance strongest to weakest..
Objectives
To research the 3 main
contenders for the throne in
1066
To understand the strengths
and weaknesses of each
contender and decide who
had the best claim
All: can recall the 3 main
contenders for the throne
Most: can give some reasons
why these men wanted to be
king
Most Able: Can put candidates
in order of strongest to weakest
and explain reasons for choice
16
1.4 cause and consequence
1.6 interpretation
Folens text book
Spider diagram
Chart to complete
Heir
Norman
Viking
Writing frame for speech
Table
Speech
Homework Poster for candidate.
Who had the strongest
army in the battle of
Hastings?
Starter: Make a list of reasons why you
think people might come to fight at
Hastings.
Objectives
Identify reasons why
soldiers fought at Hastings.
Explain which weapons and
tactics each side used
Explain to the pupils about the battles of
Fulford and Stamford Bridge
Read through information on the
weapons and armour of the two sides in
the Battle of Hastings and discuss the
relative strengths and weaknesses of
each side
Student use this information to compile
two fact files on the armies e.g. Nasty
Normans and Strong Saxons
All: recall some weapons and
tactics used at |Hastings
Most: Explain the tactics and
weapons used by each side in
the battle.
presented as My Top
Ten Facts about
England in 1066
Or page for a Travel
Brochure trying to
make England sound
attractive (include
history, government,
wealth, people etc.)
1.6
diversity
Archers
Battleaxe
Chain mail
Hauberks
Invasion
Fyrd
Housecarl
Jevelins
Knights
Mace
Spears
Warriors
7
Reasons why people
fought
Fact files on Norman
and Saxon armies
Stretch and challenge
Which army would
have preferred
a surprise attack
a pre-arranged
battle
Activity page 58 SHP
Folens textbook
Key Stage 3 Scheme of work
Most Able: To assess which
army was the most powerful and
why.
17
How did William win
the Battle of Hastings?
Objectives
To identify & explain the
reasons why William was
successful
Select & rank the reasons in
order of importance
All. Can describe some reasons
why William won the battle
Most: Can identify and order
key events in the battle
Most Able Can make a
judgement about what was the
most important reason for
victory
18
Who told the truth
about 1066 - using
sources
Objectives
Can identify fact & opinion
Explain why some sources
may be unreliable
All. Can begin to pick out details
from the sources
Most: Can pick out facts and
opinions from the sources
Most Able Can make inferences
from the sources & analyse how
this impacts on history
19
How did William keep
control of England?
Objectives
List the key features of a
Plenary:
Find 2 ways William’s army is better than
Harold’s
Find 2 ways Harold’s army is better than
Williams
Which army do you think is most likely to
win and why?
Starter: odd one out?
E.g. archers knights fyrd, hauberks
shield spear, William, Saxon, Norman
Why did the Normans win the battle of
Hastings? Sorting activity and judgment
paragraph
Chronology exercise create a timeline for
the battle
Plenary: Pupils choose adjectives from a
grid to describe William and Harold see p 32
Thinking history
Homework Create a story board to show the
key events of the battle
Starter Inference grid on Bayeux
tapestry page 60 SHP
students on each side of the class given
different accounts of the battle.
Feedback and comparison. Pick out
facts and opinions and suggest reasons
for differences
Plenary List 2 things we know for certain
about 1066
List 2 things we don’t know for certain
about 1066
Complete the sentence
‘We can’t always find definite answers in
History because
...
Starter:
What does a castle look like? From
memory draw a picture of a castle and
label as many parts of it as you can
Draw and label a motte and bailey castle
Swords
Knights
1.4 Cause and consequence
1.6 interpretations
Pope
Shield-wall
Victory
Conqueror
a series of
battles over a
number of days
Be prepared to justify
your choices.
