Edexcel KS3 History Scheme of Work*

Three-year scheme
Year 7: Three-year Scheme of Work

Half-term: Autumn 1
Unit title: The Norman Conquest
Weeks 1–2 Enquiry question: What was England like before the Battle of Hastings?
Content details Links to Edexcel Progression Target understanding Additional Extra stretch End of half term
GCSE (9–1) History scale focus for all students understanding for understanding assessment will
some students cover

Week 1 Background to Chronology Chronology Step 3: Chronology Step 4: Chronology Step 4: Baseline test
* Chronological terms Anglo-Saxon and Target Step 3 Learners understand Learners can use Beginning to covers all aspects
* Overview British history Norman England Stretch to Step the literal meanings of terms like year, understand the use of
timeline (periods) c1060–1088 4 terms such as year, decade or century in terms such as 'the
* Locating the Anglo-Saxons in an decade and century. their work and can sixteenth century' or
overview of British History Beginning to be able apply them to 'the Victorian era'.
* Early Medieval period focus to put periods and historical situations
events in order. with which they are
Week 2 Background to Evidence
Evidence Step 3: familiar. They can
* Anglo-Saxon society – what we Anglo-Saxon and Target Step 3
Learners understand construct a simple
know about the Anglo-Saxons Norman England Stretch to Step
that sources are used timeline of periods
* How we know: Surviving c1060–1088 4
by historians to find that they have
buildings, surviving artefacts,
out about the past. studied.
archaeology, written accounts
Evidence Step 4:
Learners appreciate
that historians need
to interrogate
sources to work out
what happened in
the past

*This Scheme of Work outlines a course that would prepare students to start studying Edexcel GCSE (9-1) History, however it is not necessary to follow this scheme in order to take the
qualification, and other approaches to preparing students for GCSE study may be equally valid and effective.

Weeks 3–5 Enquiry question: Why was England a Battlefield in 1066?
Week 3
* What is a monarch?
* Reasons for wanting to be a
medieval monarch
* Contenders to the throne in
1066
Week 4
* Battle of Stamford Bridge
* Harold's army and its condition
after Stamford Bridge
Week 5
* Composition of William's army
* The Battle of Hastings
* Accounts of the battle
* The verdicts of historians on
what caused the outcome
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Year 7 Scheme of Work: Three-year scheme
Background to Historical Historical vocabulary Causation and Causation and Baseline test
Anglo-Saxon and vocabulary Step 3: Learners can consequence Step 4: consequence Step 4: covers all aspects
Norman England Target Step 3 remember a range of Learners can identify Learners understand
c1060–1088 historically relevant a number of causes consequence as the
vocabulary within a and are beginning to fixed result of all the
given historical period categorise these into possible causes and
Anglo-Saxon and Causation and (e.g. World War Two) different types or may regard the idea of
Norman England consequence and can use it to groups of causes, consequences as
c1060–1088 Target Step 3 describe the period. e.g. short-term and inevitable or the only
Stretch to Step Causation and long-term. possible outcome.
4 consequence Step 3: Interpretations Step
Learners can identify a 4: They can give
Anglo-Saxon and Interpretations
number of causes of simple descriptions
Norman England
historical events and of two opposing
c1060–1088 Target Step 3
understand that these interpretations of an
Stretch to Step
are a result of event or person, but
4
relationships in the are still inclined to
past. look for the
Interpretations Step interpretation that is
3: Learners can pick most ‘true’.
out simple differences
in accounts of the
past.
 Year 7 Scheme of Work: Three-year scheme

Weeks 6–7 Enquiry question: How did William take control of England?
Week 6 Anglo-Saxon and Evidence Evidence Step 4: Evidence Step 4: Evidence Step 5: Begin Baseline test
* Use of 'terror' to establish Norman England Target Step 4 Learners appreciate Learners have a to comment on the covers all aspects
control: the Harrying of the North c1060–1088 Stretch to Step that historians need to sense that historians provenance of
* Norman Castles Castles are relevant 4 interrogate sources to use sources with the sources.
background to work out what benefit of hindsight.
Warfare through happened in the past. Learners comment
time, c1250– Change and continuity on the reliability of
present. Step 4: Learners can sources (‘biased’
identify and describe may be used as a
Week 7 Anglo-Saxon and Change and
some historical catch-all term).
* Cultural changes (e.g. language) Norman England continuity
changes that took Change and
* Feudal system c1060–1088 Target Step 4
place in periods with continuity Step 4:
* Domesday Book The feudal system Stretch to Step
which they are They can describe
is also important 4
familiar, but they view some broad
background for
changes as events that historical
Warfare through
took place and developments and
time, c1250–
continuity simply as trends (e.g.
present and The
the absence of technological
reigns of King
change. progress), but with
Richard I and King
little accuracy or
John, 1189–1216.
linking to
chronology.

