History — Year 7

 

History Overview
Curriculum

Term 1: Has London always been a center for migration?

In this unit, students will build on their knowledge from Key Stage Two, studying where we have come from through time, and deciding what it means to be a Londoner. They will learn of how migration has contributed to London's history, and study a variety of different time periods including the Roman Empire, Early Modern Period and 20th century. They will learn about Irish, Jewish, Italian, Caribbean, West African, Indian, Polish and Ukrainian migration to London throughout time. This unit will also incorporate analysis and discussion of British attitudes towards immigration, with students considering why differences exist between how different groups have been treated. A good book from our library to complement this unit is Black and British: A Short, Essential History by David Olusoga.

Baseline Assessment: This Baseline Test is used as a fantastic tool for checking the learning status of students during their transition to KS3 in Year 7. The results of the test afford the teacher an excellent range of data that they can use to prepare work accordingly. It will assess skills including: structuring and organising information; chronological understanding and change and continuity. It will require a good understanding of immigration to London over time.

Viking
A person belonging to a race of Scandinavian people who travelled by sea and attacked parts of northern and southern Europe between the 8th and the 11th centuries, often staying to live in places they travelled to.

Immigration
the action of coming to live permanently in a foreign country.

Emigration
the act of leaving one's own country to settle permanently in another; moving abroad.

Refugee
a person who has been forced to leave their country in order to escape war, persecution, or natural disaster.

Windrush
Empire Windrush is the name of a ship best remembered today for bringing one of the first large groups of post-war West Indian immigrants to the United Kingdom, carrying 492 passengers and one stowaway on a voyage from Jamaica to London in 1948.

Settlement
a place, typically one which has previously been uninhabited, where people establish a community.

Diversity
the state of being diverse.

Roman
a citizen or soldier of the ancient Roman Republic or Empire.

Migration
the movement of people from one area to another.

Legislation
the process of making or enacting laws.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Spiritual education takes place in History as students understand how and why events in the past happened. Their studies help students to understand that events did not have to happen the way that they did, and that they could have taken other directions. Moral education in History involves students being encouraged to comment on moral questions and dilemmas. History is a story of ethical decisions, and students develop the ability to empathise with the decisions which people made at the time, based on their historical situation. Social education in History encourages students to think about what past societies have contributed to our culture today. Students own social development develops through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate well. Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.

Create a supportive community:
By incorporating spiritual, moral, social and cultural development into our history classrooms, we create a supportive learning environment. The history classroom operates as a supportive learning environment that allows debate to flourish and encourages diverse views. Students feel that it is safe to discuss and engage with contentious areas of the past as well as to make links with present pressure points.

Term 2: Did the Norman Conquest 'annihilate one kind of England'?​

In this unit, students will learn who the Normans were and why William and Matilda wanted to invade England. They will also study Edward the Confessor and Harold Godwinson and their role in the lead up to the invasion of 1066. They will then learn about: how William of Normandy organised land ownership to control England; the experiences of Saxon noblewomen during the Norman Conquest; how the Normans kept the Saxon population from rebellion against their rule; changes and continuities in religion and the Church under the Normans; and how the Normans gathered and organised information in the Domesday Book. They will finally judge to what extent life in England had changed under the Normans. As part of the half term students will also design and build their own castle. In the past we have seen students work together to create cardboard keeps, towers and trebuchets! Where possible, we also run a theatre trip to see Horrible Histories Live in this term to increase students' enjoyment of and interest in History.

Written piece: Judging to what extent life in England had changed under the Normans.

Norman
A descendant of the Normans and French who conquered England in 1066.

Anglo-Saxon
A member of any of the West Germanic tribes (Angles, Saxons, and Jutes) that settled in Britain from the 5th century AD and were dominant until the Norman conquest in 1066.

Conquer
Overcome and take control of (a place or people) by military force.

Tapestry
A piece of thick textile fabric with pictures or designs formed by weaving coloured weft threads or by embroidering on canvas, used as a wall hanging or soft furnishing.

Feudal System
The medieval class system which separated the kings, lords and peasants.

Heir
A person in line to become king or queen.

Vikings
A person belonging to a race of Scandinavian people who travelled by sea and attacked parts of northern and southern Europe between the 8th and the 11th centuries, often staying to live in places they travelled to.

Saxons
A member of a people that inhabited parts of central and northern Germany from Roman times, many of whom conquered and settled in much of southern England in the 5th–6th centuries.