Sorting activity and
judgment paragraph
Timeline
Storyboard
SHP textbook p60-63
Inference grid
1.6 interpretations
Tapestry
Evidence
Monk
Inference grid
Folens textbook
1.3 change and continuity
1.4 Cause and consequence
Drawing and labels
Diagram of motte and
8
Folens text
Thinking History p32
Key Stage 3 Scheme of work
Motte & Bailey Castle
To explain how William used
castles to control his new
kingdom
Identify the advantages &
disadvantages of Motte &
Bailey castles
or label a diagram
Plan an attack on a motte and bailey
castle
Plenary: List 3 advantages and 3
disadvantages of motte and bailey
castles
Motte and bailey
Drawbridge
Keep
Starter If you were building a castle what
kind of place do you think would make a
good strategic point
1.2 change and continuity
1.4 Cause & consequence
bailey
Written plan of attack
All. Can suggest reasons for
building motte and bailey castles
Most: can identify key features
of a motte and bailey and
explain their disadvantages
Most Able can explain how
William used castles to control
England.
20
Why did castles
change over time?
Objectives
Identify the key features of a
Medieval castle
Develop explanations about
why features changed
Using picture of castle from Folens
resources discuss how castles were
developed and strengthened.
Students produce an estate agent
brochure for a castle in the middle ages
Plenary: Castle bingo from Folens
resources
All. Can describe some features
of stone castles
Most: Can explain how new
forms of attack lead to changing
Homework: Build a 3D Model of a castle
structures
Most Able: begin to assess how
castles changed from defensive
structures to homes of status
and protection
Everyday Lives: Was life all muck & misery in Medieval England?
21
What was life like for a
Medieval Villein?
Objectives
To explain how ordinary
people lived in the past
To evaluate whether the life
of a villein was an unhappy
life
Starter
Describe various facts about Villein:
Home, Food, types of work etc
Table Activity: Positive and negative
elements of Villeins’ life
Estate agent brochure
Folens interactive
resources
Folens text book
Concentric castles
Moat
Portcullis
Barbican
Murder holes
Curtain walls
Time: 7 x 1 hr Lessons
1.2 diversity
1.6 Interpretation
Villein
Peasant
Rural
All: List some features of life for
9
“A year in the life of a
Villein”- You are being
interviewed by a time
traveler, explain your
life to them
Folens: Invasion,
Plague & Murder, p8081
Key Stage 3 Scheme of work
a medieval peasant
Most: Begin to develop
understanding that peasant life
was very different, but varied
Most Able: Reach a judgment
based on inference/evaluation
of evidence
22
Fairytale or
nightmare? What was
life like in a Medieval
town?
Objectives
To compare the differences
between the town and
village life
To judge whether the towns
are better places to live for
a villien
Starter
Working in groups or pairs, pupils decide
whether it is worth the risk of a villein
running away from the Manor. If he stays
free for a year and a day, he will become
a free man. They need to consider: Will
they be welcome, can they get a good
job, where will they live, what were the
guilds, who were the powerful people in
the town, would they have fun?
1.2 diversity
1.6 Interpretation
Starter Write a description of the word
holiday
Table exercise: Compare modern to
Medieval activities
Explain why some activities no longer
continued
1.2 Diversity
1.3 Change & continuity
Manor
Guild
Merchant
Dear Joan Problem
Page
Give advice to a would
be Runaway. Is it worth
the risk?
Folens: Invasion,
Plague & Murder, p8282
Fairytale or Nightmare
ppt
All: Comprehend that Villeins
were not free men. Recognise
that Towns were very different
to the Manor
Most: Can explain the dangers
facing town dwellers, and the
benefits of town life
Most Able: Evaluate evidence
to reach a substantiated
judgement
23
Could you have fun in
the Middle Ages?
Objectives
To understand how poor
and rich people enjoyed
their leisure time
To be able to explain where
the word holiday comes
from
To be able to compare
medieval activities to leisure
pursuits in modern times
Holiday
Baiting
All: Can list a variety of leisure
activities. Can identify activities
which still take place today
10
Organise the activities
for a Holy Day and
produce a programme
of events for the day, it
must include
illustrations
Folens: Invasion,
Plague & Murder, pg 8487
Key Stage 3 Scheme of work
Most: Can explain why free
time is called a holiday. Explain
why some medieval ‘games’
have not survived
Most Able: Evaluate which
activities were most popular and
explain why
24
Why was religion
important in Medieval
England?
Objectives
To understand what people
believed in the Middle Ages
To explain the importance
of the Church in everyday
life
Starter
True/False statements about religion in
England in the Middle Ages
Welcome to Hell – describe in their own
words what medieval people thought hell
was like
Write a job description advertising for a
local priest for you parish.
