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KS3 National Curriculum Year 7Term: Autumn 1 Theme: LIFE AND DEATHContent ARE objectives. Activities Useful

ResourcesMEDIEVAL LIFE AND THE BLACK DEATHthe development of Church, state and society in Medieval Britain 1066-1509

O TRACK yr. 5/6Year 5Pupils can organise information purposefully when responding to or asking questionsPupils remember key facts and information from areas of study in Year 5 and can remember information from previous areas of study Pupils can challenge sources of informationPupils are beginning to make purposeful selection about information they wish to include in responsesPupils can organise information purposefully when responding to or asking questionsPupils are building their understanding of how our knowledge of history is developed, identifying how a range of sources build up our knowledge and understanding Pupils can access different sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.

Year 6 Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timeline

Lesson 1- set the contextDiscuss with the children when the Medieval period was – create a class time line so the children can see when it started and when it came to the end. Get the children to understand that during this period there were a number of medieval monarchs (1066–1485) – go through the names and the dates of the monarchs and get the children to add to the class timeline.TASK – children to take one monarch f their choosing – create a mini fact file with key information, and find out their fates were they killed/deposed/passed on the crown to an heir.

Lesson 2 – society in the Medieval period.Discuss with the children the structure of medieval society and go through the key terms. Discuss what everyday life would be like for each of the different levels and the power they had.TASK: children to create a society pyramid with information about each of the levels using the information given during the introduction and also through use of iPad to gain more insight

Lesson 3- Medieval views of the afterlife (heaven, hell and purgatory)Discuss with the children the day-to-day life of the normal working class people – can they state what their lives were like – using the information from the previous session? Why do the children think that religion played an important role? Why do they think that the people believed in Heaven and Hell? Get the children to think about the most important people in the towns, villages etc? why do they think that the priests were so important?TASK: children to consider ways of improving chances of getting to heaven: good works, pilgrimages, the power of prayer, saints and how this would have affected their everyday lives.

Lesson 4 Role of priests in daily lifeDiscuss with the children why they think that people became monks/nuns – what do the children think the everyday life of a monk or nun was like? Discuss the different orders and the different ways that they showed their devotion to god. Then look at how they helped and supported their local communities including caring for the sick and praying for the dead

Bank of resources: including PowerPoints, videos, worksheets attached in the file – they will need to be amended to suit the needs of the children but give a cracking starting point!

Pupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history

GCSEHAP – level 3 (year 7)give reasons why some events, people and changes might be judged as more historically significant than othersto know about some features of past societies and can identify the dates of some events, people and changes that have happened in those periods.Describe how we can have different opinions from the same sourceuse sources of information to answer questions about the pastidentify and describe causes and consequences of the main events being studied.

MAP level 2 (year 7)describe some historical events or people from history that have been identified as significant.give two reasons why an event happeneddescribe different types of evidence (e.g. what an eye- witness account is or what artefacts are)use sources of information to answer questions about the past

LAP level 1 (year 7)recognise people/events who have been significantgive one reason why an event happenedidentify examples of sources (e.g. diaries, letters, posters)

TASK: children to complete a day in the life of – children to note down times and activities for monks and nuns – each child could be given a different order to research – these can then be shared and compared

Lesson 5 Origins of the Black DeathDiscuss with the children that we are now going to be looking at the Black Death and how it came to England, how it spread and what the medieval people believed about why the Black Death was occurringTASK: children to create a spider gram of the Black Death – answering the questions – where did it come from? How did it spread and what reasons for it

Lesson 6 Symptoms of Black DeathRecap with the children the work that we had completed in the previous session about the origins, spread and peoples beliefs about the Black Death. The move on to what the symptoms of this disease were and how the people of this time thought that they could prevent and treat the disease.TASK: children to research further the symptoms of the Black Death and then the different ways that people thought that it could be treated or prevented – this could become a little “Guide to the Black Death” that could span two sessions

Lesson 7 – The effect of the Black Death on towns and villagesDiscuss with the children that like the recent virus outbreak many people died due to this disease – where do the children think had the highest mortality rates? Why? Children to justify their reasons. Then think with the children of the short term and long term effects of the disease.* Short term impacts – burial problems, abandoned villages, shortages of suppliesLong term – fields not worked, poverty, starvation etc. Positives and negativesTASK: children to complete a table of the short term and long term affects of the Black death and then they can highlight which ones are negative and which are positives.

Term: Autumn 2 Theme: HEALTHContent ARE objectives. Activities Useful

ResourcesROMANS— a study of a site of local history prior to 1066


Year 6 Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct

Lesson 1 – why did Rome expand?Discuss with the children hat we are going to be completing work based on the Roman Empire – what do they know about this period? What do they think they know? Children to complete the concept maps.Go through the PowerPoint and show the children how the city of Rome expanded and then discuss why they expanded – what were the causes.TASK: children to identify the area that the Roman Empire covered in its heyday – what countries did they include? What did toe Romans call these countries?

Lesson 2 – how was Rome governed?Go through the structure of the Roman system and explain all the new key words – ensure that the children understand them and that an misconceptions are identified and corrected. Use the PowerPoint to support but also you could act it out with the children and give them rolesTASK: children to read the source material and to identify the key information to describe the different roles within the roman governing body – LAPS could have the information cut up so all they have to do is match up.

Lesson 3/4 – why was the Roman Army so successful?This may take a couple of sessions as there is a lot to cover and the children may like this.What makes a good army? Discuss with the class and think of qualities that they would need – order, discipline, structure, training, weapons, tactics, strong leaders – then go through and link with the Roman army – use the PowerPoint to support.Then we can go though and look at a roman soldier – his uniform, his life and his weapons.TASK – children to create a mini fact file about Roman soldiers – give the children differentiated expectations bout what it needs to look like and what it should include

Bank of resources: including PowerPoints, videos, work sheets attached in the file – they will need to be amended to suit the needs of the children but give a cracking starting point!

sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history

GCSEHAP – level 3 (year 7)give reasons why some events, people and changes might be judged as more historically significant than othersto know about some features of past societies and can identify the dates of some events, people and changes that have happened in those periods.Describe how we can have different opinions from the same sourceuse sources of information to answer questions about the pastidentify and describe causes and consequences of the main events being studied.

MAP level 2 (year 7)describe some historical events or people from history that have been identified as significant.give two reasons why an event happeneddescribe different types of evidence (e.g. what an eye- witness account is or what artefacts are)use sources of information to answer questions about the past

LAP level 1 (year 7)recognise people/events who have been significantgive one reason why an event happenedidentify examples of sources (e.g. diaries, letters, posters)

Lesson 5 – the role of religionDiscuss with the children that the Romans believed in many Gods and they influenced their daily lives greatly. Go through the PowerPoint, identify the major gods, and discuss their hierarchy. Talk about how homes would have shrines and that the Gods would all have different temples and ceremonies – Use the PowerPoint. What do the children think the Romans would have felt when Christianity was introduced? Why? Justify their viewsTASK: children to find out about chosen gods/ goddesses and then feedback to the rest of the class – which god was the greatest? Do they all agree? Why? Why not? Justify their views

Lesson 6 – what was life like in Rome?Discuss with the children that in this session they are going to be working in pairs to create an information sheet about life in ancient Rome – go through the different headings and discuss that they can: a) use the information sheets providedb) use the internet to find extra informationc) use the books provided to find new ideasTASK – children to find out about: housing, clothing, food, transport etc. and to create a poster using their findings

Lesson 7 – why did the Romans invade Britain?Discuss with the children that Rome then set its sights on Britain – why do the children think that we would be so appealing to the Romans? Get the children to come up with ideas before going through the PowerPoint and getting the reasons.TASK: children to complete a spider diagram with the different reasons for the invasion – the children can they rate them as to which they felt was the main reason – discuss that these are going to differ and that they need to be able to argue their choices.

Term: Spring 1 Theme: POWER

Content ARE objectives. Activities Useful Resources

FRENCH REVOLUTIONideas, political power, industry and empire: Britain, 1745-1901


Year 6 Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them

Lesson 1 – what was life like in France before 1789?Know the Estate class systemUnderstand the problems that could be caused by the Three Estate class systemBe able to analyse sources on the Three Estate class system – use the PowerPoint to support – this may need amending to suit the needs of the different classes.TASK – children to know about the three estates and to complete a pyramid of society stating information about the estates – this could be done individually or groups could be given an estate to research and feedback on

Lesson 2 – Who was Louis XVI and was he good at his job??Know how France was ruled in 1789Understand the positives and negative characteristics of Louis XVIBe able to explain if Louis XVI was a good or bad kingGo through information about King Louis XVI – talk about what he was like and what he did that was good or not so good.TASK: children to create an argument as to whether he was a good king or a bad king – children to find sources or use materials provided to back up their opinions.EXT – do all the estates think the same about him? Why?

Lesson 3/4 – what caused the French Revolution?To know the long term causes of the French RevolutionTo know the short term causes of the French RevolutionTo be able to rate them in order of importance and justify their views.Debt and Taxes In 1789, the French government was in a major financial crisis. The king had borrowed heavily to maintain a lavish lifestyle. Also, the government had borrowed to fight Great Britain in the Seven Years' War and to help the Americans in the Revolutionary War. With such great debt, the king had no other option than to try and raise taxes. The commoners of France (the Third Estate) had to pay the majority of the taxes. The nobles and the clergy were largely exempt from paying taxes. Higher taxes angered the common people, especially since the nobles didn't have to pay their share. Famine and Bread Prices France was experiencing famine at the time. The common people mostly ate bread to survive. However, the cost of bread


and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history

GCSEHAP – level 4 (year 7)Pupils show some understanding of why things existed at the times they didPupils to assess how much an event or person has changed or stayed the same across different periodsPupils begin to recognise patterns over timedescribe different opinions from sourcesPupils identify and describe both causes and consequences of the main events studiedPupils describe different opinions about events or people from the past

MAPS – level 3 (year 7)give reasons why some events, people and changes might be judged as more historically significant than othersto know about some features of past societies and can identify the dates of some events, people and changes that have happened in those periods.Describe how we can have different opinions from the same sourceuse sources of information to answer questions about the pastidentify and describe causes and consequences of the main events being studied.