Claimant
A person who makes a claim to something, for example the English throne.

Siege
A military operation in which enemy forces surround a town or building, cutting off essential supplies, with the aim of compelling those inside to surrender.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Spiritual education takes place in History as students understand how and why events in the past happened. Their studies help students to understand that events did not have to happen the way that they did, and that they could have taken other directions. Moral education in History involves students being encouraged to comment on moral questions and dilemmas. History is a story of ethical decisions, and students develop the ability to empathise with the decisions which people made at the time, based on their historical situation. Social education in History encourages students to think about what past societies have contributed to our culture today. Students own social development develops through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate well. Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.

Create a supportive community:
By incorporating spiritual, moral, social and cultural development into our history classrooms, we create a supportive learning environment. The history classroom operates as a supportive learning environment that allows debate to flourish and encourages diverse views. Students feel that it is safe to discuss and engage with contentious areas of the past as well as to make links with present pressure points.

Term 3: How was the medieval world different to mine?

In this unit, students will learn about life in the medieval world. Students will begin by studying why Kings struggled to rule England in this period. They will learn about why some historians claim that King John was a bad king; the consequences of King John's actions in losing the support of his barons, and how he ultimately had his power reduced with the Magna Carta. They will also study struggle Henry III faced in trying to rule England; the Second Barons' War and the creation of parliament. They will then learn of how Edward I made a new way to rule; and finally about Edward's desire to restore royal power in England, Wales and Scotland. Following this, students will study the Black Death was and how the Silk Road became responsible for spreading it across the world. They will then learn about the wider medieval world, and study Timbuktu, Great Zimbabwe and the Ming Dynasty.

Historical Skills Test: Medieval Life & the Norman Conquest. This test will assess students' knowledge and understanding of important key terms and historical concepts, including cause and consequence, interpretation and use of evidence. These second order concepts are important in developing historical understanding.

Revolt
To take violent action against an established government or ruler; rebel.

Pilgrimmage
A journey, especially a long one, made to some sacred place as an act of religious devotion

Tithe
One tenth of annual produce or earnings, formerly taken as a tax for the support of the Church and clergy.

Abbey
The building or buildings occupied by a community of monks or nuns.

Church
A building used for public Christian worship.

Heresy
Belief or opinion contrary to religious (especially Christian) doctrine.

Plague
Contagious bacterial disease characterised by fever and delirium, typically with the formation of buboes, and sometimes infection of the lungs.

Manor
A large country house with lands.

Monk
A member of a religious community of men typically living under vows of poverty, chastity, and obedience

Punishment
A penalty given for an offence.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Spiritual education takes place in History as students understand how and why events in the past happened. Their studies help students to understand that events did not have to happen the way that they did, and that they could have taken other directions. Moral education in History involves students being encouraged to comment on moral questions and dilemmas. History is a story of ethical decisions, and students develop the ability to empathise with the decisions which people made at the time, based on their historical situation. Social education in History encourages students to think about what past societies have contributed to our culture today. Students own social development develops through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate well. Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.

Create a supportive community:
By incorporating spiritual, moral, social and cultural development into our history classrooms, we create a supportive learning environment. The history classroom operates as a supportive learning environment that allows debate to flourish and encourages diverse views. Students feel that it is safe to discuss and engage with contentious areas of the past as well as to make links with present pressure points.

Term 4: Why are the Tudors the most remembered family in English history?

In this unit, students will learn about Henry VIII as King of England. They will explore his characteristics, desires and religious beliefs. They will also learn about Catherine of Aragon and her role as Queen of England. They will also study the problems that Henry VIII had as King of England and how this lead to him making a break with Rome. After studying why Henry VIII decided to close the monasteries and how he benefited from this, they will learn about how the English Church changed during the sixteenth century and build up the big picture of the changes made by each monarch. Following this, students will learn about the tensions between Elizabeth I's England and Philip II's Spain and how these tensions helped to push the Elizabethans to expand their horizons. They will learn about who the Elizabethan Privateers were and their actions in South America and the Caribbean, and about Elizabethan connections to the Islamic world. They will learn about what Morocco was like in the Elizabethan era.

Knowledge Test: Students will be tested on the topics which they have studied this half term in short answer questions.

Causation
The action of causing something.

Peasant
A poor worker of low social status.