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 Year 7 Scheme of Work: Three-year scheme

Half-term: Autumn 2
Unit title: Religion in Medieval England
Weeks 8–10 Enquiry question: Why was the Church so important in people’s lives?
Content details Links to Edexcel Progression Target understanding Additional Extra stretch End of half term
GCSE (9–1) History scale focus for all students understanding for understanding assessment will
some students cover
Week 8 Background to: Evidence Evidence Step 4: Evidence Step 5: Evidence Step 6:  Causation
* Medieval views of the afterlife * Anglo-Saxon and Target Step 4 Learners appreciate Learners can Learners use sources and
(heaven, hell and purgatory) Norman England Stretch to Step that historians need to distinguish between to make simple consequence
* Ways of improving chances of c1060–1088 5 interrogate sources to information about inferences about the  Evidence
getting to heaven: good works, * The reigns of Chronology work out what the past and past and are beginning  Analytical
pilgrimages, the power of prayer, King Richard I and Historical happened in the past. evidence that to understand that narrative
saints King John, 1189– vocabulary (Reinforced) historians extract historians gather (story of
* Effects on everyday life 1216 Evidence Step 4: from sources evidence by Becket)
* Crime and Learners comment on through a process of interrogating
punishment the reliability of interrogation in information with a
through time, sources (‘biased’ may order to support particular purpose.
c1000–present be used as a catch-all their claims, i.e. I can
* Medicine term) but have little suggest that X was
through time, understanding of how important because
c1250–present historians build an of evidence Y and Z.
Week 9 Background to: Evidence evidence picture. Evidence Step 5:
* Role of priests in daily life * Anglo-Saxon and Target Step 4 Causation and Learners make
* Why people became Norman England Stretch to Step consequence Step 4: generalised
monks/nuns c1060–1088 5 Learners can identify a references to
* Lives of monks and nuns and * The reigns of number of causes and provenance (e.g.
their effect on local communities, King Richard I and are beginning to ‘sources from
to include caring for the sick and King John, 1189– categorise these into witnesses are more
praying for the dead 1216 different types or reliable’).
* Crime and groups of causes, e.g.
punishment short-term and long-
through time, term or ‘things to do
c1000–present with money’.
* Medicine
through time,
c1250–present

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 Year 7 Scheme of Work: Three-year scheme
Week 10 Background to: Causation and
* Influence of religion on * Anglo-Saxon and consequence
medieval ideas: crime, science Norman England Target Step 4
and medicine, warfare, the c1060–1088 Evidence
structure of society * The reigns of Target Step 6
* Architecture King Richard I and
King John, 1189–
1216
* Crime and
punishment
through time,
c1000–present
* Medicine
through time,
c1250–present

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 Year 7 Scheme of Work: Three-year scheme

Weeks 11–12 Enquiry question: Why was the Archbishop of Canterbury murdered?
Week 11 Background to: Causation and Causation and Causation and Structuring and  Causation
* Relationship between Henry II * Anglo-Saxon and consequence consequence Step 4: consequence Step 5: organising knowledge and
and Thomas Becket Norman England Target Step 4 Learners can identify a Learners can Step 3: Learners can consequence
* Relationship between Church c1060–1088 Stretch to Step number of causes and categorise causes begin to construct  Evidence
and state * The reigns of 5 are beginning to with some simple stories about  Analytical
* Argument over the power of King Richard I and categorise these into confidence and are the past using what narrative
the Church King John, 1189– different types or beginning to they have been (story of
1216 groups of causes, e.g. recognise that these taught. Becket)
* Crime and short-term and long- groupings of causal
punishment term or ‘things to do factors are
through time, with money’. interrelated, e.g. a
c1000–present (Reinforced) poor harvest can
* Medicine Causation and have effects on both
through time, consequence Step 4: the economy and
c1250–present Learners understand society.
* Henry VIII and consequence as the
his ministers, fixed result of all the
1509–1540 possible causes and
Week 12 Background to: Causation and may regard the idea of
* Story of the murder of Thomas * Anglo-Saxon and consequence consequences as
Becket Norman England Target Step 4 inevitable or the only
* Possible reasons for the murder c1060–1088 Stretch to Step possible outcome.
* The reigns of 5 Analytical narrative
King Richard I and Analytical Understand what
King John, 1189– narrative Analytical Narrative is
1216 (introduction) in the context of the
* Henry VIII and story of Becket.
his ministers,
1509–1540