LAPS level 2 (year 7)describe some historical events or people from history that have been identified as significant.give two reasons why an event happeneddescribe different types of evidence (e.g. what an eye- witness account is or what artefacts are)use sources of information to answer questions about the past

skyrocketed and people were hungry and starving. Changes in Culture For hundreds of years the people of France had blindly followed the king and accepted their place in life. However, in the 1700s, the culture began to change. The "Era of Enlightenment" presented new ideas such as "liberty" and "equality." Also, the American Revolution represented a new type of government where the people ruled rather than a king. Politics Before the Storming of the Bastille, King Louis XVI had been losing power within the French government. He was a weak king and didn't realize how bad the situation was for the commoners in France. The members of the Third Estate formed the National Assembly to force the king to make reforms. Not only was the king in conflict with the commoners, but the king and the nobles could not agree on reforms.TASK: lesson 3 – go through all the causes and get the children to think about whether this happened just before the revolution occurred (short term) or whether the events built up over a period of time (long term) – record this information to suit the needs of the class.Lesson 4 – go through the different causes and model putting them into an order of importance (these can be put on post it notes or strips of card) the children then have a go at putting them into their order and then verbalising the reasons behind their choices

Lesson 5 – what was the storming of the Bastille?To understand the events of the Storming of the BastilleTo understand why it is still celebrated today in FranceGo through the PowerPoint and the events of the day. Discuss what happened during the Storming? Why did the revolutionaries see this as being so important? TASK – children to comic strip the events of the storming of the Bastille and then to show that they understand the significance of this event.

Lesson 6 -Who were the main characters in the French Revolution?To know the key players in the French RevolutionTo research and gather information from a range of sourcesTo present findingsFrench Revolution was a pivotal event in world history which began with the Storming of the Bastille in 1789 and ended in 1799 with the ascent of Napoleon Bonaparte. The writings of Emmanuel Joseph Sieyes played an important part in propelling France

towards the Revolution. Count of Mirabeau and Marquis de Lafayette were among the best-known leaders during the early stage of the Revolution. As the Revolution gathered steam, the political class of France was divided into the moderate Girondins and the more radical Montagnards. Jacques Pierre Brissot and Maximilien Robespierre were the most important leaders of the Girondins and the Montagnards respectively. Externally, Lazare Carnot and Napoleon Bonaparte were the leading figures who helped France win the Revolutionary WarsTASK: children to be given a name of a key revolutionary and research using the IPADs and document what they have found out about that person – children to then share their finding s with the rest of the class.

Lesson 7 - What happened after? The Declaration of the Rights of ManKnow the changes in France after the RevolutionUnderstand the impact of these changesDiscuss with the children what happened to the nobles and the King and Queen of France when the Revolution succeeded – was this a good thing? Why? Could they have done it differently? Why? Introduce the Declaration of the Rights of Man – what was this? What were its aims?TASK – children to think about the changes that happened in France after the death of Louis XVI – use the cards to support the children – do you think that the French Revolution had a positive impact? Was it worth people dying for?

Term: Spring 2 Theme: NATUREContent ARE objectives. Activities Useful

ResourcesWAR OF THE ROSESthe development of Church, state and

O TRACK yr. 5/6Year 5Pupils can organise information purposefully when responding to or asking questionsPupils remember key facts and information from areas of study in Year 5 and can remember information from previous areas of study Pupils can challenge sources of informationPupils are beginning to make purposeful selection about information they wish to include in responsesPupils can organise information purposefully when responding to or asking questions

Lesson 1 – contextIn this session, get the children to understand the circumstances leading up to the War of the Roses – what dates are we looking at, what is happening in England? What is happening in the wider world? Discuss with the children that it is important that we do this or we will not understand why this was such a turning point in the history of England.

Bank of resources: including PowerPoints, videos, work sheets attached in the file –

society in Medieval Britain 1066-1509

Pupils are building their understanding of how our knowledge of history is developed, identifying how a range of sources build up our knowledge and understanding Pupils can access different sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.

Year 6 Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history

GCSEHAP – level 4 (year 7)Pupils show some understanding of why things existed at the times they did

TASK - Children to research this and to create their own timeline of events prior to the start of the War of the roses

Lesson 2 – the contenders to the throneLook at the two main families that the War of the roses were between – the Houses of Lancaster and York – look at each side and look at why they should be in power and not the other family.

TASK – as a class, children to compile a list of factors that would either support or disprove that families claim to the throne

Lesson 3 – the causes of the warUse the website to go through the causes of the warhttps://www.historyforkids.net/war-of-the-roses.html ensure that the children understand this and that they can use the information that they gathered in the previous session to build on their understanding.

TASK – children to note down the root causes of the war as a flow chart to show how the factors led to one another. LA children could have the factors written for them to use.

Lesson 4 – The princes in the TowerDiscuss with the children the princes in the Tower and the mystery around their disappearance. Look at who the princes were and the threats that they posed to Richard III.Watch the video - https://www.youtube.com/watch?v=VRIDhxFBHWg and then discuss any questions/ thoughts/ opinions that this may have raised.

TASK – children to complete the main task sheet lesson 3

Lesson 5 – to understand the events of the Battle of Bosworth FieldUse the information from the website https://schoolhistory.co.uk/notes/the-battle-of-bosworth/ and go through the main events of the Battle of Bosworth Field.

they will need to be amended to suit the needs of the children but give a cracking starting point!

https://schoolhistory.co.uk/notes/the-battle-of-bosworth/

https://www.youtube.com/watch?v=VRIDhxFBHWg

https://www.youtube.com/watch?v=VRIDhxFBHWg

https://www.historyforkids.net/war-of-the-roses.html

Pupils to assess how much an event or person has changed or stayed the same across different periodsPupils begin to recognise patterns over timedescribe different opinions from sourcesPupils identify and describe both causes and consequences of the main events studiedPupils describe different opinions about events or people from the past

MAPS – level 3 (year 7)give reasons why some events, people and changes might be judged as more historically significant than othersTo know about some features of past societies and can identify the dates of some events, people and changes that have happened in those periods.Describe how we can have different opinions from the same sourceuse sources of information to answer questions about the pastIdentify and describe causes and consequences of the main events studied.

LAPS level 2 (year 7)Describe some historical events or people from history that are identified as significant.Give two reasons why an event happenedDescribe different types of evidence (e.g. what an eye- witness account is or what artefacts are)Use sources of information to answer questions about the past

Use the PowerPoint “Rise of the Tudors” to go through things in a more visual manner https://www.tes.com/teaching-resource/the-tudors-the-battle-of-bosworth-1485-6182462

TASK – children to chronical the events of the battle using which ever method they choose – comic strip/ flow cart/ timeline etc

Lesson 6 – uniting the housesDiscuss with the children that after the battle had been won, they still needed to unite the county – discuss that this was done by Henry marrying Elizabeth of York. They then together formed the Tudor dynasty that ruled England for nearly 120 years.

TASK - Discuss with the children the question – do they think that the right person became king? Give the children the opportunity to think of their answers and then share their views with the rest of the class

Term: Summer 1 Theme: YORKSHIREContent ARE objectives. Activities Useful

ResourcesHistory of Doncaster/Conisbrough Castle – A local History Study

O TRACK yr. 5/6Year 5Pupils can organise information purposefully when responding to or asking questionsPupils remember key facts and information from areas of study in Year 5 and can remember information from previous areas of study Pupils can challenge sources of informationPupils are beginning to make purposeful selection about information they wish to include in responsesPupils can organise information purposefully when responding to or asking questions

Lesson 1 THE ROMAN FORT AT DONCASTERThe history of Doncaster began when the Romans built a fort in the area about 71 AD. The Romans called the fort Danum. However, in the 4th century Roman civilization declined and the last Roman soldiers left Britain in 407 AD. After the Romans left a village there was a village by the fort. It was called Don ceaster. In time the name changed to Doncaster.Recap the main details about the Romans – where they came from and the dates that they invaded Britain. Go through the PowerPoint about the Roman Legacy and all the different areas in which they have impacted our lives.

See file with attached planning and resources

https://www.tes.com/teaching-resource/the-tudors-the-battle-of-bosworth-1485-6182462

https://www.tes.com/teaching-resource/the-tudors-the-battle-of-bosworth-1485-6182462

Pupils are building their understanding of how our knowledge of history is developed, identifying how a range of sources build up our knowledge and understanding Pupils can access different sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.


GCSEHAPS – level 5 (year 7)Pupils to put some local, British and international events, people and periods into a timeline

TASKSDiscuss the main Roman Road that goes through Yorkshire.Discuss that Doncaster was called Danum, children to look at the extract and come up with why they think that the Romans would have settled here – children to highlight the sections that they get given – these are to be differentiated.

Lesson 2/3 – The Normans and their castleshttps://doncasterhistory.wordpress.com/local-history-1/the-normans/Discuss with the children who the Normans were and why they came to England – discuss how the North did not like them and to try and control them the Normans built castles.TASKS:Connisbrough Castle – children to find out about the history of Connisbrough, the type of castle it is, what life might have been like.

Lesson 4/5 - DONCASTER IN THE MIDDLE AGESIn the 12th century Doncaster grew into a busy town. In 1194 King Richard I gave Doncaster a charter (a document granting or confirming certain rights). In the Middle Ages Doncaster was a busy little market town although it would seem tiny to us. In 1204 Doncaster suffered a disastrous fire. In the Middle Ages most buildings were of wood so fire was a constant hazard. On the other hand, if buildings did burn they could be easily be replaced. The street name gate is derived from the old Danish word 'gata' which meant street. In Medieval towns craftsmen of one type tended to live in the same street. Baxter is an old word for baker so Baxtergate in Doncaster was the baker's street. Frenchgate may be named after French speaking Normans who settled there. In the 14th century friars arrived in Doncaster. The friars were like monks but instead of withdrawing from the world they went out to preach. In 1307 Franciscan friars arrived in Doncaster. They were called grey friars because of the colour of their costumes. Carmelites or white friars arrived in the middle of the 14th century.TASKS:Children to research who Richard 1 was/ or to research the Franciscan/ Carmelite monks who impacted the development of Doncaster. Children to create fact files of their chosen person.

