History - Year 7

History Overview

Term 1: The skills of an historian

In this unit students are introduced to the key skills they will be expected to develop over the course of KS3. This supports the transition to secondary History. They will focus on chronology, bias and the use of historical sources, archaeological evidence/artefacts, reconstructions and aerial photography.

  1. Students complete 2 knowledge and source questions.

Study of human activity through the recovery and analysis of material culture.

Primary Source

Evidence from the time for example, diary, letter, photograph.

Secondary source

Evidence that is produced after the event. For example a textbook.


Order of events in time order.


The quality and trustworthiness of a piece of evidence.


The quality or fact of a piece of evidence.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

The Individual will understand the world they live in and how artefacts tell us about the past.

Create a supportive community:

Students will consider how history contributes to behaviours of society.

Term 2: Struggle for power - Why did the Normans win the Battle of Hastings?

Students will look at the story of William Duke of Normandy. They will learn about how he became king in 1066 and what methods he used to secure the throne for himself and his successors. They will also study the development of castles.

  1. Year 7 Baseline Assessment on the Battle of Hastings

Reasons for an event.


Anglo Saxon Parliament.

Feudal System

The system of society that gave William control.

Domesday Book

A census carried out by William to decide the wealth of his country.


Conquering a country, William conquered England.


Persistently carry our attacks on the North.

Motte and Bailey

First Norman castles made from wood.

Square Keep

Square keep castle made from stone.

Concentric Castle

Developed castle with a number of outer walls and round towers.


Type of Catapult, uses a swinging arm to throw a projectile.


A catapult for throwing a missile.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

The individual studies the causes of an event and understand the History of England.

Create a supportive community:

Term 3: Struggles for mind - What was the role of the church in the Medieval Period?

Students will study the importance of the church in the lives of medieval people. They will examine why King Henry II wanted control of the church, the murder of Thomas Becket, the Magna Carta and the development of parliament. The causes and consequences of the crusades will also be considered (inc. the impact of Islamic culture on Britain after the Crusades).

  1. Source assessment on Thomas Becket

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


A punishment inflicted on oneself as an outward expression of repentance for wrongdoing.


The killing of a prominent person for political or religious reasons.

Doom Paintings

Paintings in Medieval Churches to show the people what it was like in Hell.


Medieval people pay one tenth of their income to the Church


A place of suffering occupied by the souls of sinners who are being cleansed to go to Heaven.


To go on a religious journey.


To be officially excluded from the Christian Church.


The chief bishop responsible for a large district.


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

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will understand how society worked in Medieval England and how society has changed over time.

Create a supportive community:

Term 4 : Crusades and Islamic Culture

Students will consider the importance of the Crusades and Islamic Culture. They will examine why the Crusades travelled to the Holy Land and the events of the Crusades. They will finish on a debate to decide who should rule Jerusalem.

  1. Students will complete an assessment that assesses knowledge and skills.

A series of religious wars, lead and supported by Christians and the church.


A term for the Crusader states, French for beyond the Sea


A holy war fought against Non-Christian groups


Leader of the Muslim forces from 1187

Byzantine Empire

A continuation of the Roman Empire in the Middle East in 395, who ask for the Crusaders help

The First Crusade

The first fight for Jerusalem from 1096-1099

The Holy Land

The area in the Middle East where the events of the Bible happened.

Pope Urban II

The pope at that time, Pope Urban II, gathered all the people and announced that they would start a crusade to capture Jerusalem.


A trip to a Holy place/ Shrine. It was believed that if you prayed at these shrines you might be forgiven for your sins and have more chance of going to heaven.


A military attack in which enemy forces surround a town or building, with the aim of compelling those inside to surrender.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Supports the spiritual development of the individual to understand a martyr and what it means to die for your beliefs.

Create a supportive community:

This unit enables students to understand the origins and beliefs or our Church School.

Term 5 : A time traveller’s guide to Medieval England – What was life like?

Students will travel back in time to gain a sense of the Medieval Period. By thinking of the past happening, students will gain a deeper understanding of the social history of the Middle Ages. They will walk a dusty track leading to a plague stricken village and as a villein (living miserably in the countryside under the control of a lord), run away to a town. What will they see, hear and smell? Where will they stay? What are they going to eat? How will they test to see if they are going down with the plague? What will they experience of medieval law and order?

  1. Students will complete an assessment that assesses knowledge and skills learnt this term

A widespread occurrence of an infectious disease in a community at a particular time.


A disease which is characterised by swollen lymph glands in the armpit or groin.


A disease which affects the lungs.


A contagious bacterial disease.


A person who subjects themselves to flogging for religious reasons.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will consider what it was to live in a time of illness and death and the impact this might have had on an individual. They will also consider the rights and responsibilities of an individual.

Create a supportive community:

Students will think about the power behind groups of like minded people and what this can achieve.

Term 6: Medieval Monarchs

Students will be studying different types of Medieval Monarchs. They will be looking at key monarchs from William the Conqueror to the War of the Roses. This unit is designed to bridge the gap between studying Medieval England through to the Tudors in Year 8. Students will work independently for some of the unit on different monarchs and create presentations to the class.

  1. Students will complete their End of year assessment

    They will prepare a group presentation on different Medieval Monarchs.


A head of state, a king, queen or emperor


English royal dynasty which held the throne from the accession of Henry II in 1154 until the death of Richard III in 1485.


A branch of the English Royal family descending from House of Plantagenet


A branch of the royal family descending from House of Plantagenet - rivals with the Yorks


A line of hereditary rulers of a country

Divine Right of Kings

A King has royal authority from God to rule a country.


The Tudor dynasty ruled England from 1485 to 1603, beginning with Henry VII and ends with Elizabeth I.

Tower of London

The royal fortress built by William the Conqueror in the 1070s.

War of the Roses

Conflict in England between the House of York and Lancaster.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

To work as part of a team to prepare a presentation to the class on a Medieval Monarch.

Create a supportive community: