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KS3 History

Year 7

The Curriculum Vision for History

What enquiry questions will a year 7 student try and answer in History? What key historical thinking are we focussing on? What key areas of this enquiry do we focus on? What do we expect our year 7’s to be able to do?

(Key sentence to take away)

Does Alfred deserve the nickname the ‘Great’? Use of Evidence ·         Anglo-Saxon England was not a unified country but in fact a series of kingdoms under different rulers.

·         From the late 8th century Vikings raided England. By the 9th century these raiders were replaced by armies who conquered all of the Saxon kingdoms except Alfred’s Wessex.

·         After Alfred defeated the Vikings at the Battle of Edington, he negotiated a peace treaty with Guthrum, which divided England between the Danelaw and the Saxons.

·         Alfred was responsible for reforming the education and religion of England. Alfred encouraged literacy and founded the Anglo-Saxon Chronicle. He also conquered London returning it from the Vikings.

·         Alfred was not the only significant British leader of the period. Others include Aethelstan {Grandson}, King Offa, Rhodri Mawr {Welsh leader}, Aethelflaed {Daughther of Alfred}.


An excellent answer to this question will use knowledge about the past to support judgements about whether Alfred’s achievements make him worthy of the name ‘the Great’. It will also demonstrate an understanding of how the historical record has influenced Alfred’s reputation for ‘greatness’.


Eynesbury was annihilated as a consequence of the Battle of Hastings’ How far do you agree? Consequence ·         Eynesbury was in existence before the Norman Conquest. It was village that was run by a Norman before the invasion of 1066. This is unusual considering the wider context of the Norman Conquest.

·         Life in Eynesbury changed in a number of areas as a consequence of the Norman Conquest. Language, laws, culture and religion changed significantly after 1066.

·         Other areas of life did not change significantly as a consequence of the Norman Conquest. Some areas of life continued in the same way they had before the conquest.


An excellent student response during the assessment will demonstrate a good understanding of the concept of consequence. They will be able to explain using evidence the impact of an event on the local area.
Did Medieval Kings all face the same challenges? Change and continuity ·         The power of Medieval kings depended on balancing the interests of different groups in medieval society. At different points in medieval history, different kings faced challenges from different parts of society.

·         King Henry II faced a challenge to his authority from the church in the form of the actions of Thomas Becket. This challenge was ended in the aftermath of the Becket’s murder.

·         King John faced a challenge to his power from the Barons of England. John was forced to sign the Magna Carta, which changed the relationship between the crown and Parliament.

·         King Edward I faced the challenge to his power during the conquest of Wales and Scotland. As result of this he faced many rebellions from those populations. Whilst he was successful in Wales, He was less successful in Scotland in the long term.

·         King Edward III faced the challenge to his power from the Black Death. This event changed the structure of society in England.

·         King Richard II faced the challenge to his power from the Peasants of England. After the meeting between both sides and the murder of Wat Tyler, the King managed to increase his power.


An excellent essay will begin to explain nuanced ideas about the extent and nature of change. It will explain how the problems each King faced changed during the different reigns.
Why have Richard I and Saladin been remembered so positively? Interpretations ·         Interpretations are integral to a historians understanding of the past. However, they are greatly affected by the aims of the author and reader.

·         Victorians held a romantic view of Richard I and his attempt to reclaim Jerusalem. Their need for a hero helped to explain to the people of Britain why the British Empire was a just pursuit in time of conflict and change.

·         At different points in history, Muslims have held a romantic views of Saladin in order to reaffirm their view of the world around them. Invasions and quests to control the populations use the legacy of Saladin as a justification for the actions of leaders such as Saddam Hussain.

·         The media has a large influence on people’s interpretations of the world around them. The role of the BBC and the charter that binds it affects how it chooses to represent history.


An excellent response to the test will show that a student is able to identify what an interpretation is saying about Richard or Saladin.


It will also show that the student understands how the events of Richard and Saladin’s lives combine with the circumstances of the person viewing the past, to shape their interpretation of the past.


How diverse was life on the silk road between the 13th and 14th Century? Diversity ·         The Silk Roads were significant trade routes throughout much of world history. Many nations were interested in the economic impact the routes could have. The journeys of Ibn Battuta and Marco Polo tell us about the diversity of this intriguing area of the world.

·         Constantinople was at the beginning of the 13th century was a Christian city. However, by the end of the 14th century it was under the control of Islam. This led to significant changes to the city’s economic, social and religious structure.

·         Jerusalem after the Third Crusade was under the control of Islam. It was a city that had a diverse structure and way of life.

·         Baghdad before 13th century was a bastion of Islam. It was one of the most significant places on the Silk Road. However, after the Mongol invasion life changed significantly. This included socially and morally.

·         Karakorum in the 13th and 14th century was the heart of the Mongol empire. It was a city that affected the whole of Asia.


An excellent travel brochure will demonstrate that students have understood that the silk roads were very diverse. They will include places in their brochure that reflects the diverse nature of the silk roads including examples of the social, cultural and political differences along the route. They will be able to include the role of trade and collaboration in their brochure. This brochure will contain almost all of the information from the lessons. It will be bright and well presented. It will also not be picture heavy.
How significant was the Reformation for people in England? Significance ·         The Tudors ruled England between 1485-1601. The religious changes made by these monarchs have had a huge and lasting impacts on English society.

·         After the 95 Theses of Martin Luther and Protestant Reformation, beliefs about the religion and the church changed significantly across Europe.

·         The Break from Rome and the dissolution of the monasteries changed the beliefs and landscape of England. The consequences of Henry VIII’s actions created conflict, which would extend long after his reign.

·         Edward I’s Protestant reforms led to a further tightening of the Protestant faith over England. With changes made to core beliefs of the people, his reign changed the role of the church for the majority of people living in England.

·         Mary’s Counter Reformation attempted to reduce the influence of her brother’s work.

·         Elizabeth I’s ‘religious settlement’ was an attempt to solve the religious problems of the Reformation by passing laws, which promoted a ‘middle way’ between the two branches of Christianity in England. However, her actions led to threats to overthrow her from both inside and outside England.


An excellent student response will give a detailed explanation as to why the Reformation was or was not significant using the significance criteria.
What is the narrative of the Spanish invasion of South America? Narrative ·         The Spanish Empire were interested in the conquest of South America due to the resources and wealth of the continent.

·         Local tribes like the Aztecs welcomed the Spanish initially. Many tribes used the Spanish to fight other local tribes in order to increase their power. However, this led to the foundations of the conflict between both sides.

·         The Spanish had a large influence on the continent. Many of the countries, structures and beliefs were changed due to the conquest by Spain.


An excellent student response will explain the narrative of the Spanish conquest of South America. The response will include information about the beginning, middle and end of the story. An explanation is include that suggests the reasons behind the choices made.


Year 8-9

Please note this information will be added in due course…