Lesson 6 - Plague and the Middle Ages – not much is known about Doncaster in this period other than it got struck by the plague lots of times!https://doncasterhistory.wordpress.com/local-history-2/plague/

https://doncasterhistory.wordpress.com/local-history-2/plague/

https://doncasterhistory.wordpress.com/local-history-1/the-normans/

https://doncasterhistory.wordpress.com/local-history-1/the-normans/

Pupils understand that some people/events can be more important than othersPupils explain what has changed, what has stayed the same and by how much across different periods and within the same periodsPupils recognise patterns over time consistentlyPupils suggest some reasons for different interpretations of the pastPupils choose examples from sources which relate to a questionPupils begin to explain how one event can lead to anotherPupils begin to explain clear reasons for different interpretationsPupils make judgements using a criteria as to what is/isn’t significant

MAP – level 4 (year 7)Pupils show some understanding of why things existed at the times they didPupils to assess how much an event or person has changed or stayed the same across different periodsPupils begin to recognise patterns over timedescribe different opinions from sourcesPupils identify and describe both causes and consequences of the main events studiedPupils describe different opinions about events or people from the past

LAPS – level 3 (year 7)Give reasons why some events, people and changes might be judged as more historically significant than othersTo know about some features of past societies and can identify the dates of some events, people and changes that have happened in those periods.Describe how we can have different opinions from the same sourceuse sources of information to answer questions about the pastIdentify and describe causes and consequences of the main events being studied.

TASKS:Children to research the Plague – what it was, what the symptoms were and other information.Watch the documentary – make notes etcChildren can present the information as they choose

Lesson 7/8 - DONCASTER IN THE 19TH CENTURYBy 1831 Doncaster had a population of 10,000. By the standards of the time it was quite large. However, like all towns in those days it was dirty and unsanitary and many of the inhabitants lived in squalid and overcrowded conditions. However, things improved in the late 19th century when sewers were built in Doncaster and a piped water supply was created. An infirmary opened in Doncaster in 1853. The first free public library in Doncaster opened in 1869.A new Guildhall was built in 1847 and a Corn Exchange, where grain was bought and sold was built in 1873. Meanwhile the railway reached Doncaster in 1849. Railways meant the end of the stagecoaches but they brought new prosperity to the town. The first public library in Doncaster opened in 1869.St Georges Church was rebuilt in 1858. It was designed by the architect Sir George Gilbert Scott (1811-1878).In 1827 the Corporation decided to light the streets of Doncaster with gas. Doncaster gained electric light in 1899.In 1853 the Great Northern Railway moved its engine building works from Boston to Doncaster. The engine works became the main employer in the town. In the late 19th and 20th centuries industry in Doncaster was dominated by engineering.TASKS:Children to research the different places that came into the forefront at this period – children to include images and also information.This can also be linked to a trip to Doncaster Town Centre so that the children can see these places now. Take photos – compare and contrast

Term: Summer 2 Theme: WARContent ARE objectives. Activities Useful

ResourcesWORLD WAR 1challenges for Britain, Europe and the wider world 1901 to the present day


Year 6 Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods,

Lesson 1 Why did the alliance system form amongst the Great PowersDiscuss with the children that there were 5 main powers at the time of the start of the 20th Century and these were: Britain = most powerful country in the world in 1914 –navy/Empire. Feels threatened by Germany.-Germany = largest army and industry in Europe but small Empire. Catching up with Britain it wanted to be better than Britain.-France = second largest Empire in the world. Hates Germany following humiliating defeat in Franco-Prussian war of 1870-1871.-Russia = largest but poorest country amongst the Great Powers in Europe. Freezing temperatures means cannot trade for large periods. Wants ice free ports in the Balkans.-Austria-Hungary = crumbling Empire made up of many different ethnic groups. Also wants to expand into the Balkans.Use the PowerPoint to supportTASK – children to create a mini fact file about each of these countries and to look at how powerful they were around 1900’s

Lesson 2 – The alliancesDiscuss with the class as to which countries in Europe will join together to form an alliance and why? Shows map on last slides of the previous PowerPoint and go through the countries and their positions. Pupils see that Britain, France and Russia formed the triple Entente and Austria-Hungary, Germany and Italy joined the triple Alliance (explain that Italy later joined Triple Entente.TASK: Pupils label and colour in their map e.g. 1 colour for Triple Entente/1colour Triple Alliance

Lesson 3 - What were the causes of the First World War?Discuss with the children the main causes of WW1. Go through the key terms and what they mean and how they built up friction that was then tipped over by the significant event of the assignation. Use the PowerPoint to support this.TASK: children to create a spider diagram of the main causes of WW1 and then they can rank them – LAPS could have some of the causes as a mix and match activity.

Lesson 4 - How was propaganda used to persuade men to join the British armed forces?Discuss with the children that at the beginning of the WW1 – men were not forced to fight, so why did they volunteer?

identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history

GCSEHAPS – level 5 (year 7)Pupils to put some local, British and international events, people and periods into a timelinePupils understand that some people/events can be more important than othersPupils explain what has changed, what has stayed the same and by how much across different periods and within the same periodsPupils recognise patterns over time consistentlyPupils suggest some reasons for different interpretations of the pastPupils choose examples from sources which relate to a questionPupils begin to explain how one event can lead to anotherPupils begin to explain clear reasons for different interpretationsPupils make judgements using a criteria as to what is/isn’t significant


LAPS – level 3 (year 7)Give reasons why some events, people and changes might be judged as more historically significant than othersTo know about some features of past societies and can identify the dates of some events, people and changes that have happened in those periods.Describe how we can have different opinions from the

Show ‘WW1 Propaganda’ PowerPoint and go through the slides looking at the different types of posters that were used and the different techniques they employed. What else made the men want to join up? What kind of men went to war first?TASK - Pupils do the following in their books for each poster;Title, How does it persuade men to join up? Is it effective? Why?

Lesson 5/6 - What was life like in the trenches?This may need two sessions - Go through and discuss the use of trench warfare, what it was, where it was, why it was used etc. Discuss with the children that they are going to be research different aspects of trench life to create a booklet -go through the PowerPoint and then the expectations of what they need to be doing.TASK – children to work in pairs to complete the documents together

Lesson 6 - What happened at the Battle of the Somme in 1916?Show the children ‘Birdsong’ about the battle of the Somme from 32 minutes to 46 minutes. Pupils discuss what they have seen. Teacher explains this is a representation of history. What actually happened at the battle of the Somme?Then read to the pupil’s newspaper article about the first day of the battle of the Somme. Why does it lie to the British public?TASK – children to timeline the events of the Battle of the Somme OR they can read the sources and look at the differences – then verbally discuss was this a case of “lions being led by donkeys”?

Lesson 7 – why did WW1 end?Discuss with the children why they think the war ended – share their reasons and get them to expand where possible. Use the PowerPoints to go through all the contributing factors that led up to the German’s surrendering – ensure the children know that it was not because of just one thingThen if possible children to be introduced to the Treaty of Versailles and what this did to GermanyTASK: children to either:Mind map the different causes that led to Germany surrendering ORTo look at the treat of Versailles and list the consequences it put onto Germany

same sourceuse sources of information to answer questions about the pastIdentify and describe causes and consequences of the main events being studied.

KS3 National Curriculum Year 8Term: Autumn 1 Theme: Content ARE objectives. Activities Useful

Resources

WORLD WAR 2challenges for Britain, Europe and the wider world 1901 to the present day


Year 6 Pupils have a secure knowledge of chronology, accurately placing a

Lesson 1 – contextWhat do the children know about world War 2 and the 1940s in general already? Children to complete their concept maps. Do not worry too much about being certain if they are absolutely accurate.Discuss with the children the period of time between the end of the first world war and the start of the second – what life was likeTASK: children to compare life in the 1920’s and then compare to life in the 1930’s

Lesson 2 – the causes of the Second World WarGo through the different causes of WW2 and ensure that the children understand how they all link together. Include some of the following-Treaty of Versailles -Failure of the League of Nations-Hitler becomes Chancellor of Germany -Hitler takes over the Rhineland 1936 -Spanish Civil war -Hitler takes over Austria/Anschluss 1938 -Appeasement -Sudetenland-Munich conference -Role of Chamberlain -Hitler takes over Czechoslovakia -Nazi-Soviet Pact 1939 -Hitler invades PolandTASK: children to make a spider diagram of the different causes and then they can be ranked by the children and then their choices can be justified.

Lesson 3 – DunkirkGo through the PowerPoint and the videos to show what happened at Dunkirk, ensure the children understand that the different countries saw this operation differently – discuss why this would be the caseBACKGROUND - Phoney War September 1939-April 1940 with nothing happening except the British government evacuated 3 million people.-BEF sent to Europe to help defeat Hitler.-German invasion of Denmark and Norway in April 1940 using tactic of ‘Blitzkrieg’. BEF

range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history

GCSE

went to help in Norway but easily defeated.-Failure of the ‘Norway Campaign’ leads to the resignation of Neville Chamberlain on 10th May 1940 and he is replaced by Winston Churchill on 10th May 1940. Very important because Churchill was dedicated to defeating Nazism and would not consider surrendering as proposed by other leading Conservatives such as Lord Halifax.-Fall of the Netherlands, Belgium and invasion of France through the Ardennes in May 1940, avoiding the Maginot Line forts on Franco-German border.-Lord Gort decided to evacuate the BEF from Dunkirk May-June 1940.-Call for ‘The Little Ships’ to rescue men. 330,000 British and 10,000 French troops were evacuated. – Myth of the ‘Dunkirk Spirit’ although in private Churchill admits a huge defeat.TASK: children to look at a range of sources and evaluate them looking at quality of information, use of propaganda etc.