1.2 Diversity
1.5 Significance
Starter:
Design a board game, based on snakes
& ladders that shows the dangers and
benefits of a pilgrimage
1.2 Diversity
Catholic
Doom Painting
Pope
Mass
Latin
Comprehension tasks
Design a Doom
Painting
Folens: Invasion,
Plague & Murder, pg 3839
Medieval Sermon
Doom paintings
All: Understand that there was
only one religion. Identify three
jobs done by the Church
Most: Explain the importance of
the Church to medieval people
and can identify reasons why
Most Able: Assess the power
of the Church over Medieval
people and how it ‘controlled’
people.
25
Were all pilgrims
religious?
Objectives
To understand why people
went on a pilgrimage
Understand why places
became pilgrimage sites
Explain the benefits and
disadvantages of going on a
pilgrimage
Pilgrimage
Pilgrim
Relic
Purgatory
All: Understand what a
pilgrimage is & can list some
pilgrimage sites
Most: Can explain what people
believed about pilgrimage and
why they undertook these
journeys
Most Able: Evaluate sources to
11
Feedback, directed
questions
Board Game design
Think History 10661500 pg113-116
Key Stage 3 Scheme of work
identify other factors that
encouraged pilgrimages to take
place
26
How were people
punished in the Middle
Ages?
Objectives
Be able to describe three
types of trial
Explain whether you think
that Medieval Law & Order
was fair
Starter
Identify the problems with Medieval Law
& Order and write a report to the King
suggesting how he might make the
system fairer
1.2 Diversity
Starter:
Card sort categorization activity
Write a description of the treatments
available
1.4 Cause & consequence
1.5 Significance
Folens: Invasion,
Plague & Murder, p7679
Trial
Judge
All: Can list the types of trial
that took place
Most: Can explain whether the
trials were fair
Most Able: Can explain why
Medieval people used these
forms of punishment, and reach
decision about how effective
they were
27
We’re All Going to Die!
Objectives
Be able to define Symptom
and Cause
To describe the symptoms
& causes of the Black
Death
To explain why the Black
Death spread so rapidly
To identify whether the
Black Death made any
improvements to peasants
lives
Buboes
Plague
Flagellant
Infected
An evaluation of the
outcome of the Black
Death on England
Folens: Invasion,
Plague & Murder, pg 6065
All: Can describe the symptoms
and cause of the plague
Most: Can classify factors into
symptom & cause. Can explain
why the plague spread
Most Able: Evaluate the impact
of the Black Death on England
and begin to link to improving
peasant status/value
28
Assessment
Analysis of pupil ability/understanding of
1.6 Interpretation
12
(Summative) Leveled
Assessment Task Sheet
Key Stage 3 Scheme of work
Was Life All Muck &
Misery?
Assessment
interpretations in history:
Imagine you are a Film Maker
researching Middle Ages for a Film you
will produce. You want to make it as
reliable as possible
Objectives
Demonstrate knowledge of
life in Medieval England
Classify aspects of positive
and negative experience for
ordinary people
Reach a judgment about
Medieval Life
Power & Protest: How powerful were Medieval Monarchs?
29
Who had the power:
The Church or the
Crown?
Objectives:
Use primary sources to find
out how what happened in
the Cathedral
Understand the events and
re-tell them in your own
words
30
Evidence Planning Sheet
Report Writing Frame
Time: 7 x 1 hr Lessons
Starter: Evaluate a primary picture
showing the murder of Becket. Write
down two questions you would like to
ask to help you understand what is
happening
SHP Textbook Year 7
Pg 100-101
Why was Thomas
Becket murdered?
Objectives:
Recognise that events have
long and short term causes
Evaluate the evidence to
reach a judgment
31
Why were the Barons
angry with King John?
Objectives:
Identify the problems that
John faced as monarch
Explain what the Baron’s
wanted
Prioritise the roles of a King
32
Why did the Barons
rebel against John?
Objectives:
Use primary evidence to find
out what happened
Identify causes &
SHP Textbook Year 7
Pg 102-109
Starter: What does a medieval ‘super
king’ do?
Washing line activity – Where would
Henry II stand?
Score card – How does John measure
up to the Baron’s idea of a ‘Super King’?
Starter: Students complete important
clauses of Magna Carta (Cloze type
activity)
Identify which clause would be most
unpopular to John
Rebellion
13
Write a short essay
about why the barons
rebelled against King
John
SHP Textbook Year 7
Pg 110-115
Key Stage 3 Scheme of work
consequences of 1216
33
What was William
Wallace really like?
Objectives:
To assess how reliable
evidence is
To explain why
interpretations of the past
differ
To explain the relationship
between England &
Scotland
34
Did the people have
any power? The
Peasants Revolt
Starter: Students watch current footage
of the Scottish independence campaign
and summarise what Scotland is trying to
achieve
1.6 Interpretation
Braveheart
Starter: Students complete thought
bubbles image of Henry II (This is a
learning link)
Revolt
Heinemann History in
Progress 1066-1603
p42-43
Objectives:
Understand the causes of
the Peasants Revolt
Explain the different reasons
why the peasants revolted
35
Did the people have
any power? The
Peasants Revolt
Heinemann History in
Progress 1066-1603
p43-45
Starter:
Storyboard of the events of 1381
Objectives:
Describe what happened in
1381
Reach a conclusion about
how much power people had
in the Middle Ages
Literacy
Communication skills in all forms, written, verbal, diagrammatical etc are targeted in all lessons.
Key words should be flagged up at regular intervals within this unit and the pupils tested for spellings and/or understanding.
Homework can be used for learning the spelling of key words/meanings
This is a working document. It is currently being rewritten due to the reduction of teaching time at KS3.
Teachers are encouraged to add to/comment on all aspects of the Scheme. The aim is that it will be
continuously developed and refined
14
Key Stage 3 Scheme of work
Power & protest: When and why did Kings lose control?
Key Questions & Learning
Objectives
1
Time: 5 x 1hr Lessons
Suggested Teaching Strategies
Learning Activities
Key Concepts/Skills
Key Vocabulary
1.3 Change & continuity
How well can you
explain the Medieval
Royal Rollercoaster?
Outcome
Incl. Assessment
NB. As this is the first
lesson some of it will
be taken up with
giving out books etc.
Resources
SHP History Year 8
Pg 150 151
Objective:
To recap on the power of
medieval Monarchs
2
1.3 Change & continuity
1.4 cause/consequence
Why did monarchs
start to lose control?
Objectives:
Explain what happened to
three different monarchs
Reach a conclusion about
how much power they had
Identify the shape of the
monarchy between 1500 1900
3
1.3 Change & continuity
1.4 cause/consequence
1.5 significance
How much power
had the Monarchy
lost by 1830?
Objective:
To research a monarch
and reach a conclusion
about how much power
they had over the people
To select appropriate
information to identify
when change occurred
4
Assessment
1.3 Change & continuity
1.4 cause/consequence
1.5 significance
Group Presentation:
Who was in charge – the Monarch,
Parliament or Prime Minister? Was royal
power changing, what was the important
turning point
15
SHP History Year 8
Pg 156 - 169
Key Stage 3 Scheme of work
1.3 Change & continuity
1.4 cause/consequence
1.5 significance
Why were attitudes
to monarchy
changing?
5
Objectives:
Compare ideas in the
Middle Ages & 1800’s and
assess which is most
important in explaining
why power of the
monarchs grew less?
Identify what changed and
what the ‘turning point’
was
Depth Study: The Slave Trade
6
7
What Is A Slave?
Objectives
To examine the human
and economic costs of
the slave trade
To identify reasons for
the Atlantic slave trade
What Was Africa Like
In The 17th Century?
Objectives
To learn about the African
Kingdoms that existed in
the 17th Century
To reach a decision on
whether Africa was
civilised
8
What Were
Conditions Like For
A Slave?
Objectives
To identify the conditions
slaves lived under
Use sources to reach a
conclusion
9
What Were
Costing exercise on the running costs of a
ship, and selling costs of a slave. Numeracy
Links
Source Activity – Evidence about why slavery
was prosperous.
Map activity of Triangular Trade routes.
1.2 diversity
1.4 cause/consequence
1.5 significance
Source work activity – using evidence to
develop an image of Africa as highly
advanced. Could use a table to sort evidence
1.2 diversity
1.4 cause/consequence
1.5 significance
Slave
Captivity
Trade
Atlantic
Civilised
Society
Isolated
Backwards
Advanced
Benin
Songhai
Zimbabwe
Culture
Tradition
Using sources – evaluate to build up
description of Middle Passage
Discuss questions that students would ask
slaves/sea captains if they could interview
them.
Clip from Roots – slave auctions. Complete
16
1.2 diversity
1.4 cause/consequence
1.5 significance
Middle Passage
Shackled
Flogged
Negroes
1.2 diversity
Completed ship’s
account book.
Source work
Map Labeling
Completed Table
Travel brochure
Commentary
Middle passage
description
Interview questions
Commentary
Cloze activity
Time: 7 x 1hr Lessons
1. Modern slavery
ppt
2. Enterprize balance
account w/sheet
3. Map of TT ppt (Inc
w/sheet)
4. Card sort activity
Key Stage 3 Scheme of work
Conditions Like For
A Slave?
Objectives
o Explain the working &
living conditions of a
slave
o Discuss the work of a
slave & the relationship
between the slave /slave
owner.
10
How Did Slavery
transform Liverpool?
Objectives
o Explain why slavery
transformed Liverpool.
o Select appropriate
information to develop a
conclusion.
11
Why Was Slavery
Abolished?
Objectives
Understand what different
people valued at the
beginning of the 19th
century
Define and explain the
types and nature of
different arguments being
made by Abolitionists and
anti-abolitionists.
Be able to put ideas into
order of importance
12
Assessment
Interpretations of
Slavery
Objectives
Can identify key ideas
and questions from an
image.
Can identify the
usefulness of a source to
reach a decision
Can use evidence to
show two different
cloze activity w/sheet.
Empathy task – How did the slave feel
Mindmap - What characteristics would slave
owner look for
Life as a slave – card sort
1.3 change/continuity
Auction
Property
Chattel
Plantation
Empathy
Mindmap
Cardsort
Punishment W/sheet
Film Review
Homework: Write a film review of Roots – How
reliable is this Film in its portrayal of Slavery?
Write a 100-word account ‘Changes to
Liverpool’ for a tourist information book.
Select three most important sources to help
support your account. Try to make them link
together.
Discuss how growth of Liverpool Port affected
people
Discussion – The ‘turning point’
Discussion – Why did people in the 18th
century have different views of slavery to
today?
Pair work - using sources – identify the
argument used by abolitionists, could use
spider diagram. Prioritise arguments
Repeat task for anti-abolitionist interpretation
Homework: Chronological Card sort – Life of
William Wilberforce
Interpret the message behind a romanticized
picture of Slavery
Examine the usefulness of this source to a
Historian
Produce an argument for & against the slave
trade
17
1.3
1.4
1.5
1.6
change/continuity
cause/consequence
significance
interpretations
Merchant
Industry
Employment
Benefit
1.1 Chronological
Understanding
1.3 change/continuity
1.4 cause/consequence
1.5 significance
1.6 interpretations
100-word account
First-hand account of
significance of
change
Spider Diagram –
arguments for &
against
Wilberforce timeline
with most significant
event
Abolition
Reform
Oppose
Independence
Savages
Enslave
Liberty
1.3
1.4
1.5
1.6
change/continuity
cause/consequence
significance
interpretations
Romanticizied
Usefulness
Reliability
Interpretation
Summative
Assessment Task
Key Stage 3 Scheme of work
interpretations
The British Empire – Pride or Shame?
13
Empire – Pride or
Shame?
Can list some facts about
the ‘Scramble for Africa’
Can understand that
people have very different
opinions about the British
Empire
14
Why Was Britain
Involved In The
Scramble For Africa?
Objectives
Understand the theories
about why the British took
over an Empire in Africa
Can categorise facts to
reach a judgment on
significance
Analyse evidence to
identify other reasons for
British involvement
Starter: What do you know about the British
Empire
Watch YouTube clip quiz questions on what
students have remembered
Ask question – Do students think Empire is a
good thing? Reasons why?
Annotate source 3 from textbook
Using source evidence should the British feel
pride or shame?
1.1 Chronological
Understanding
1.2 Change/continuity
Starter: Map Activity – Two maps from 1870 &
1914. Question what they can learn from
maps
Group work – Students given 4 main headings
Trade & Money, Forced to Act, Stopping
Others + ‘Men on the Spot’
Give students 20 Cause Statements and ask
them to match to correct reasons
Students to identify extra reasons for the
‘Scramble’
Prioritisation activity – Which reason do they
think, is most significant in stimulating British
interest in having an Empire?
1.1 chronological
understanding
1.4 cause/consequence
Empire
Scramble
Legacy
Colony
Rebellion
Mau Mau
Time: 9 x 1 hour lessons
Students produce
Hodder History – The
appropriate title for
British Empire: A
picture source (Cecil
Scramble for Africa
Rhodes)
p4-5
Should the British feel
pride or shame – ‘first
thoughts’?
Completed table
activity
YouTube movie on
The British Empire
http://www.youtube.co
m/watch?v=8y2MSDb
xCsY
YouTube - Evil
Empire
http://www.youtube.co
m/watch?v=8y2MSDb
xCsY
Hodder History – The
British Empire: A
Scramble for Africa
p8-12
Trade
Rivalry
Colony
Communist
Capitalist
Rebellion
Homework:
15 16
Life among the
Zulu’s
Objectives
Understand the Zulu way
of life & explain whether it
was a ‘good’ life.
Can analyse whether the
British were justified in
taking them over.
Starter: Students examine an image of a Zulu
child and draw up a pen picture. They must
refer to specifics in the image. Write 3
questions they would ask the child.
Group activity – Each group given a topic
heading on Zulus and have to prepare a
presentation about the Zulu people to
feedback to other groups – Presentations
answer the question ‘Was the coming of the
British a disaster or the end of a nightmare’?
Introduce views of Bryant and the British
18
1.2 diversity
1.6 interpretation
umuZi
Homestead
Malaria
Kraal
kwaDede
kwaBantubhale
Allotment
iButho
Presentations on Zulu
Life
Hodder History – The
British Empire: A
Scramble for Africa
p18 - 31
Key Stage 3 Scheme of work
official – students discuss why they contrast
Plenary: Students given a statement Zulu life
difficult or Zulu life was close to nature, have
to find 3 facts to back up the statement
17
Why Did Britain
Declare War in 1879?
Objectives
Can understand the
motives for the war
Can evaluate the
reliability of the sources
Can reach a decision on
whether Britain should
feel ‘ashamed’ about the
war.
1819
Is the Movie Zulu a
Fair Interpretation of
the Events?
Objectives
Understand what
happened at the battle of
Rorke’s Drift
Reach a decision on how
accurate the film Zulu is
as an account of the
battle of Rorke’s Drift.
Considered the film’s
interpretation of the battle,
and whether they agree
with it.
Homework: Students work on their individual
element of presentation
Starter:
Students examine the letter from Shepstone Discuss its meaning. Refer students back to
work from prior lessons on amaButho.
Students identify 4 motives for the war.
Introduce the views of 4 different historians –
Students identify the causes of the war – Can
they explain why their views are different?
Plenary: “Britain should/should not feel
ashamed about the Zulu war”? Discuss
Starter: Washing Line activity – Who is more
reliable including blockbuster movies
Students read the true story of the Zulu war of
1879 (Historian Account) and answer
questions. Students should entitle this work
Facts.
Introduce storyboard of the movie account of
Rourke’s Drift. Students re-answer questions
based on Movie. Work should be entitled Film.
Students compare Facts & Film and evaluate
inaccuracies
Discuss why there are differences in the two
accounts. Spider Diagram of factors.
Plenary: The 8th greatest war film of all time.
Does Zulu deserve this title?
1.3 cause/consequence
1.6 interpretation
Missionaries
Warrior
Border
Resistance
1.4 cause/consequence
1.5 significance
1.6 interpretations
Mutilation
Depot
iNdluyengwe
Bayonet
Atrocity
Exile
Homework: Write a movie review for Zulu (Give
examples for reference)
20
Lasting good or
lasting damage?
