Year 7 — History

Term 1: What is History?

What is History?

How did the Normans Conquer England?

- What happened to the Tollund man?

- Who were the different contenders to the throne?

- What happened at the Battle of Stamford Bridge?

- Why did William win the Battle of Hastings?

- How did William control England?

Students complete a 12 mark explanation essay on how William controlled England.


Events in the order of when they happened


Things you see, read or experience that lead you to know something is true or has happened. Historians use it to reconstruct the past.


the movement of people from one place to another


An elite warrior, equivalent to a body guard of a lord or king.

Shield wall

a defensive formation used in battle


soldiers mounted on horses


The people living in Normandy (France) who conquered England I the 11th century.


The people who lived in England between the 5th-11th centuries. They originally came from the area which is now Germany.


an image made by sewing


a story

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

The student will be able to understand the historical chronology and historical narrative.

Create a supportive community:

The students will understand British values over time by exploring the changes to British society.

Term 2: What was medieval life like?

What was medieval life like?

- Why was the Medieval Church important?

- What was Medieval work like?

- How much of an impact did the Black Death have?

- How important were women and children in Medieval England?


Medieval Life GCSE style assessment.

Doom painting

These were put in churches to remind people what happened if they sinned.

Motte and Bailey Castle

a style of castle introduced by the Normans with an enclosed courtyard (bailey) and a mound of earth (motte) which the castle sits on top of.


when someone gets banned from the Catholic church and their souls go straight to hell.


a plain gown (sometimes itchy material) that monks would wear


a religious building where monks lived


Head of a monastery


a swollen gland in the groin or armpit


the Middle Ages, usually the 11th- 14th century.


a contagious bacterial disease


a journey to a place of religious importance in order to be forgiven for a sin.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

The students will have strong grasp of the consequences and significance of key events of the Medieval period in Britain and Western Europe.

Create a supportive community:

The students will be able explore the consequences of major historical events, during the Medieval period, that impacted the wider society of Britain and Western Europe.

Term 3: How & Why Did People Come Into Conflict in Medieval Europe?

How and why did people come into conflict in Medieval Europe?

- How much did the Magna Carta change?

- How successful was the Peasants’ revolt?

- How and why did Scotland and Wales come in to conflict with England?

- What was the 100 Years’ War?

- How important was the War of the Roses?

Students' classwork and homework will be assessed by teachers and students given feedback on their work.


to place events or causes in a particular group because they have a common link.


a written arrangement from the king or queen of a country defining the rights of a group.

Poll tax

A tax where everyone paid the same amount.


discuss in order to come to an agreement or deal


an educated guess based on evidence; what we take away from a piece of evidence or source.


a formal agreement between states that usually leads to peace after a war or battle.


surround (a place) with armed forces in order to capture it or force its surrender


rejecting the favourite religion of the time, or having beliefs about that religion which are "wrong".

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

This unit helps students understand the nature of human conflict, and helps them understand the origins or modern Britain.

Create a supportive community:

This unit helps students understand the context of our modern freedoms as a society, which we all share.

Term 4: How ‘small’ was the Medieval World?

How ‘small’ was the Medieval World? Travelling and Moving in the Medieval World.

- How did pilgrim’s progress?

- How much were Jews persecuted in the middle Ages?

- What were the Crusades?

- How important was trade?

- How far did Macro Polo travel and what did he find?

Sources Mini-Exam

Students complete a GCSE style assessment on sources regarding Salah al Deen.


a journey to a place of religious importance in order to be forgiven for a sin.


hostility and ill-treatment, especially because of race or political or religious beliefs


deliberately and brutally kill (many people).


unwillingness to accept views, beliefs, or behaviour that differ from one's own


someone who fought for the Europeans to recover the Holy Land from the Muslims in the 11th, 12th, and 13th centuries.


a person who trades goods across the Medieval world.


a horse used to carry heavy loads- usually linked to trade.


how much a source is relevant to a question you are being asked.


An artefact, document, diary, manuscript, autobiography, recording, or any other source of information that was created at the time which we look back on for information.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Helps students understand the diversity and depth or the Medieval world. Encourages a broad knowledge of a range of historical environments.

Create a supportive community:

Promotes a diverse view of the medieval world and the origins of some of today's religious conflicts.

Term 5: Which Medieval Empires Were Important?

Which Medieval Empires were important?

- Why was the Mali Empire so strong?

- What happened to Byzantium?

- What was the impact of the Arab empires?

- Why did the Ottoman Empire grow?

- What was Great Zimbabwe?

Students write a diary as a medieval traveller, showing their understanding of the different medieval empires.


A landlocked country between Russia and China.


The act of creating something new


A vast and powerful empire with Constantinople its capital city.


an extensive group of states or countries ruled over by one person.


A conclusion


the religion of Muslim people where there is only one god (Allah).


A later relative of a person (the ancestor).


a reason for something happening in History.


an area of land which has been overcome by military force.


A name for a Muslim sovereign (king or queen).

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Encourages an understanding of the way medieval empires influenced the world.

Create a supportive community:

Supporting a diverse understanding of the different cultures' histories within modern Britain,

Term 6: The Renaissance

The Renaissance

- What was the Renaissance?

- How did Renaissance artists revolutionise art?

- What did the humanists believe?

- What happened to Albrecht Durers’ rhino?

- Who was the greatest Renaissance individual?

- Why did Europeans explore the world?

End of Year Exam


a rebirth or revival in interest of learning based on classical models from Greece and Rome.


a city and surrounding land that forms an independent state from any bigger control


add notes or comments to


an event or person who has a noticeable effect or influence on future events.

Scientific Philosopher

Those who studied the planets and the world around them in order to improve everyday lives.


the measure of the importance given to events, people or locations in History.


In art, when a person or thing is shown in a way that is accurate and true to life.


argue over the price of something


whether a source is trustworthy for a historian to rely on.


a person or thing living or existing at the same time as another.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Encourages understanding of important cultural movements and changes

Create a supportive community:

Encourages common aspects with other subjects and extra curricular activities.