Lesson 4 – EvacuationDiscuss with eh children that it was decided that children and other vulnerable people would be moved out of the towns and cities that were faced with the Blitz – what do the children know about this? What was this process called? EvacuationGo through the PowerPoint and look at the different letters and source material –did the children find this a positive experience? Why? Why not – could incorporate parts of Goodnight Mr TomTASK: children to create a poster about what the children could take in their suitcase OR children could design their own suitcase OR they can compare and contrast the suitcases of then and now OR the children can write a letter as if they have been evacuated

Lesson 5 - The BlitzGo through the PowerPoints that give the main details of the Blitz – what was the purpose of this? What did Germany aim to achieve? Watch the videoshttps://www.youtube.com/watch?v=1VwY_UxXkYUhttps://www.iwm.org.uk/history/amazing-colour-footage-of-london-during-the-blitzBACKGROUND - Blitz lasted from 7th September 1940 until May 1941 with the bombing of 16 British cities.-London bombed initially for 76 nights then moved onto cities such as Coventry, Liverpool, and Plymouth.-Coventry devastated with the phrase ‘coventration’ meaning to devastate.-Later Baedeker raids 1941-1942 bombed historic cities such as York.-Second Blitz took place in 1944-1945 when the Germans sent V1 and V2 bombs across the channel.-Air raid shelters built e.g 2 million Anderson shelters handed out to people and later Morrison shelters. In London, the Underground stations were used.-Blackout introduced to make it more difficult for German bombers.-Home Guard set up in 1940 to halt German invasion until regular army could support.TASK: children to go through the information sheets, the source materials and use the videos to create an information document about the Blitz – this can be done in whichever manner the children decide.

https://www.iwm.org.uk/history/amazing-colour-footage-of-london-during-the-blitz

https://www.iwm.org.uk/history/amazing-colour-footage-of-london-during-the-blitz

https://www.youtube.com/watch?v=1VwY_UxXkYU

HAPS – level 4 (year 8)Pupils to put some local, British and international events, people and periods into a timelinePupils understand that some people/events can be more important than othersPupils explain what has changed, what has stayed the same and by how much across different periods and within the same periodsPupils recognise patterns over time consistentlyPupils suggest some reasons for different interpretations of the pastPupils choose examples from sources which relate to a questionPupils begin to explain how one event can lead to anotherPupils begin to explain clear reasons for different interpretationsPupils make judgements using a criteria as to what is/isn’t significant


LAPS – level 2 (year 8)Give reasons why some events, people and changes might be judged as more historically significant than othersTo know about some features of past societies and can identify the dates of some events, people and changes that have happened in those periods.

Lesson 6 – the Battle of BritainUse the PowerPoints and videos to get the children to understand what the battle of Britain was and what it involvedBACKGROUND: After the fall of France, Hitler planned Operation Sealion using the German Luftwaffe to destroy the RAF and then bomb naval dockyards, so that the German navy could attempt an invasion of Britain.-Battle of Britain was a series of battles in the skies between the German Luftwaffe and British RAF over Britain between July-September 1940.-Germans bombed radar stations, sector stations and places such as Portsmouth and Southampton.-Hitler then mistakenly ordered the bombing of London, which gave the RAF breathing space and allowed them to re-group.-British fighter planes such as the Hurricane and Spitfire were a match for the German Messerschmitt, which could only carry fuel to fly over Britain for 30 mins.-Hitler stopped the attack on the RAF realising he could not win.TASK: children to compare the strengths and weaknesses of the German and British forces and to decide which side was better prepared and why.

Lesson 7 – why was Germany defeatedUse the PowerPoints and videos to get the children to understand what the factors were that led up to the end of the second world war – ensure the children understand that it was a number of contributing factors-America and the Soviet Union entered the Second World War as Allies of Britain in 1941.-Casablanca Conference Jan 1943 between Roosevelt and Churchill agreed to bomb Germany from the air once North Africa saved from the Germans.-Tehran Conference 1943 between Stalin, Roosevelt, and Churchill where America and Britain agreed would invade France in 1944 and create a Second Front to ease pressure on Soviet Union who was fighting Germany alone on the Eastern Front.-Eisenhower put in charge of Allied Armed Forces.-Operation Fortitude was a deception plan to fool Germany that the Allies would invade France at Calais. Fake aircraft, tanks, etc. on British coast to fool the Germans and use of a Spanish double agent codenamed Garbo.-Operation Overlord planned meticulously e.g scrutiny of aerial photos and holiday snaps of Normandy, floating harbours called ‘Mulberries’ taken across the Channel, American military equipment e.g landing craft taken across the Channel, training of US, British and Canadian forces.-D-Day 6th June 1944 largely a success although heavy American losses at Omaha Beach.-Operation Market Garden not a success to gain Rhine bridges.-Failure of Battle of the Bulge 1944-1945.TASK – children to mind map all the different reasons that Germany was defeated

Describe how we can have different opinions from the same sourceuse sources of information to answer questions about the pastIdentify and describe causes and consequences of the main events being studied.

at the end of the Second World War

Term: Autumn 2 Theme: Content ARE objectives. Activities Useful

Resources THE NORMAN CONQUESTthe development of Church, state and society in Medieval Britain 1066-1509


Year 6 Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately

Lesson 1 – Candidates to the throne.Use the PowerPoint to introduce the contenders to the throne – why did they think that they were the viable contender to the throne?TASKS:Mini fact files,Strengths and weaknesses of the different candidates.Who would they choose and why?Can they convince someone that their choice would be the best – justifying their answers?

Lesson 2 - The build-up invasions including Stamford Bridge.Discuss with the children that before the Battle of Hastings happened there were a series of invasions and battles led by the other contenders to the throne.TASKS:Timeline the different events that led to the Battle of Hastings.Plot the movement of King Harold’s army on a map.Describe the feelings of a solider in the army of King Harold – justifying these emotions with reasons.

Lesson 3 – The Battle of HastingsDiscuss the events of 1066 and to also discuss why they think that the Normans won the battle and ultimately the crown


placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history

GCSEHAPS – level 4 (year 8)Pupils to put some local, British and international events, people and periods into a timelinePupils understand that some people/events can be more important than othersPupils explain what has changed, what has stayed the same and by how much across different periods and within the same periodsPupils recognise patterns over time consistentlyPupils suggest some reasons for different interpretations of the pastPupils choose examples from sources which relate to a questionPupils begin to explain how one event can lead to anotherPupils begin to explain clear reasons for different interpretationsPupils make judgements using a criteria as to what is/isn’t significant


LAPS – level 2 (year 8)Give reasons why some events, people and changes might be judged as more historically significant than othersTo know about some features of past societies and can identify the dates of some events, people and changes that have happened in those periods.Describe how we can have different opinions from the same

TASKS:Timeline the events that led to the battle – use the documentary and make notes first.Compare the armies – the way they were prepared, their motivation for fighting etc.

Lesson 4 – The Bayeux TapestryThis session looks at the quality of source material that the Bayeux tapestry is.TASK:Children to research who made the tapestry? Who they made it for? Why they made it? Children to then decide if they think that it is a valid piece of source material or not

Lesson 5 – The Harrowing of the NorthDiscuss with the children why this occurred and what they intention of William had by doing this? What were his problems and why did he come up with this as a solution?TASKS:Identify his problems and then link to his solutionsWhat happened in the Harrying of the North? (his actions) What did this mean for the people of the North? (the consequences)

Lesson 6 – Feudalism under William 1Discuss what the term Feudalism means, and how William used this to ensure that he had ultimate control over the country of which he was now king.TASKS:Children to create a feudal pyramid and then add thoughts and opinions about the different layers of society.The children could then research a different tier of the system and feedback to the rest of the class what it would have been like to be this part of society.

sourceuse sources of information to answer questions about the pastIdentify and describe causes and consequences of the main events being studied.

Term: Spring 1 Theme: Content ARE objectives. Activities Useful

Resources

SLAVERYideas, political power, industry and empire: Britain, 1745-1901


Year 6 Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries

Lesson 1 – Key terms and setting the scene – The British EmpireGo through the PowerPoint with the children and get them to understand the key terms relating to the British Empire. Which countries do that include? Why were these countries important to us? What did they give us? Discuss trade and trade routes.Tasks:Children to identify the countries in the British Empire and name them.Children to also complete the Glossary of the key terms so that they can refer back to them

Lesson 2 – What is slavery and why was it considered ok?Discuss with the children the concept of slavery. What do they already know about this topic? Create their concept maps. Go through the PowerPoint and discuss.Tasks:Children to look at the different reasons why Slavery was thought of as ok – children to state whether they were religious reasons, economic reasons or due to what people thought about the African nation.To challenge the more able children encourage them to state their views about slavery – choosing one idea for and giving their reasons against.

Lesson 3 – what is Triangular Trade and who did it involve?Discuss with the children the term “trade” – what do they understand by this term? What do they understand by the term “triangular”? what do they think therefore the term


etc.Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history

GCSEHAPS – level 5 (year 8)Pupils to describe a range of local, British and international history, using datesPupils why some people/events can be more important than othersPupils analyse historical change and continuity within and across periodsPupils to explain why an event or person has caused something to change or stay the samePupils begin to explain how and why different interpretations of the past have arisenPupils choose several sources which support an argumentPupils explain how multiple causes effect an eventPupils begin to explain how causes can be grouped (e.g. chronologically)Pupils describe patterns over timePupils explain clearly the purpose of an interpretationPupils write my own criteria for making judgements about the significance of an event or person.

MAPS – level 4 (year 8)Pupils to put some local, British and international events, people and periods into a timelinePupils understand that some people/events can be more important than othersPupils explain what has changed, what has stayed the same and by how much across different periods and within the same periodsPupils recognise patterns over time consistentlyPupils suggest some reasons for different interpretations of the pastPupils choose examples from sources which relate to a questionPupils begin to explain how one event can lead to anotherPupils begin to explain clear reasons for different interpretations

“Triangular trade” might mean? Get the children to think of their answers and tell me why!Introduce the PowerPoint – go through the different slides so that the children understand what is being taught to themTasks:LAPS – use the triangular trade sheetsM/HAPS – create a step by step guide to Triangular trade.

Lesson 4/5 – capture and transportationTake two sessions for this topic due to the nature of the content – the children will have a lot of questions and things will need to be clarified.Go through the PowerPoint and then get the children to watch the clip from roots – you need to watch the clip first and potentially get parental consent.https://www.youtube.com/watch?v=A1sZ2CSAxyI – capture scenehttps://www.youtube.com/watch?v=PmQvofAiZGA - transportationhttps://www.youtube.com/watch?v=0IJrhQE6DZk – discusses the middle passageGive the children plenty of time to consider what they have just seen – there will be lots of questions and issues raised.TaskChildren to map out the experiences of an African who was captured and then transported.

Lesson 6 – life in a plantationGo through the PowerPoint about Plantations – what they were and what their purpose was,https://www.youtube.com/watch?v=EhjBsJF4C20 – life as a slavehttps://www.youtube.com/watch?v=ArljJFUX8YE – watch the video about Plantations.Task:Using the source material, children to create a fact board about the experiences of life as a slave. This source material needs to include the written, the images and also the videos.LAPS – need to have some support and some information given to them rather than them making detailed notes from the videos.

Lesson 7 – to abolishment and the Underground

https://www.youtube.com/watch?v=ArljJFUX8YE

https://www.youtube.com/watch?v=EhjBsJF4C20

https://www.youtube.com/watch?v=0IJrhQE6DZk

https://www.youtube.com/watch?v=PmQvofAiZGA

https://www.youtube.com/watch?v=A1sZ2CSAxyI

Pupils make judgements using a criteria as to what is/isn’t significant

LAP – level 3 (year 8)Pupils show some understanding of why things existed at the times they didPupils to assess how much an event or person has changed or stayed the same across different periodsPupils begin to recognise patterns over timedescribe different opinions from sourcesPupils identify and describe both causes and consequences of the main events studiedPupils describe different opinions about events or people from the past

RailwayGo through the PowerPoints regarding the Underground Railway and how this helped with the abolishment of the slave trade. Introduce the key figure of William WilberforceTask:HAPS/ MAPS – create a timeline of William Wilberforce and his actions that led to the abolishment of slavery.LAPS – to use the information and order the events into a timelineUseful websites to support the children http://primaryfacts.com/1242/william-wilberforce-facts-and-information/ https://www.theschoolrun.com/homework-help/the-atlantic-slave-trade


Resources

THE ORIGINS OF AN EMPIREideas, political power, industry and empire: Britain, 1745-1901


Year 6

Lesson 1 – what is an Empire?Discuss what the children know about the rem empire – have they heard the term before? When have they hear it? In what contexts? Discuss that we are specifically looking at the British Empire – do they know anything about this? Children to complete their concept mapsTASK: children to create 2 maps of the world – one at the start of the British Empire and one at its peak – compare and contrast

Lesson 2 - Discuss with the children that we are now going to be looking at why Go through the PowerPoint with the children and look at the main reasons that Britain would want or need to instigate an Empire.TASK: children to read through the factors on the

Bank of resources: including PowerPoints, videos, worksheets attached in, the file – they will need to be amended to suit the needs of the children but give a cracking starting point!

https://www.theschoolrun.com/homework-help/the-atlantic-slave-trade

https://www.theschoolrun.com/homework-help/the-atlantic-slave-trade

http://primaryfacts.com/1242/william-wilberforce-facts-and-information/

http://primaryfacts.com/1242/william-wilberforce-facts-and-information/

Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history

GCSEHAPS – level 5 (year 8)Pupils to describe a range of local, British and international history, using datesPupils why some people/events can be more important than others

Pupils analyse historical change and continuity within and across periodsPupils to explain why an event or person has caused something to change or stay the samePupils begin to explain how and why different interpretations of the past have arisenPupils choose several sources which support an argumentPupils explain how multiple causes effect an eventPupils begin to explain how causes can be grouped (e.g. chronologically)Pupils describe patterns over timePupils explain clearly the purpose of an interpretationPupils write my own criteria for making judgements about the significance of an event or person.

worksheet and decide which are linked to what headings: Trade (buying and selling),Jobs, Religion, Exploration, Military (army or navy), Power, Education

Lesson 3 – the ColoniesDiscuss with the children that Britain selected certain areas of the world and that these included: Afghanistan, North America Africa, India, Australia/ New Zealand – why do the children think that they wanted these countries?Go through he fact files of the different colonies and show the children how Britain tried to colonise them – highlight the key eventsTASK: children to be given a list of dates and they have to use the fact files to find out what happened on these dates and whether it was a negative or positive event.

Lesson 4 - AFRICADiscuss with the children that we are going to look at three of the main colonies and look at when they were colonised, who by and what happened to the indigenous people.Start by looking at Africa.TASK: children to use a document where they can find out and answer questions about the way that Africa was colonised, when and by whom, why is was colonised, what happened during colonisation and finally what happened to the people that were already there

Lesson 5 - AUSTRALIAUsing the PowerPoint got through how the colony of Australia was founded and who by, what the British gained from colonising and what happened to the indigenous peopleTASK: add this to the information from last week looking at Africa

Lesson 6 – INDIAUsing the PowerPoint got through how the colony of India was founded and who by, what the British gained from colonising and what happened to the indigenous peopleTASK: add this to the information from previous sessions looking at Africa and Australia

Lesson 7 – was the Empire Good or badRevisit all the information that we have uncovered about how the British created their Empire. Then bring up a list

MAPS – level 4 (year 8)Pupils to put some local, British and international events, people and periods into a timelinePupils understand that some people/events can be more important than othersPupils explain what has changed, what has stayed the same and by how much across different periods and within the same periodsPupils recognise patterns over time consistentlyPupils suggest some reasons for different interpretations of the pastPupils choose examples from sources which relate to a questionPupils begin to explain how one event can lead to anotherPupils begin to explain clear reasons for different interpretationsPupils make judgements using a criteria as to what is/isn’t significant

LAP – level 3 (year 8)Pupils show some understanding of why things existed at the times they didPupils to assess how much an event or person has changed or stayed the same across different periodsPupils begin to recognise patterns over timedescribe different opinions from sourcesPupils identify and describe both causes and consequences of the main events studiedPupils describe different opinions about events or people from the past

of statements about the Empire – read them with the children so that they understand them all. Then with the first couple discuss whether this statement was stating that the Empire was a good thing or whether it was a negative thingTASK: Children to complete the rest of the statement and then using this information to create a paragraph stating their own personal viewpoints – justifying their point of view. This could be done as a presentation if the children struggle to write.

Term: Summer 1 Theme: Content ARE objectives. Activities Useful

Resources

THE O TRACK yr. 5/6Year 5

Lesson 1 – what was the Industrial revolution? Bank of resources:

INDUSTRIAL REVOLUTIONideas, political power, industry and empire: Britain, 1745-1901

Pupils can organise information purposefully when responding to or asking questionsPupils remember key facts and information from areas of study in Year 5 and can remember information from previous areas of study Pupils can challenge sources of informationPupils are beginning to make purposeful selection about information they wish to include in responsesPupils can organise information purposefully when responding to or asking questionsPupils are building their understanding of how our knowledge of history is developed, identifying how a range of sources build up our knowledge and understanding Pupils can access different sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.


GCSEHAPS – Level 6 (year 8)Pupils to know about a wide range of local, British and international history by describing in detail some of the main events, people and periods studied

Discuss with the children that we are going to be looking at the period 1745 to 1901. Do the children know what was happening in Britain at this time? What do they think life was like at the start of the period and what do they think life was like at the end?Introduce the term “Industrial Revolution” have the children heard of this? Children to complete their concepts maps. Then discuss that this was a period heavily influenced by the introduction of machinery and industrial and a move away from small family owned craft workshopsTASK: Children to watch the video and make notes –then to create a simple paragraph explaining what the ID was all abouthttps://www.youtube.com/watch?v=nl_-6WPQ4Sg

Lesson 2 – the causesDiscuss with the children that now we know what it was – we need to understand what caused it to occur. Go through the PowerPoint and look at the different factors that led up to the Industrial Revolution.TASK: children to mind map the causes and then if capable to rank them in order of importance and then to share their rankings with the rest of the class justifying their responses

Lesson 3 – new inventions during the Industrial revolutionDiscuss that this was a period when new inventions were introduced in order to make life easier, materials quicker to produce and for people to get rich quick!Spinning Jenny, Steam engine, Water Loom, Electrical telegraph etcTASK: children to choose one/ two of the inventions and use the IPad to find out more information about it and then to present their findings to the class

Lesson 4 – the lives of children during the Industrial revolutionDiscuss with the children that children were seen as free labour during the Industrial revolution – what kinds of jobs do you think that the children would have had to do? Why children?Look then at the Factory Act that was brought in – what effect did this have for children?

including PowerPoints, videos, worksheets attached in the file – they will need to be amended to suit the needs of the children but give a cracking starting point!

https://www.youtube.com/watch?v=nl_-6WPQ4Sg

Pupils to know about what has influenced people/events to make them significantPupils confidently analyse a period of history to identify and explain periods of changePupils show a growing understanding of what has caused change or continuityPupils evaluate sources using details from itPupils begin to think critically about the reliability of sources by considering their origin, nature and purposePupils group causes when explaining what caused an event to happen (e.g. chronologically or linking political or economicfactors)Pupils begin to consider which causes/groups were most influentialPupils make judgements about the historical significance of events or people based on my own devised criteriaPupils begin to assess the merits and weaknesses of interpretations

MAPS – level 5 (year 8)Pupils to describe a range of local, British and international history, using datesPupils why some people/events can be more important than othersPupils analyse historical change and continuity within and across periodsPupils to explain why an event or person has caused something to change or stay the samePupils begin to explain how and why different interpretations of the past have arisenPupils choose several sources which support an argumentPupils explain how multiple causes effect an eventPupils begin to explain how causes can be grouped (e.g. chronologically)Pupils describe patterns over timePupils explain clearly the purpose of an interpretationPupils write my own criteria for making judgements about the significance of an event or person.

LAPS – level 4 (year 8)Pupils to put some local, British and international events, people and periods into a timelinePupils understand that some people/events can be more important than othersPupils explain what has changed, what has stayed the same and by how much across different periods and within the same periodsPupils recognise patterns over time consistentlyPupils suggest some reasons for different interpretations of the pastPupils choose examples from sources which relate to a questionPupils begin to explain how one event can lead to anotherPupils begin to explain clear reasons for different interpretationsPupils make judgements using a criteria as to what is/isn’t significant

TASK: children to describe life for children in the factories before and after the Factory act – compare and contrast

Lesson 5/6 – life within the new towns and cities – disease and crimeDiscuss the fact that more and more people were moving from the countryside into the new towns and cities as this is where they could earn money. What do the children think these towns and cities were like? Discuss the differences between the rich and the poor. Lead this into crime and the introduction of the Police ForceTASK: children to use the information sheets to create a fact sheet about the different issues that the new towns and cities faced.

Lesson 7 – the Great Exhibition and life afterDiscuss what the great exhibition was and why it was seem as being so important to the British Empire – look at the images and watch the video clips.Then discuss as a class why the Industrial revolution was so important and the effects that we see todayTASK: children to create a piece of work based on how the industrial revolution has improved/ damaged the quality of life that we have today


Resources

ENGLISH CIVIL WARthe development of Church, state and society in Britain 1509-1745


Year 6 Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately placing a

Lesson 1 – context lessonDiscuss with the children that we are going to be looking at the English Civil war – what do they know about this? Children to complete their concept maps.Introduce the idea of "absolutism" what do they think this mean? Now bring in Charles I and talk about what he was like as a monarch – do you think that he was liked? Not liked? Respected? Not respected? Why? Do you think the opinions would differ through society? Why?TASK: create fact file of Charles I

Lesson 2 causes of the Civil warAsk the children the question – what is the difference between a war and a civil war? Get the children to share their ideas and then explain the concept that a civil war happens within one country and it is the same nationalities fighting each other.Why did we have a civil war? Recap about the personality of the King from the previous session and then go through the PowerPoint explaining the 3 main areas: religion, power and moneyTASK: complete a Venn diagram showing the interaction of the main causes of the Civil war.

Lesson 3 – How did Britain split?Discuss with the children that the King believed in Absolute power and that he did not want to share this Power with the Parliament – go through the PowerPoint and really focus on the issues between the King and Parliament and how this boiled over into tension and


!

range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history

GCSEHAPS – Level 6 (year 8)Pupils to know about a wide range of local, British and international history by describing in detail some of the main events, people and periods studiedPupils to know about what has influenced people/events to make them significantPupils confidently analyse a period of history to identify and explain periods of changePupils show a growing understanding of what has caused change or continuityPupils evaluate sources using details from itPupils begin to think critically about the reliability of sources by considering their origin, nature and purposePupils group causes when explaining what caused an event to happen (e.g. chronologically or linking political or economicfactors)Pupils begin to consider which causes/groups were most influentialPupils make judgements about the historical significance of events or people based on my own devised criteriaPupils begin to assess the merits and weaknesses of interpretations

MAPS – level 5 (year 8)Pupils to describe a range of local, British and international history, using datesPupils why some people/events can be more important than othersPupils analyse historical change and continuity within and across periodsPupils to explain why an event or person has caused something to change or stay the samePupils begin to explain how and why different interpretations of the past have arisenPupils choose several sources which support an argumentPupils explain how multiple causes effect an eventPupils begin to explain how causes can be grouped (e.g. chronologically)Pupils describe patterns over timePupils explain clearly the purpose of an interpretation

then action. The discuss how the followers became known as Cavaliers and RoundheadsTASK: children to create a table with the beliefs of the monarch on one side and then beliefs of parliament on the other OR split the class in half – half are parliamentarians and half are cavaliers – they have to argue about who is right and why!

Lesson 4 - Cavaliers and RoundheadsRecap the work from the previous session and ensure that the children understand the differences between the two sides, this will include what they stood for, who they followed and also what they looked like – why would they want to be so distinct from each other?TASK – reading the information given OR using IPADs the children can find out information about the two sidesLesson 5 – what were the main events of the ECW?Discuss the main events of the ECW using the website:https://www.totallytimelines.com/english-civil-war-causes-and-events-1625-1649/ ensure that the children understand the different events and how they built up and influenced each other.TASK – children to complete the timeline of the main events of the ECW

Lesson 6 – why did Parliament win the war?Go through the PowerPoint and look at the key factors. Then discuss with the children that these factors can be categorised under: Military, Economic, Leadership and Organisation – discuss these terms model a few with the children.TASK: in pairs the children are to categorise the rest of the factors and then using this information the children can write about why the Parliament won using a differentiated number of reasons

Lesson 7 - Execution of Charles IDiscuss with the children that when the war was over there was a a massive issue as to what to do with the king, why do the children think that this was a problem? SO they put him on trial for treason – do they think that Parliament expected to find him guilty? Why did they sentence him to death? Why do they think that some in Parliament were reluctant to kill the king* The role of Cromwell

https://www.totallytimelines.com/english-civil-war-causes-and-events-1625-1649/

https://www.totallytimelines.com/english-civil-war-causes-and-events-1625-1649/

Pupils write my own criteria for making judgements about the significance of an event or person.


Maybe watch the clip https://www.youtube.com/watch?v=tqCFSg5xSw4TASK: should the king have been executed? Children to use the for and against argument cards to come up witha) A balanced argumentb) A biased argument for one side or the other

KS3 National Curriculum Year 9Term: Autumn 1 Theme: Content ARE objectives. Activities Useful

Resources

AMERICAN

INDEPENDENCE

ideas, political power, industry and empire: Britain, 1745-1901


Year 6

Lesson 1 –contextDiscuss with the children that we are going to be looking at the American Wars of Independence – what do the children know about this? Have they hear of this - children to complete their concept maps. TASK: children to work as a group to think of questions that they would like answered over the period of time that we are studying the American Wars of Independence.

Lesson 2 – why did America want Independence from Britain?Use the PowerPoint and really get to grips with the main causes of the revolutionary wars – the PowerPoint looks at the event, the cause and the effects.TASK: children to either:Recap the PowerPoint in their own way OR each child task

https://www.ducksters.com/history/american_revolution.php - gives lots of useful information!!

Bank of resources: including PowerPoints, videos,

https://www.ducksters.com/history/american_revolution.php



https://www.youtube.com/watch?v=tqCFSg5xSw4

https://www.youtube.com/watch?v=tqCFSg5xSw4


GCSEHAPS – Level 5 (year 9)Pupils to know about a wide range of local, British and international history by describing in detail some of the main events, people and periods studiedPupils to know about what has influenced people/events to make them significantPupils confidently analyse a period of history to identify and explain periods of changePupils show a growing understanding of what has caused change or continuityPupils evaluate sources using details from itPupils begin to think critically about the reliability of sources by considering their origin, nature and purposePupils group causes when explaining what caused an event to happen (e.g. chronologically or linking political or economicfactors)Pupils begin to consider which causes/groups were most influentialPupils make judgements about the historical significance of events or people based on my own devised criteriaPupils begin to assess the merits and weaknesses of interpretations

one event,Investigates more and then presents findings to the rest of the class.

Lesson 3 – The Boston Tea PartyIntroduce this to the children asking the question – what image does this title suggest? Have some fun comparing it to the Mad Hatters tea party etc.Then bring the reality in – Use the PowerPoint - https://www.slideshare.net/kvanko/boston-tea-party-ppt-kvanko?next_slideshow=1 to got through the events of the Tea Party looking at what happened, when it happened, why it happened and what was the consequence of this event.TASK: children to create a flow chart of the factors that led to this, what happened during and then what happened afterwards – children to then decide whether they think that the actions of the colonists was justified and why

Lesson 4 – what were the main events of the American Revolutionary wars?Go through the timeline of the events and ensure the children understand how the events correspond with each otherbfore?https://www.britannica.com/list/timeline-of-the-american-revolutionTASK: children to add American Revolutionary wars to a timeline and then timeline the different events, this can be done in a number of ways

Lesson 5 - who were the key characters of the Revolution?https://www.slideshare.net/badfart123/the-revolutionary-war-key-people (gives a brief outline)TASK: children to work in pairs to find out facts about the different key figures OR children to create a biography about one person that they think played a key role – this can then be used a s a presentation or a debate within the classroom environment.

Lesson 6– the major battles of the American Revolutionary wars.Go through with the children that during the period of the American Revolution many battles and wars were fought. Discuss the major battles:

worksheets attached in the file – they will need to be amended to suit the needs of the children but give a cracking starting point!

https://www.slideshare.net/badfart123/the-revolutionary-war-key-people

https://www.slideshare.net/badfart123/the-revolutionary-war-key-people

https://www.slideshare.net/kvanko/boston-tea-party-ppt-kvanko?next_slideshow=1

https://www.slideshare.net/kvanko/boston-tea-party-ppt-kvanko?next_slideshow=1



Battles of Lexington and ConcordThe Capture of Fort TiconderogaBattle of Bunker HillBattle of Long IslandWashington Crossing the DelawareBattle of GermantownThe Battle of SaratogaBattle of CowpensBattle of Guilford CourthouseBattle of YorktownUse the DUCKSTERS website for further informationTASK: children to choose one of the battles and prepare a mini presentation for the rest of the class.

Lesson 7 – The final phase – why did the revolution end and how?Go through the PowerPoint with the children and discuss all the events of the wars that led to its conclusion. Talk about the consequences for the war but leave out who you think came off best out of the conversation!!TASK: children to identify the different factors that led up to the end of the war and to complete a piece of work based on who they think came off best from the wars and why

Lesson 6 - The Declaration of Independence:Go through what this was, what it said and who sighed it, may need to use a video, as some of the PowerPoints are not that great!TASK: complete the cart in pairs where the children have to pull the document to pieces and to see what effect that it had.

Term: Autumn 2 Theme: Content

ARE objectives. Activities Useful Resources

THE CRUSADES

O TRACK yr. 5/6Year 5Pupils can organise information purposefully when responding to or asking

Lesson 1 –contextDiscuss with the children that we are going to be looking at The Crusades – what do the children know about this?

Bank of resources: including

the development of Church, state and society in Medieval Britain 1066-1509

questionsPupils remember key facts and information from areas of study in Year 5 and can remember information from previous areas of study Pupils can challenge sources of informationPupils are beginning to make purposeful selection about information they wish to include in responsesPupils can organise information purposefully when responding to or asking questionsPupils are building their understanding of how our knowledge of history is developed, identifying how a range of sources build up our knowledge and understanding Pupils can access different sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.


GCSEHAPS – Level 5 (year 9)Pupils to know about a wide range of local, British and international history by describing in detail some of the main events, people and periods studiedPupils to know about what has influenced people/events to make them

Have they heard of this, do they know what they were? What their aims were? Where they took place? - Children to complete their concept maps. TASK: children to work as a group to think of questions that they would like answered over the period of time that we are studying the Crusades

Lesson 2 – what were the Crusades?Go through the PowerPoint and the associated videos and get the children familiar with the topic that we are going to be studying.TASK – get the children to re-watch the video and to answer the differentiated questions

Lesson 3 – timelineGo through the timeline of the events and ensure the children understand how the events correspond with each otherhttps://www.bbc.co.uk/bitesize/guides/zjbj6sg/revision/4TASK: children to add the Crusades to a timeline and then timeline the different events, this can be done in a number of ways

Lesson 4 – why did people go on the crusades and how did they prepare?Discuss with the children that going on these crusades was a voluntary option – why do the children think that people would have wanted to go? Give the children the chance to think about and then share their responses – collate them. Then Use the PowerPoint and go through the main reasons why different people chose to go on the CrusadesTASK: children to go through the character profiles and decide what were their reasons for going on the crusades – children can then feedback their choices and decisions, justifying their responses

Lesson 5 – the first crusadeGo through the events of the first crusade – talk about who was involved, when it occurred and what it hoped to achieve – Use the PowerPoints to supportTASK: children to use the reading and the cards to create an information document about what the first crusade was and how successful it was.

PowerPoints, videos, worksheets attached in the file – they will need to be amended to suit the needs of the children but give a cracking starting point!

https://www.bbc.co.uk/bitesize/guides/zjbj6sg/revision/4

significantPupils confidently analyse a period of history to identify and explain periods of changePupils show a growing understanding of what has caused change or continuityPupils evaluate sources using details from itPupils begin to think critically about the reliability of sources by considering their origin, nature and purposePupils group causes when explaining what caused an event to happen (e.g. chronologically or linking political or economicfactors)Pupils begin to consider which causes/groups were most influentialPupils make judgements about the historical significance of events or people based on my own devised criteriaPupils begin to assess the merits and weaknesses of interpretations



Lesson 6 – the third CrusadeGo through the events of the third crusade – talk about who was involved, when it occurred and what it hoped to achieve – Use the PowerPoints to supportTASK: children to use the reading and the cards to answer the questions – this could be done independently or in pairs

Lesson 7 – Saladin and Richard 1 – who was the better leader?Use the PowerPoint to create fact files about the two leaders – what are they like? What do they want to achieve? Why do they believe that they are right? Who do you believe was right? Why? This lesson should provoke a lot of discussion and it is important to promote the children to form fully thought through and justified arguments?TASK: Using the Venn diagram – write facts about Richard the Lionheart and Saladin.How are they different? How are they the same? – children can complete a comparison piece of work


ResourcesMUGHAL INDIAat least one study of a significant society or issue in world history and its interconnections with other world developments


Year 6 Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying

Lesson 1 – what was the Mughal Empire and which countries did it contain?Discus with the children that this half term we are looking at the Moghul Empire – have the children hear of this? Do they know when it happened? Do they know where about in the world it occurred? Give the children the chance to have a think and share their ideas. Then use the PowerPoint and the video links to get the children ready for the idea of the Mughal Empire and to ensure their have some understanding of the eraTASK: children to colour in the countries that were a part of the Empire and to write an explanation of what this was.

Lesson 2 – what were the main events of the empireWith the children go through the main events of the empire from its very beginnings to the end due to the defeat by the British1398 - The Mongols, led by Timur, invade Northern India1498 - Portuguese explorer Vasco da Gama arrives in India. He is the first European to reach India by sea. He establishes trade between Europe and India.1527 - The Mughal Empire is established by Babur.1556 - Akbar the Great becomes the Mughal Emperor. He will expand the empire to include much of the Indian Subcontinent. The arts and literature flourish during his reign.1600- The British East India Company is granted a charter by Queen Elizabeth I to have exclusive rights to trade with India.1653 - The Taj Majal is completed in Agra. It is built by Mughal Emperor Shah Jahan in honor of his of wife Mumtaz Mahal.1757 - The East India Company defeats Bengal at the Battle of Plassey

https://kids.kiddle.co/ Mughal_Empirewill give you a general overview of this period


https://kids.kiddle.co/%20%20%20Mughal_Empire

https://kids.kiddle.co/%20%20%20Mughal_Empire

https://www.ducksters.com/biography/explorers/vasco_da_gama.php

differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history

GCSEHAPS – level 6 (year 9)Pupils to know about an increasingly extensive, deep and secure chronology of local, British and world history.Pupils to know how local, national and/or international events or people have influenced or been influenced by each otherPupils explain links between a range of reasons why something has changed or stayed the same over timePupils use language which illustrates the varying levels of change or continuity for an eventPupils consider different perspectives on a source (s)Pupils evaluate the reliability of more than one source by considering their origin, nature and purposePupils make a clear and well explained judgement of which causes were most influential/significantPupils ask my own questions to investigate causes of historical eventsPupils analyse the merits and weaknesses of different viewpoints of yours or other people’s interpretations

MAPS – Level 5 (year 9)Pupils to know about a wide range of local, British and international history by describing in detail some of the main events, people and periods studiedPupils to know about what has influenced people/events to make them significantPupils confidently analyse a period of history to identify and explain periods of changePupils show a growing understanding of what has caused change or continuityPupils evaluate sources using details from itPupils begin to think critically about the reliability of sources by considering their origin, nature and purposePupils group causes when explaining what caused an event to happen (e.g. chronologically or linking political or economicfactors)Pupils begin to consider which causes/groups were most influentialPupils make judgements about the historical significance of events or people based on my own devised criteriaPupils begin to assess the merits and weaknesses of interpretations

TASK: children to timeline the major events of the Moghul Empire – they could also include other events happening in Britain to put into context.

Lesson 3/ 4 – who were the main leaders during this era?Go through the names of the different Emperors but ensure that you only give the children the bare minimal detail about themTASK: children to be given the name of one of the Emperors and then they can research; create an information sheet (of their choice) and the present their findings to the rest of the class. The children need to state why they think their Emperor was the most important.

Lesson 5 – East India CompanyDiscuss with the children what the East Indian Company was and who set it up and their reasons. Go through the PowerPoint and watch the videos so that the children have n understanding. What were the pros and cons of this Company – who did it favour and why?TASK: was the East India Company a good thing? Children to complete a balanced argument regarding the effects of the EIC for Britain and for India

Lesson 6 – why did the empire collapse? What was Britain’s role in this?Show the children the video about the collapses of the Empire and get the children to make notes about why it collapsed.TASK: children to write an account of the fall of the Empire listing the key reasons and the effect that it had on the Empire – children to highlight the role played by the British

LAPS – level 4 (year 9)Pupils to describe a range of local, British and international history, using datesPupils why some people/events can be more important than othersPupils analyse historical change and continuity within and across periodsPupils to explain why an event or person has caused something to change or stay the samePupils begin to explain how and why different interpretations of the past have arisenPupils choose several sources which support an argumentPupils explain how multiple causes effect an eventPupils begin to explain how causes can be grouped (e.g. chronologically)Pupils describe patterns over timePupils explain clearly the purpose of an interpretationPupils write my own criteria for making judgements about the significance of an event or person.


ResourcesUSA IN THE 1920’S—GANGSTERS AND PR0HIBITIONat least one study of a significant society or issue in world history and its interconnections with other world developments


Year 6 Pupils have a secure knowledge of chronology, accurately

Lesson 1 –contextDiscuss with the children that we are going to be looking at the American during the 1920 – what do the children know about this? Have they hear of this - children to complete their concept maps. TASK: children to work as a group to think of questions that they would like answered over the period of time that we are studying America during the 1920’s

Lesson 2 – what was life like in the 1920’sDiscuss with the children that we are going to be looking at the American during the 1920 – what do the children think that life would be like? The war is over – how do they think people are feeling?Go through the PowerPoint and discuss the different sections of life that were impacted e.g. money, transport etc. TASK: children can create a spider diagram using the headings from the PowerPoint and discuss how things


placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questionsPupils have a wide ranging knowledge about historical events, from local history to world history GCSEHAPS – level 6 (year 9)Pupils to know about an increasingly extensive, deep and secure chronology of local, British and world history.Pupils to know how local, national and/or international events or people have influenced or been influenced by each otherPupils explain links between a range of reasons why something has changed or stayed the same over timePupils use language which illustrates the varying levels of change or continuity for an eventPupils consider different perspectives on a source (s)Pupils evaluate the reliability of more than one source by considering their origin, nature and purposePupils make a clear and well explained judgement of which causes were most influential/significantPupils ask my own questions to investigate causes of historical eventsPupils analyse the merits and weaknesses of different viewpoints of yours or other people’s interpretations

were changing OR children can complete the layers of inference sheets

Lesson 3 – Immigration – coming to AmericaDiscuss with the children the fact that people flocked to America as they saw it as the “Country of dreams” what do you think the reality was like once they got here?TASK: children to think of reasons why people were moving to America – what were they hoping to achieve? How did their dreams compare with the reality?

Lesson 4 – Prohibition and why did it fail?Use the PowerPoints to go through the main reasons for the introduction of prohibition and the Volstead act that introduced it. Then look at the reasons that it failedTASK – children to do a flow chart showing – why it happened – what it was and why it failed

Lesson 5 – Gangsters and the rise of crimehttps://www.tes.com/teaching-resource/organised-crime-and-prohibition-in-the-1920s-usa-11784589 use the materials from the provided websites and go through the reasons why the gangs are new York were allowed the flourish during this eraTASK – children to choose on the Gangsters and to complete a fact file about them

Lesson 6 – the wall street crash and its affectsWith the children talk to the about Wall Street – what is it? Have they heard of it? Discuss with the children that this is the financial heart of America – discuss what happened in 1929 when Wall street crashed – what does this mean? Use the PowerPoints and videos to support this.Then look at how this crash affected not just America but the whole world.TASK children to look at the cause and effects of the Wall Street Crash and to complete a piece of learning that demonstrates them being able to link one to another – justifying their ideas

https://www.tes.com/teaching-resource/organised-crime-and-prohibition-in-the-1920s-usa-11784589

https://www.tes.com/teaching-resource/organised-crime-and-prohibition-in-the-1920s-usa-11784589

MAPS – Level 5 (year 9)Pupils to know about a wide range of local, British and international history by describing in detail some of the main events, people and periods studiedPupils to know about what has influenced people/events to make them significantPupils confidently analyse a period of history to identify and explain periods of changePupils show a growing understanding of what has caused change or continuityPupils evaluate sources using details from itPupils begin to think critically about the reliability of sources by considering their origin, nature and purposePupils group causes when explaining what caused an event to happen (e.g. chronologically or linking political or economicfactors)Pupils begin to consider which causes/groups were most influentialPupils make judgements about the historical significance of events or people based on my own devised criteriaPupils begin to assess the merits and weaknesses of interpretations

LAPS – level 4 (year 9)Pupils to describe a range of local, British and international history, using datesPupils why some people/events can be more important than othersPupils analyse historical change and continuity within and across periodsPupils to explain why an event or person has caused something to change or stay the samePupils begin to explain how and why different interpretations of the past have arisenPupils choose several sources which support an argumentPupils explain how multiple causes effect an eventPupils begin to explain how causes can be grouped (e.g. chronologically)Pupils describe patterns over timePupils explain clearly the purpose of an interpretationPupils write my own criteria for making judgements about the significance of an event or person.