Objectives:
Can describe Africa’s
contribution to the world
Debate whether or not
Britain should be
ashamed of its Empire
Consider the significance
Starter:
What has Africa done for the world?
Divide the class into groups For & Against the
British Empire. Provide them with statements
to start their debate. Groups must use
evidence collected from previous lessons to
support their argument
Whole class vote – Should Britain feel Pride
or Shame?
Plenary: Students look back at Rhodes the
19
Write a letter to the
Zulu Times
expressing your view
on why the British
went to war, and
whether you are for
or against the Zulu
war
Hodder History – The
British Empire: A
Scramble for Africa
32-33
Student account of
Zulu War summary or
Q&A W/Sheet (Fact &
Film)
Hodder History – The
British Empire: A
Scramble for Africa
34-37
Spider Diagram
Timewatch: Zulu –
The True Story
Film Review (Describe
the story of the film.
Say whether you found
the film exciting or
boring and why.
Comment on how
historically accurate the
film is. Talk about the
film’s interpretation of
the battle, and how true
the film is to the real
event).
1.4 cause/consequence
1.5 significance
1.6 interpretations
SHP History Year 8
P96-97
Achievement
Significance
Hodder History – The
British Empire: A
Scramble for Africa
P48
Key Stage 3 Scheme of work
of the ‘Scramble for
Africa’
Colossus Cartoon issued in Lesson one.
Think up a new better informed caption to
show what you have learned.
Homework: How significant was the Scramble for
Africa?
Students summarise 5 questions used to assess
significance Revealing, Results, Remarkable,
Remembered, Relevant
21
1.2 Diversity
1.5 Significance
Assessment
How Significant was
British involvement
in Africa?
How did the Industrial Revolution change life in Britain?
22
Starter Students use picture to identify key
What was the
features of life in 1750. Feedback..
Industrial Revolution
Students to work in pairs/groups to discuss
& Why did it happen?
the contrast between 1750, and 1890
Objectives:
Card sort activity in which pupils prioritise the
To understand the term
key reasons for the Industrial Revolution and
‘Industrial Revolution’.
explain their choice.
To describe some of the
Plenary Ask for an initial response to the
changes that took place.
question ‘Did life improve between 1750 and
To explain reasons for the
1900. Consider whether change always
‘Industrial Revolution’
means progress.
23
Were all factories
bad places to work?
Objectives:
To use sources to find out
about working conditions
in factories.
To assess the reliability
and usefulness of sources.
To understand why
children were used in
factories.
24
How important were
the railways?
What a difference a train
makes
Objectives:
To evaluate arguments for
1.1 Chronological
Understanding
1.3 change/continuity
1.4 cause/consequence
Industrial
Revolution
Rural
Population
Domestic
Starter What would a modern factory inspector
think of conditions? (picture of mill). They
suggest reasons why children were employed
in factories. OR media clip
Investigation using sources to decide if all
factories were bad places to work.
Speeches for and against child labour.
Plenary Speeches for and against child labour
and vote. Or suggest why these conditions
were allowed for so long.
1.2 Diversity
1.4 cause/consequence
1.6 interpretations
Starter- How many forms of transport can you
think of?
Why did Liverpool and Manchester need a
railway? Feedback.
Play railway game. Students can then discuss
the problems of building a railway.
Arguments for and against Pupils produce a
1.3 change/continuity
1.4 cause/consequence
1.5 significance
20
Students define the
term ‘Industrial
Revolution’
Students identify key
changes.
Students prioritise
reasons for Industrial
Revolution
Chart to complete
comparing pictures
Card sort.
Speeches for or
against child labour.
Factory
Poverty
Labourer
Transport
Excursions
Routes
Time:
PPT
Laminated pictures
showing changes
1750, 1825 and 1900.
PPT
Media clip on factory
conditions set to
music.
Selection of sources
on factories.
Sorting activity on
improvements in
factory conditions.
Letter
PPT
Railway game
Cards or pictures on
impact of railways
Key Stage 3 Scheme of work
and against building a
railway from Liverpool to
Manchester.
To assess what changed
& what stayed the same
25
If towns were so
awful why did so
many people want to
live there?