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 Year 7 Scheme of Work: Three-year scheme

Week 13 Enquiry question: Did the Church make everyone good?

Week 13 Background to: Evidence Evidence Step 4: Evidence Step 5: Evidence Step 6:  Causation
* Synthesises learning – how * Anglo-Saxon and Target Step 4 Learners appreciate Learners can Learners use sources and
religion links to individuals and to Norman England Stretch to Step that historians need to distinguish between to make simple consequence
the power of institutions c1060–1088 5 interrogate sources to information about inferences about the  Evidence
* Who had more power over * The reigns of Stretch to Step work out what the past and past and are beginning  Analytical
people’s lives? The church or the King Richard I and 6 happened in the past. evidence that to understand that narrative
state? King John, 1189– (Reinforced 2) historians extract historians gather (story of
* Limits of the power of the 1216 from sources evidence by Becket)
Church – people (including * Crime and through a process of interrogating
priests) still lived un-Christian punishment interrogation in information with a
lives, held non-Christian through time, order to support particular purpose.
superstitions, kings defied the c1000–present their claims, i.e. I can
Church * Medicine suggest that X was
through time, important because
c1250–present of evidence Y and Z.
* Henry VIII and
his ministers,
1509–1540

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 Year 7 Scheme of Work: Three-year scheme

Half-term: Spring 1
Unit title: The Crusades
Weeks 14–16 Enquiry question: Why was Jerusalem worth dying for?
Content details Links to Edexcel Progression Target Additional Extra stretch End of half term
GCSE (9–1) History scale focus understanding for understanding for understanding assessment will
all students some students cover
Week 14 Background to Acquisition of Evidence Step 4: Evidence Step 5: Evidence Step 6:  Change
* The rise of Islam Conflict in the knowledge Learners appreciate Learners can Learners can use a and
* Key features of Islamic Middle East, Evidence that historians need distinguish between small group of sources continuity
civilisation c1945–1995 Target Step 4 to interrogate information about the together to make  Evidence
Stretch to Step sources to work out past and evidence that simple inferences and
5 what happened in historians extract from present this as
Week 15 Background to Evidence the past. sources through a evidence.
* Who were the Byzantines? Conflict in the Target Step 5 (Reinforced 3) process of
* Threats to the Byzantine Empire Middle East, Causation Evidence Step 5: interrogation in order
– expansion of Islamic world c1945–1995 Target Step 4 Learners make to support their
* Significance of Jerusalem Stretch to Step generalised claims, i.e. I can
* Geography of Byzantine Empire 6 references to suggest that X was
and the Middle East provenance (e.g. important because of
‘sources from evidence Y and Z.
witnesses are more Evidence Step 6:
reliable’). Learners use sources
Causation and to make simple
consequence Step 4: inferences about the
Learners understand past and are beginning
consequence as the to understand that

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 Year 7 Scheme of Work: Three-year scheme
Week 16 Background to Historical fixed result of all the historians gather
* Reasons people joined the First Conflict in the vocabulary possible causes and evidence by
Crusade Middle East, Evidence may regard the idea interrogating
* Events and consequences of the c1945–1995 Target Step 4 of consequences as information with a
First Crusade Stretch to Step inevitable or the only particular purpose.
5 possible outcome. Causation and
Stretch to Step (Reinforced) consequence Step 6:
6 Learners understand
that events have
consequences as well
as causes and can
describe, in simple
terms, one or more of
the consequences of
an event or
development in
isolation from other
consequences.

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 Year 7 Scheme of Work: Three-year scheme

Weeks 17–19 Enquiry question: Did the Crusades change the Holy Land?
Week 17 Background to: Change and Change and Change and continuity Change Step 6:  Change
* Foundation and survival of the * Conflict in the continuity continuity Step 4: Step 5: Learners can Recognise that a and
Kingdom of Jerusalem Middle East, Target Step 4 Learners can identify describe change using change may be continuity
* Crusader States c1945–1995 Stretch to Step and describe some features of the period important to one  Evidence
* Crusader Castles * The reigns of 5 historical changes or periods that they society or group of
* Templars and Hospitallers King Richard I and Significance that took place in are studying. They people but has little
King John, 1189– periods with which understand that historical significance
1216 they are familiar, but change often happens in another context.
* Warfare through they view changes as as a result of events or
time, c1250– events that took actions by individuals,
present place and continuity rather than being the
simply as the event or individual
Week 18 Background to: Change and
absence of change. themselves.
* Saladin – personality and aims * Conflict in the continuity
(Reinforced) Chronology Step 5:
* Jihad and the unification of the Middle East, Target Step 4
Change and Learners can use their
Arab world c1945–1995 Stretch to Step
continuity Step 4: understanding of
* The Muslim conquest of * The reigns of 5
They can describe chronological terms to
Jerusalem King Richard I and
some broad construct timelines
King John, 1189–
historical over short and long
1216
developments and periods of history.
* Warfare through
trends (e.g. Significance:
time, c1250–
technological Understand what
present
progress), but with might make a change
little accuracy or significant.
linking to

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 Year 7 Scheme of Work: Three-year scheme
Week 19 Background to: Chronology chronology.
* Timeline of 12th century * Conflict in the Change and Change and
* Role of individual leaders Middle East, continuity continuity Step 5:
(including Richard I) c1945–1995 Target Step 5 They show a basic
* Assessment of whether the * The reigns of Stretch to Step understanding that
Crusades changed the Holy Land King Richard I and 6 not all changes that
King John, 1189– Significance take place are as
1216 important as each
* Warfare through other.
time, c1250– Significance: Basic
present understanding of
significance and why
a person or event
e.g. the founding of
the Kingdom of
Jerusalem, might be
significant or not.

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Half-term: Spring 2
Unit title: The problems of medieval monarchs
Week 20 Enquiry question: Who were England's Medieval Monarchs?
Content details
Week 20
* England's medieval monarchs
(1066–1485)
* Chronology
* Compare the fates of each –
how many were
killed/deposed/passed on the
crown to an heir
Weeks 21–22 Enquiry question: How important were England's medieval queens?
Week 21
* Claims of Matilda and Stephen
* Their personal qualities and
fitness to rule
* Civil War (during the period of
anarchy) and its outcome
Week 22
* Story of Eleanor of Aquitaine
* Her accomplishments,
influence and limitations
12
Year 7 Scheme of Work: Three-year scheme
Links to Edexcel Progression Target Additional Extra stretch End of half term
GCSE (9–1) History scale focus understanding for understanding for understanding assessment will
all students some students cover
Useful context for Acquisition of Chronology Step 4: Chronology Step 5:  Causation
The reigns of King knowledge Learners can use Learners are and
Richard I and King Chronology terms like year, beginning to fit consequence
John, 1189–1216 Target Step 4 decade or century in chronological  Interpreta
Stretch to Step their work and can knowledge into a tions
5 apply them to simple structure of
Stretch to Step historical situations historical
6 with which they are understanding (e.g. ‘I
familiar. know that 1536 was in
the sixteenth century
during the reign of
Henry VIII’).
Evidence Interpretations Step Interpretations Step Interpretations Step  Causation
Target Step 4 4: Learners 5: Learners can select 6: Learners can select and
Stretch to Step recognise that the and describe the key and describe the key consequence
5 arguments that features of a historical features of a variety of  Interpreta
people have had interpretation and interpretations (e.g. tions
about the past are begin to talk about visual, written,
Background to The Interpretations important to the messages that it spoken) and explain
reigns of King Target Step 4 historical discipline might send to the the reasons for their
Richard I and King Stretch to Step and that history is people viewing it. construction (e.g. to
John, 1189–1216 5 made up of different Interpretations Step entertain, to inform,
stories about the 5: Learners have a to persuade).
past. basic understanding
Interpretations Step that different
4: They can give interpretations (e.g.
simple descriptions films, paintings, songs)
of two opposing are made to provide
interpretations of an groups of people with
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 Year 7 Scheme of Work: Three-year scheme
event or person, but a story about the past.
are still inclined to Evidence Step 5:
look for the Learners make
interpretation that is generalised
most ‘true’. references to
Evidence Step 4: provenance (e.g.
Learners comment ‘sources from
on the reliability of witnesses are more
sources (‘biased’ reliable’).
may be used as a
catch-all term) but
have little
understanding of
how historians build
an evidence picture.
(Reinforced)

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 Year 7 Scheme of Work: Three-year scheme

Weeks 23–26 Enquiry question: How powerful were English monarchs?

Week 23 The reigns of King Causation and Causation and Causation and Causation and  Causation
* Reasons John was unpopular Richard I and King consequence consequence Step 4: consequence Step 6: consequence Step 6: and
* The rebellion and Magna Carta John, 1189–1216 Target Step 4 Learners can identify Learners can link Learners may be consequence
* Significance of Magna Carta Stretch to Step a number of causes categories of causes starting to use simple  Interpreta
5 and are beginning to to form a simple knowledge of the tions
Week 24 Warfare through Causation and categorise these into causal picture and event or period to
* Background to Edward I time, c1250– consequence different types or begin to explain why back up their causal
* Why Edward I was a popular present Target Step 5 groups of causes, something happened statements, but this
monarch Stretch to Step e.g. short-term and in history. will remain generic.
* English takeover of Wales 6 long-term or ‘things Change and
* Owain Glyndwr to do with money’. continuity Step 5:
Week 25 Warfare through Change and (Reinforced 2) Learners can describe
* Edward I's Welsh Castles time, c1250– continuity Causation and change using features
* The evolution of castles and present Target Step 4 consequence Step 5: of the period or
castle design Stretch to Step Learners can periods that they are
5 categorise causes studying. They
Week 26 Warfare through Causation and with some understand that
Why Scotland was a challenge to time, c1250– consequence confidence and are change often happens
English kings present Target Step 5 beginning to as a result of events or
* Edward I and Scotland Stretch to Step recognise that these actions by individuals,
* Edward II, Robert the Bruce 6 groupings of causal rather than being the
and the Battle of Bannockburn, factors are event or individual
1314 interrelated, e.g. a themselves. They
* Edward III, the Auld Alliance poor harvest can show a basic
and the Battle of Neville's Cross have effects on both understanding that
the economy and not all changes that
society. take place are as
Change and important as each
continuity Step 4: other.
They can describe
some broad
historical
developments and
trends (e.g.
technological

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 Year 7 Scheme of Work: Three-year scheme
progress), but with
little accuracy or
linking to
chronology.
(Reinforced)

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 Year 7 Scheme of Work: Three-year scheme
Half-term: Summer 1
Unit title: The Black Death
Weeks 27–29 Enquiry question: Was 1348 the end of the world?
Content details Links to Edexcel Progression Target Additional Extra stretch End of half term
GCSE (9–1) History scale focus understanding for understanding for understanding assessment will
all students some students cover
Week 27 Medicine through Evidence Evidence Step 5: Evidence Step 6: Evidence Step 6: Begin  Change
* Origins of the Black Death time, c1250– (maps & data) Learners can Learners use sources to frame their own and
* Spread of Black Death present Target Step 5 distinguish between to make simple historically valid continuity
* Medieval explanations Stretch to Step information about inferences about the questions about  Evidence
6 the past and past and are beginning sources or identify
Week 28 Medicine through Evidence evidence that to understand that appropriate sets of
* Symptoms of Black Death time, c1250– (Personal historians extract historians gather sources.
* Prevention and treatment present accounts) from sources evidence by
Target Step 5 through a process of interrogating
Stretch to Step interrogation in information with a
6 order to support particular purpose.
Week 29 Medicine through Change and their claims, i.e. I can Evidence Step 6:
* Effect on towns and villages time, c1250– continuity suggest that X was Learners can use a
* Mortality rates (in different present Target Step 5 important because small group of sources
areas) Stretch to Step of evidence Y and Z. together to make
* Short term impacts – burial 6 Evidence Step 5: simple inferences and
problems, abandoned villages, Evidence Learners make present this as
shortages of supplies Target Step 5 generalised evidence.
Stretch to Step references to Change and continuity
6 provenance (e.g. Step 5: They show a
‘sources from basic understanding
witnesses are more that not all changes
reliable’). that take place are as
(Reinforced) important as each
Change and other.
continuity Step 5: Change and continuity
Learners can Step 6: Learners can
describe change begin to use some of
using features of the the language of
period or periods change to talk simply
that they are about the pace or

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 Year 7 Scheme of Work: Three-year scheme
studying. They extent of changes with
understand that which they are
change often familiar.
happens as a result
of events or actions
by individuals, rather
than being the event
or individual
themselves.
Weeks 30–32 Enquiry question: What was it like to live in the shadow of the Black Death?
Week 30 Medicine through Change and Change and Change and continuity Structuring and  Change
* Reminder about feudal system time, c1250– continuity continuity Step 5: Step 6: Learners can organising knowledge and
* Impact of the Black Death on present Target Step 5 Learners can begin to use some of Step 5: Learners use continuity
farms & wages Stretch to Step describe change the language of factual information as  Evidence
* The reaction of peasants to the 6 using features of the change to talk simply support throughout
changing circumstances period or periods about the pace or their narrative, but
* The reaction of the nobles and that they are extent of changes with this may be patchy in
the crown studying. They which they are places and lack
Week 31 Analytical understand that familiar. relevance.
* Key events and features of the narrative change often Change and continuity
Peasants' Revolt Target Step 4 happens as a result Step 6: They can
Stretch to Step of events or actions recognise that a
5 by individuals, rather change may be
than being the event important to one
or individual society or group of
themselves. people but has little
(Reinforced) historical significance
Change and in another context.
continuity Step 5: Structuring and
They show a basic organising knowledge
understanding that Step 5: Learners can
not all changes that construct a descriptive
take place are as narrative of the past
Week 32 Crime and Change and
important as each with some
* The suppression of the revolt punishment continuity
other. development, but with
and punishment of the rebels through time, Target Step 5
(Reinforced) little evidence of
* Continuation of many laws and c1000–present Stretch to Step
Analytical narrative organisation.
policies 6

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 Year 7 Scheme of Work: Three-year scheme
* Curtailing of foreign policy due Step 4: Learners can
to problems raising taxes construct a narrative
* The decline of serfdom and rise about the past that
in rural wages – the extent to describes what
which this was connected to the happened but with
revolt no development or
organisation. They
use some
information to
support their
narrative, but this is
limited.

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 Year 7 Scheme of Work: Three-year scheme
Half-term: Summer 2
Unit title: Migration
Weeks 33–35 Enquiry question: Who were the first English people?
Content details Links to Edexcel Progression Target Additional Extra stretch End of half term
GCSE (9–1) History scale focus understanding for understanding for understanding assessment will
all students some students cover
Week 33 Relevant to: Chronology Thematic history: Interpretations Step Interpretations Step  Interpreta
* Introduction to Thematic * Crime and Historical Understand what 5: Learners have a 6: Learners can select tions
History – look at chronology to punishment vocabulary thematic history is basic understanding and describe the key  Chronolog
be covered through time, Target Step 5 and how the that different features of a variety of y
* Early migration to Britain c1000–present approach differs interpretations (e.g. interpretations (e.g.
(Celtic) * Medicine from other films, paintings, songs) visual, written,
* Reasons for Roman invasion through time, approaches. are made to provide spoken) and explain
* Impact on the Celts and c1250–present Chronology Step 5: groups of people with the reasons for their
resistance to Roman rule * Warfare through Learners are a story about the past. construction (e.g. to
(Boudicca) time, c1250– beginning to fit Evidence Step 6: entertain, to inform,
present chronological Learners can use a to persuade).
knowledge into a small group of sources
Week 34 Background to Evidence simple structure of together to make
* Who the Angles and Saxons Anglo-Saxon and Target Step 5 historical simple inferences and
were Norman England Stretch to Step understanding (e.g. present this as
* Reasons why people moved to c1060–1088 6 ‘I know that 1536 evidence. Learners
Britain Stretch to Step was in the sixteenth struggle to ask their
* Impact of Angle and Saxon 7 century during the own historically valid
migration on Celts reign of Henry VIII’). questions about
* How we know about the Learners can use sources or identify
impact on the Celts their understanding appropriate sets of
of chronological sources.
terms to construct Chronology Step 6:
timelines over short Learners are
and long periods of increasingly confident
history. in placing a new
Week 35 Background to Interpretations Interpretations Step period or topic within
* Viking settlement of Britain and Anglo-Saxon and Target Step 5 5: Learners can their own
the Danelaw Norman England Stretch to Step select and describe chronological
* Reasons why Vikings started to c1060–1088 6 the key features of a reference and are
settle in Britain historical beginning to make

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 Year 7 Scheme of Work: Three-year scheme
* Alfred the Great interpretation and links between periods
* Other Viking migrations – begin to talk about that they have
Normandy, Ireland, Ukraine the messages that it studied. Learners'
* Put Norman Conquest of might send to the timelines and other
England into big sweep of Viking people viewing it. work show an
migrations Evidence Step 5: appreciation of the
Learners can different scales of
distinguish between time and how they fit
information about together.
the past and
evidence that
historians extract
from sources
through a process of
interrogation in
order to support
their claims, i.e. I can
suggest that X was
important because
of evidence Y and Z.
(Reinforced)
Evidence Step 5:
Learners make
generalised
references to
provenance (e.g.
‘sources from
witnesses are more
reliable’).
(Reinforced 2)

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 Year 7 Scheme of Work: Three-year scheme
Weeks 36–37 Enquiry question: What drove people to migrate?
Week 36 Background to: Interpretations Interpretations Step Interpretations Step Interpretations Step  Interpreta
* How big a factor was religion in * Spain and the Target Step 5 5: Learners can 6: Learners can select 7: Learners are able to tions
causing migration to and from New World Stretch to Step select and describe and describe the key link the construction  Chronolog
Britain? * British America, 6 the key features of a features of a variety of of different y
* Jewish migration, expulsion 1713–1783 Stretch to Step historical interpretations (e.g. interpretations to the
and return 7 interpretation and visual, written, use of different
* St Bartholomew's Day begin to talk about spoken) and explain sources.
massacre and the Huguenots the messages that it the reasons for their Evidence Step 7:
* Puritans and the Mayflower might send to the construction (e.g. to Learners can make
Week 37 Evidence people viewing it. entertain, to inform, supported inferences
* The extent to which economics Target Step 5 They have a basic to persuade). They will about the past by
was a factor in causing migration Stretch to Step understanding that understand that this is using a source and the
to and from Britain 6 different linked to who made detail contained
* Treatment of Irish immigrants Stretch to Step interpretations (e.g. the interpretations, within it.
in 1840s 7 films, paintings, but will not be able to
* Experiences of Windrush songs) are made to go beyond simple
generation migrants provide groups of statements.
* Political reaction to migrants in people with a story Evidence Step 6:
1960s – Rivers of Blood speech about the past but Begin to frame their
cannot explain own historically valid
purpose beyond this. questions about
(Reinforced) sources or identify
Evidence Step 5: appropriate sets of
Learners make sources.
generalised
references to
provenance (e.g.
‘sources from
witnesses are more
reliable’).
(Reinforced 3)
Week 38 Enquiry question: How have migrants changed Britain?

21 © Pearson Education Ltd 2017.

 Year 7 Scheme of Work: Three-year scheme
Week 38 Change and Change and Change and Change and  Interpreta
* How the reasons for migration continuity continuity Step 6: continuity Step 6: continuity Step 7: tions
have changed over time Target Step 6 Learners can begin Learners can Learners can use the  Chronolog
* Short term impact of key Stretch to Step to use some of the recognise that a language of change to y
migrations 6/7 language of change change may be talk about
* Long term influence of migrant to talk simply about important to one developments and
groups on British society the pace or extent of society or group of how they are
changes with which people but has little measured in different
they are familiar. historical significance ways (e.g. political,
in another context. economic, pace,
extent).

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