Resources

THE NEOLITHIC

O TRACK yr. 5/6Year 5Pupils can organise information purposefully when

Lesson 1 – context and timelinehttp://www.bbc.co.uk/history/ancient/british_prehistory/

Bank of resources: including

http://www.bbc.co.uk/history/ancient/british_prehistory/overview

REVOLUTIONthe study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066

responding to or asking questionsPupils remember key facts and information from areas of study in Year 5 and can remember information from previous areas of study Pupils can challenge sources of informationPupils are beginning to make purposeful selection about information they wish to include in responsesPupils can organise information purposefully when responding to or asking questionsPupils are building their understanding of how our knowledge of history is developed, identifying how a range of sources build up our knowledge and understanding Pupils can access different sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.

Year 6 Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can ask a range of questions, creating questions that develop understanding about change, cause and significancePupils can purposefully select information when forming responses to questionsPupils can organise information purposefully when responding to or asking questionsPupils can access a wide range of sources, including using books, the internet, film clips and direct sources such as letters, diaries etc.Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timelinePupils can compare a range of historical periods, identifying a number of similarities between them and why this isPupils can compare a range of historical periods, identifying differences between them Pupils can remember and use a range of names and words from the areas they have studied over the years Pupils can organise information purposefully when responding to or asking questions

overview_british_prehistory_01.shtmlUse the timeline to help the children situation this period of time in their personal understanding. Go through the other events that we have looked at throughout history and complete a timeline using these events.TASK: children to create their own timelines which shows the Neolithic age in context of other world and British events

Lesson 2 – definitions and understandingWith the children recap where this piece of work fits on the timeline of the other periods that we have studied. With the help of the PowerPoint – discuss the terms “Neolithic” and “Revolution”. What do the children know about these terms? What images do they give to you? What kind of revolution do they think about? What does man look like in this period.This will be a very speaking and listening based lesson, where the questioning will help to draw out an understanding that the children can then build on throughout the other lessons.TASK: children to define the terms “Neolithic” and “Revolution”.

Lesson 3/4 – what was life like in the Neolithic period?Watch the video clip – children to make notes, teacher to stop and discuss what is being said. When the video have finished, get the children to discuss what they have found out and what they now know, gather this information so that the children can use it in their task workTASK – children to create a two page spread OR an information document about what life was like in the Neolithic period – what did they eat? What did they do? What did they live in? what tools did they use? Use these as subheadings that the children can research further.SUPPORT: Houses - https://historicengland.org.uk/services-skills/education/educational-images/neolithic-new-stone-age-houses-

PowerPoints, videos, worksheets attached in the file – they will need to be amended to suit the needs of the children but give a cracking starting point!

https://historicengland.org.uk/services-skills/education/educational-images/neolithic-new-stone-age-houses-stonehenge-11766


http://www.bbc.co.uk/history/ancient/british_prehistory/overview

Pupils have a wide ranging knowledge about historical events, from local history to world history

GCSEHAPS – Level 7 (year 9)Pupils to know about an extensive range of events, people from history.Pupils know how to analyse similarities and differences between different events, people and places to further my understanding of historyPupils analyse the similarities and differences between events and developments that took place in different countries across historyPupils recognise the reasons why progress occurred at different rates in different contextsPupils critically evaluate a wide range of sources using their content and provenance and use these evaluations to support a judgement about an event or person from historyPupils explain how events may be similar or different across timePupils analyse how short and long term causes interplay to explain events in the pastPupils compare the significance of events and people across different time period and offer reasons for the difference

MAPS – level 6 (year 9)Pupils to know about an increasingly extensive, deep and secure chronology of local, British and world history.Pupils to know how local, national and/or international events or people have influenced or been influenced by each otherPupils explain links between a range of reasons why something has changed or stayed the same over timePupils use language which illustrates the varying levels of change or continuity for an eventPupils consider different perspectives on a source (s)Pupils evaluate the reliability of more than one source by considering their origin, nature and purposePupils make a clear and well explained judgement of which causes were most influential/significantPupils ask my own questions to investigate causes of historical eventsPupils analyse the merits and weaknesses of different viewpoints of yours or other people’s interpretations

LAPS – Level 5 (year 9)Pupils to know about a wide range of local, British and

stonehenge-11766General - https://study.com/academy/lesson/neolithic-age-lesson-for-kids-facts-life.html

Lesson 5 - what was the Neolithic RevolutionWatch the video https://www.youtube.com/watch?v=d8AN7n2sQOg (very Americanised) OR https://www.youtube.com/watch?v=rLFGra2TiTE (more for younger children) as this explains the events and the affects. There is also a PowerPoint that will guide you and the children through this.TASK – children to make notes from the video, use facts sheets and the Internet to explain what the Neolithic revolution was and what happened to the lives of the Neolithic people in this period

Lesson 6 – what were the effects of the Neolithic RevolutionRecap with the children what we now know about the Neolithic revolution and what happened. Now move on to looking at the effects, what do the children think will happen now that this race is more evolved. Get the children to generate some ideas and collate them.Then go through the PowerPoint and show the children what we now to be true – population growth, surplus of food.TASK: children to look at all the effects of the revolution and then to categorise them as being negative and positive?

https://www.youtube.com/watch?v=rLFGra2TiTE

https://www.youtube.com/watch?v=d8AN7n2sQOg

https://www.youtube.com/watch?v=d8AN7n2sQOg

https://study.com/academy/lesson/neolithic-age-lesson-for-kids-facts-life.html

https://study.com/academy/lesson/neolithic-age-lesson-for-kids-facts-life.html


international history by describing in detail some of the main events, people and periods studiedPupils to know about what has influenced people/events to make them significantPupils confidently analyse a period of history to identify and explain periods of changePupils show a growing understanding of what has caused change or continuityPupils evaluate sources using details from itPupils begin to think critically about the reliability of sources by considering their origin, nature and purposePupils group causes when explaining what caused an event to happen (e.g. chronologically or linking political or economicfactors)Pupils begin to consider which causes/groups were most influentialPupils make judgements about the historical significance of events or people based on my own devised criteriaPupils begin to assess the merits and weaknesses of interpretations


ResourcesTHE HOLOCAUSTchallenges for Britain, Europe and the wider world 1901 to the present day


Year 6

Lesson 1 – WW2 contextRecap with the children what they know about WW2 – who was involved and who were the leaders of these counties.Task – children to create an information sheet based on the key information about WW2

Lesson 2 – the pyramid of hateTo be able to categorise different kinds of discriminationTo increase understanding about how discrimination against ethnic groups can escalate To reflect on the importance of not allowing

Bank of resources: including PowerPoints, videos, worksheets attached in the file – they will need to be amended to suit the needs of


HAPS – Level 7 (year 9)Pupils to know about an extensive range of events, people from history.Pupils know how to analyse similarities and differences between different events, people and places to further my understanding of historyPupils analyse the similarities and differences between events and developments that took place in different countries across historyPupils recognise the reasons why progress occurred at different rates in different contextsPupils critically evaluate a wide range of sources using their content and provenance and use these evaluations to support a judgement about an event or person from historyPupils explain how events may be similar or different across timePupils analyse how short and long term causes interplay to explain events in the pastPupils compare the significance of events and people across different time period and offer reasons for the difference

MAPS – level 6 (year 9)Pupils to know about an increasingly extensive, deep and secure

discrimination at a low level to become acceptable.Go through the fact that Hitler “hated” many groups of society for different reasons – look at what he did with them and what was deemed ok to do to them – what do the children think about this? TASK: who did Hitler hate and why? Children to complete their pyramids of hate linked to what we have discussed.

Lesson 3 – what is Anti Semitism?To know how Jewish people in Nazi Germany began to be persecutedTo understand which laws took away the civil rights from Jewish peopleTo explain which key events were crucial in the persecution of Jews in Nazi GermanyGo through the PowerPoint and discuss what happened to the Jewish Community, why they were targeted and how it affected their daily lives.TASK: using the LAWS TO PRINT – children to timeline how the Jewish were persecuted and what rights were taken away from them

Lesson 4 - GhettosTo describe the conditions in the ghettosTo explain what life in the ghettos was like for the JewsUse the Ghetto PowerPoint and look at where the Ghettos were and what they were like.TASK: give the children the name of a Ghetto that they can research – can they then share this information with the rest of the class? What would they have felt like being in this place?

Lesson 5/6 - The Final SolutionTo understand what is meant by the term “final solution”

the children but give a cracking starting point!

chronology of local, British and world history.Pupils to know how local, national and/or international events or people have influenced or been influenced by each otherPupils explain links between a range of reasons why something has changed or stayed the same over timePupils use language which illustrates the varying levels of change or continuity for an eventPupils consider different perspectives on a source (s)Pupils evaluate the reliability of more than one source by considering their origin, nature and purposePupils make a clear and well explained judgement of which causes were most influential/significantPupils ask my own questions to investigate causes of historical eventsPupils analyse the merits and weaknesses of different viewpoints of yours or other people’s interpretations

LAPS – Level 5 (year 9)Pupils to know about a wide range of local, British and international history by describing in detail some of the main events, people and periods studiedPupils to know about what has influenced people/events to make them significantPupils confidently analyse a period of history to identify and explain periods of changePupils show a growing understanding of what has caused change or continuityPupils evaluate sources using details from itPupils begin to think critically about the reliability of sources by considering their origin, nature and purposePupils group causes when explaining what caused an event to happen (e.g. chronologically or linking political or economicfactors)Pupils begin to consider which causes/groups were most influentialPupils make judgements about the historical significance of events or people based on my own devised criteriaPupils begin to assess the merits and weaknesses of interpretations

To have gained knowledge about Auschwitz concentration campTo use primary sources to investigate conditions within the campGo through the PowerPoints and share the pictures – this is going to take a lot of discussion and chance to reflect on what happened – do not let the children glorify this!!!TASK: give the children a selection of different sources (in the file) what do they tell us about life in Auschwitz? Which ones should we trust? Why?

Lesson 7 – Heroes of the HolocaustTo investigate evidence about people and groups who secretly helped minorities during the HolocaustTo come to a decision about who deserves to be remembered as a “Holocaust Hero”

Discuss with the children that there were people who were trying to prevent tend support the Jewish community – why do they think that people tried to help? Why do they think that they came from countries like Britain?TASK: using the information about the heroes selected – can they complete the table by stating who they were and why they were deemed as a hero? Children to think state which they think had the biggest impact and why!

levett.doncaster.sch.uklevett.doncaster.sch.uk/.../ks3-history-sow.docx · web viewks3 national...

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