Objectives:
To investigate living
conditions in towns.
To explain why towns
grew so rapidly.
To understand the push
and pull factors affecting
people’s decision to move
to towns.
26
What was it like
living in London in
1881?
Objectives:
To investigate the diversity
of life in London
27
Why did so many
people die so young?
Objectives:
To understand how poor
living conditions resulted in
people dying very young.
To investigate changes
and developments which
led to improved life
expectancy.
28
Did Britain have
letter/petition highlighting the arguments either
for or against the railway. Public meeting to
discuss whether to build railway.
Plenary Picture sources on impact of railways.
What difference did the railway make to
people’s lives? Why are railways important for
the future?
Homework: Produce a poster to advertise the
opening of the Liverpool Manchester railway.
(This could be organised as a competition).
Starter Annotate copy of ‘Court for King
Cholera’ cartoon and identify health hazards.
Pupils investigate town conditions using a
variety of sources. Ten foul facts.
Plenary Power slide on Wilf and his family.
Hot seat members of the family to ask why
they are moving to the town
1.2 Diversity
1.4 cause/consequence
Annotate cartoons
Foul facts
PPTS
‘Court for King
Cholera’ cartoon.
Selection of sources
A4 paper for leaflets.
Crayons etc.
Hats, waistcoat etc.
for plenary
Pollution
Cholera
Sewers
Starter Compare two different homes in
London
Pupils investigate the lives of the poor in
Shelton street.
Pupils produce a brochure to attract people to
London. This should show the positive
aspects of the city. It could be completed in
groups with individual pupils taking
responsibility for different aspects e.g.
buildings, entertainment, work, trade
Study figures and suggest reasons why
people died so young. Suggest why people
lived longer in the countryside.
Simulation of surgical operation or Video clip
Adam Hart Davis.
Students study symptoms and causes of
diseases and produce advice for people living
at the time.
Plenary Chronology sort dates into order to
show improvements in health
1.2 Diversity
1.3 change/continuity
Brochure
PPT
Shelton street sheet
Information on
London
1.1 Chronological
Understanding
1.3 change/continuity
1.4 cause/consequence
Advice
Slide showing figures
Video clip on surgery
Sheets on diseases.
Starter –Dragons den students choose
1.1 Chronological
Speeches
PPT
21
Key Stage 3 Scheme of work
talent?
Objectives:
To understand the
significance of key
developments between
1750-1900.
To develop team working
skills.
(Who were the great designers
inventors and scientists
between 1750 and 1900?
How did their inventions
improve people’s lives)?
29
between a number of items to decide which
they would choose to invest in. (ppt)
Awards ceremony Students work in groups of
4/5 to produce a speech and supporting
statements for one of the following: Arkwright,
Brunel, Bessemer, Faraday, Stephenson,
Watt.
Plenary After speeches and supporting
statements a vote could be taken and an
award presented. Reflect on how these
inventions brought change to peoples lives
Assessment
Time: 6 x 1 hr Lessons
order like in the 19
century?
Objectives:
To understand how crime
was dealt with
Use sources to discover
what people thought of the
new police force
How did conditions
in Whitechapel lead
to murder?
Objectives:
To identify what conditions
in Whitechapel were like
Explain how these
conditions lead to rising
crime
32
Information
sheets/Packs for each
inventor.
Alternative lesson from teachers TV Pitching the
past.
What was Law and Order like in the nineteenth century?
30
Starter: What have these people got in
What was law &
common? Picture of TV police inspectors
th
31
Understanding
1.3 change/continuity
1.5 significance
1.6 interpretations
Who were Jack’s
victims?
Objectives:
Can describe who the
victims were and what
happened to them
Explain how the life
women were forced into
was dangerous
22
Key Stage 3 Scheme of work
33
What type of man
was Jack?
Objectives:
Use evidence to
understand what Jack
thought of his victims & the
police
34
Who was Jack the
Ripper?
Objectives:
Explain why there were so
many suspects
Examine evidence to
reach a conclusion
35
Why did the police
fail to catch Jack?
Objectives:
Identify the reasons why
the Police could not arrest
the killer
Compare modern
techniques to 19th century
policing
Rank factors for failure
23