Crusade
A series of medieval military expeditions made by Europeans to recover the Holy Land from the Muslims in the 11th, 12th, and 13th centuries.

Feudal System
The medieval class system which separated the kings, lords and peasants.

Revolt
Take violent action against an established government or ruler; rebel.

Black Death
A form of bubonic plague that spread over Europe in the 14th century and killed an estimated quarter of the population.

Lord
A man of noble rank or high office; a nobleman.

Consequence
A result or effect.

Claimant
A person who makes a claim to something, for example the English throne.

Conquer
Overcome and take control of (a place or people) by military force.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Spiritual education takes place in History as students understand how and why events in the past happened. Their studies help students to understand that events did not have to happen the way that they did, and that they could have taken other directions. Moral education in History involves students being encouraged to comment on moral questions and dilemmas. History is a story of ethical decisions, and students develop the ability to empathise with the decisions which people made at the time, based on their historical situation. Social education in History encourages students to think about what past societies have contributed to our culture today. Students own social development develops through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate well. Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.

Create a supportive community:
By incorporating spiritual, moral, social and cultural development into our history classrooms, we create a supportive learning environment. The history classroom operates as a supportive learning environment that allows debate to flourish and encourages diverse views. Students feel that it is safe to discuss and engage with contentious areas of the past as well as to make links with present pressure points.

Term 5: How did the chorizo sausage come to symbolise religious conflict in Spain?

We are currently re-planning this scheme of work, and its full details will be available here soon!

End of Year Test: This will test students on the topics which we have covered this year.

Martyr
A person who is killed because of their religious or other beliefs.

Colonialism
Taking political control over another country, occupying it with settlers, and exploiting it economically.

Mosque
A Muslim place of worship.

Warfare
Engagement in or the activities involved in war or conflict.

Jerusalem
A holy city for Jews, Christians, and Muslims; the capital of the ancient kingdom of Judah and of the modern state of Israel. The name means “city of peace.”

Byzantine
Previous name for the modern day city of Istanbul.

Holy Land
A region on the eastern shore of the Mediterranean, in what is now Israel and Palestine, revered by Christians as the place in which Christ lived and taught, by Jews as the land given to the people of Israel, and by Muslims.

Muslim
A follower of the religion of Islam.

Merchant
A person who trades goods.

Massacre
An indiscriminate and brutal slaughter of many people.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Spiritual education takes place in History as students understand how and why events in the past happened. Their studies help students to understand that events did not have to happen the way that they did, and that they could have taken other directions. Moral education in History involves students being encouraged to comment on moral questions and dilemmas. History is a story of ethical decisions, and students develop the ability to empathise with the decisions which people made at the time, based on their historical situation. Social education in History encourages students to think about what past societies have contributed to our culture today. Students own social development develops through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate well. Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.

Create a supportive community:
By incorporating spiritual, moral, social and cultural development into our history classrooms, we create a supportive learning environment. The history classroom operates as a supportive learning environment that allows debate to flourish and encourages diverse views. Students feel that it is safe to discuss and engage with contentious areas of the past as well as to make links with present pressure points.

Term 6: How did the colonization of the Americas affect the life of Indigenous peoples?

In this unit students will study various topics relating to the American West. They will analyse the importance of buffalo to Indigenous society; examine the decline in Indigenous populations post-1492; assess the reasons for tensions between Indigenous nations and Americans and judge the impact of the California gold rush on the growth of the USA. Students will also learn about the ancient civilizations of South America and how and why these areas were colonized by Europeans. Where possible, this term will also include a visit to Strawberry Hill House where students will study local history.

Knowledge Test: Students will be tested on their understanding of South America

Export
To transport goods for sale to another country

Bankrupt
To be insolvent; to have run out of resources with which to pay existing debts.

Frontier
A line or border between two areas

Culture
The ideas, customs, and social behaviour of a particular people or society.

Industry
The part of the economy concerned with turning raw materials into into manufactured goods, for example making furniture from wood.

Reservation
An area of land given to Native Americans by the US government to keep them away from settlers.

Sharecropper
Someone who farmed land belonging to a landowner in return for giving them a share of their crops

Terrain
A stretch of land and usually used to refer to its physical features, eg mountainous, jungle etc.

Persecution
Hostility towards or harassment of someone, usually due to their race, religion or political beliefs.

Ward
A ward is someone who is taken under the protection and power of someone else, usually because it is believed that they do not have the capacity to know what is best for them.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Create a supportive community: