Edexcel KS3 History Scheme Of Work - Pearson
Edexcel KS3 History Scheme of Work*Two-year schemeYear 7: Two-year Scheme of WorkHalf-term: Autumn 1Unit title: The Norman ConquestWeeks 1–2 Enquiry question: What was England like before the Battle of Hastings?Content detailsLinks to EdexcelGCSE (9–1) HistoryProgressionscale focusTarget understandingfor all studentsAdditionalunderstanding forsome studentsExtra stretchunderstandingEnd of half termassessment willcoverWeek 1* Chronological terms* Overview British historytimeline (periods)* Locating the Anglo-Saxons in anoverview of British History* Early Medieval period focusBackground toAnglo-Saxon andNorman Englandc1060–1088ChronologyTarget Step 3Stretch to Step4Baseline testcovers all aspectsBackground toAnglo-Saxon andNorman Englandc1060–1088EvidenceTarget Step 3Stretch to Step4Chronology Step 4:Learners can useterms like year,decade or century intheir work and canapply them tohistorical situationswith which they arefamiliar. They canconstruct a simpletimeline of periodsthat they havestudied.Evidence Step 4:Learners appreciatethat historians needto interrogatesources to work outwhat happened inthe pastChronology Step 4:Beginning tounderstand the use ofterms such as 'thesixteenth century' or'the Victorian era'.Week 2* Anglo-Saxon society – what weknow about the Anglo-Saxons* How we know: Survivingbuildings, surviving artefacts,archaeology, written accountsChronology Step 3:Learners understandthe literal meanings ofterms such as year,decade and century.Beginning to be ableto put periods andevents in order.Evidence Step 3:Learners understandthat sources are usedby historians to findout about 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 thequalification, and other approaches to preparing students for GCSE study may be equally valid and effective.
Year 7 Scheme of Work: Two-year schemeWeeks 3–5 Enquiry question: Why was England a Battlefield in 1066?2Week 3* What is a monarch?* Reasons for wanting to be amedieval monarch* Contenders to the throne in1066Background toAnglo-Saxon andNorman Englandc1060–1088Week 4* Battle of Stamford Bridge* Harold's army and its conditionafter Stamford BridgeAnglo-Saxon andNorman Englandc1060–1088Week 5* Composition of William's army* The Battle of Hastings* Accounts of the battle* The verdicts of historians onwhat caused the outcomeAnglo-Saxon andNorman Englandc1060–1088HistoricalvocabularyTarget Step 3Historical vocabularyStep 3: Learners canremember a range ofhistorically relevantvocabulary within agiven historical period(e.g. World War Two)Causation andand can use it toconsequencedescribe the period.Target Step 3Causation andStretch to Stepconsequence Step 3:4Learners can identify aInterpretations number of causes ofTarget Step 3 historical events andStretch to Step understand that these4are a result ofrelationships in thepast.Interpretations Step3: Learners can pickout simple differencesin accounts of thepast.Causation andconsequence Step 4:Learners can identifya number of causesand are beginning tocategorise these intodifferent types orgroups of causes,e.g. short-term andlong-term.Interpretations Step4: They can givesimple descriptionsof two opposinginterpretations of anevent or person, butare still inclined tolook for theinterpretation that ismost ‘true’.Causation andconsequence Step 4:Learners understandconsequence as thefixed result of all thepossible causes andmay regard the idea ofconsequences asinevitable or the onlypossible outcome.Baseline testcovers all aspects Pearson Education Ltd 2017. This material is not copyright free.
Year 7 Scheme of Work: Two-year schemeWeeks 6–7 Enquiry question: How did William take control of England?Week 6* Use of 'terror' to establishcontrol: the Harrying of the North* Norman CastlesAnglo-Saxon andNorman Englandc1060–1088Castles are relevantbackground toWarfare throughtime, c1250–present.Week 7* Cultural changes (e.g. language)* Feudal system* Domesday BookAnglo-Saxon andNorman Englandc1060–1088The feudal systemis also importantbackground forWarfare throughtime, c1250–present and Thereigns of KingRichard I and KingJohn, 1189–1216. Pearson Education Ltd 2017.EvidenceTarget Step 4Stretch to Step4Evidence Step 4:Learners appreciatethat historians need tointerrogate sources towork out whathappened in the past.Change and continuityStep 4: Learners canidentify and describeChange andsome historicalcontinuitychanges that tookTarget Step 4place in periods withStretch to Stepwhich they are4familiar, but they viewchanges as events thattook place andcontinuity simply asthe absence ofchange.Evidence Step 4:Learners have asense that historiansuse sources with thebenefit of hindsight.Learners commenton the reliability ofsources (‘biased’may be used as acatch-all term).Change andcontinuity Step 4:They can describesome broadhistoricaldevelopments andtrends (e.g.technologicalprogress), but withlittle accuracy orlinking tochronology.Evidence Step 5: Begin Baseline testto comment on thecovers all aspectsprovenance ofsources.3
Year 7 Scheme of Work: Two-year schemeHalf-term: Autumn 2Unit title: Religion in Medieval EnglandWeeks 8–10 Enquiry question: Why was the Church so important in people’s lives?Content detailsLinks to EdexcelGCSE (9–1) HistoryProgressionscale focusWeek 8* Medieval views of the afterlife(heaven, hell and purgatory)* Ways of improving chances ofgetting to heaven: good works,pilgrimages, the power of prayer,saints* Effects on everyday lifeBackground to:* Anglo-Saxon andNorman Englandc1060–1088* The reigns ofKing Richard I andKing John, 1189–1216* Crime andpunishmentthrough time,c1000–present* Medicinethrough time,c1250–presentBackground to:* Anglo-Saxon andNorman Englandc1060–1088* The reigns ofKing Richard I andKing John, 1189–1216* Crime andpunishmentthrough time,c1000–present* Medicinethrough time,c1250–presentEvidenceTarget Step 4Stretch to Step5ChronologyHistoricalvocabularyWeek 9* Role of priests in daily life* Why people becamemonks/nuns* Lives of monks and nuns andtheir effect on local communities,to include caring for the sick andpraying for the dead4Target understandingfor all studentsEvidence Step 4:Learners appreciatethat historians need tointerrogate sources towork out whathappened in the past.(Reinforced)Evidence Step 4:Learners comment onthe reliability ofsources (‘biased’ maybe used as a catch-allterm) but have littleunderstanding of howhistorians build anevidence picture.EvidenceTarget Step 4 Causation andStretch to Step consequence Step 4:Learners can identify a5number of causes andare beginning tocategorise these intodifferent types orgroups of causes, e.g.short-term and longterm or ‘things to dowith money’.Additionalunderstanding forsome studentsExtra stretchunderstandingEnd of half termassessment willcoverEvidence Step 5:Learners candistinguish betweeninformation aboutthe past andevidence thathistorians extractfrom sourcesthrough a process ofinterrogation inorder to supporttheir claims, i.e. I cansuggest that X wasimportant becauseof evidence Y and Z.Evidence Step 5:Learners makegeneralisedreferences toprovenance (e.g.‘sources fromwitnesses are morereliable’).Evidence Step 6: Learners use sourcesto make simple inferences about the past and are beginningto understand thathistorians gatherevidence byinterrogatinginformation with aparticular purpose.Causation andconsequenceEvidenceAnalyticalnarrative(story ofBecket) Pearson Education Ltd 2017. This material is not copyright free.
Year 7 Scheme of Work: Two-year schemeWeek 10* Influence of religion onmedieval ideas: crime, scienceand medicine, warfare, thestructure of society* Architecture Pearson Education Ltd 2017.Background to:* Anglo-Saxon andNorman Englandc1060–1088* The reigns ofKing Richard I andKing John, 1189–1216* Crime andpunishmentthrough time,c1000–present* Medicinethrough time,c1250–presentCausation andconsequenceTarget Step 4EvidenceTarget Step 65
Year 7 Scheme of Work: Two-year schemeWeeks 11–12 Enquiry question: ’Why was the Archbishop of Canterbury murdered?Week 11* Relationship between Henry IIand Thomas Becket* Relationship between Churchand state* Argument over the power ofthe ChurchWeek 12* Story of the murder of ThomasBecket* Possible reasons for the murder6Background to:* Anglo-Saxon andNorman Englandc1060–1088* The reigns ofKing Richard I andKing John, 1189–1216* Crime andpunishmentthrough time,c1000–present* Medicinethrough time,c1250–present* Henry VIII andhis ministers,1509–1540Background to:* Anglo-Saxon andNorman Englandc1060–1088* The reigns ofKing Richard I andKing John, 1189–1216* Henry VIII andhis ministers,1509–1540Causation andconsequenceTarget Step 4Stretch to Step5Causation andconsequence Step 4:Learners can identify anumber of causes andare beginning tocategorise these intodifferent types orgroups of causes, e.g.short-term and longterm or ‘things to dowith money’.(Reinforced)Causation andconsequence Step 4:Learners understandconsequence as thefixed result of all thepossible causes andCausation and may regard the idea ofconsequence consequences asTarget Step 4 inevitable or the onlyStretch to Step possible outcome.Analytical narrative5Understand whatAnalyticalAnalytical Narrative isnarrative(introduction) in the context of thestory of Becket.Causation andconsequence Step 5:Learners cancategorise causeswith someconfidence and arebeginning torecognise that thesegroupings of causalfactors areinterrelated, e.g. apoor harvest canhave effects on boththe economy andsociety.Structuring andorganising knowledgeStep 3: Learners canbegin to constructsimple stories aboutthe past using whatthey have beentaught. Causation andconsequenceEvidenceAnalyticalnarrative(story ofBecket) Pearson Education Ltd 2017. This material is not copyright free.
Year 7 Scheme of Work: Two-year schemeWeek 13 Enquiry question: Did the Church make everyone good?Week 13* Synthesises learning – howreligion links to individuals and tothe power of institutions* Who had more power overpeople’s lives? The church or thestate?* Limits of the power of theChurch – people (includingpriests) still lived un-Christianlives, held non-Christiansuperstitions, kings defied theChurch Pearson Education Ltd 2017.Background to:* Anglo-Saxon andNorman Englandc1060–1088* The reigns ofKing Richard I andKing John, 1189–1216* Crime andpunishmentthrough time,c1000–present* Medicinethrough time,c1250–present* Henry VIII andhis ministers,1509–1540EvidenceTarget Step 4Stretch to Step5Stretch to Step6Evidence Step 4:Learners appreciatethat historians need tointerrogate sources towork out whathappened in the past.(Reinforced 2)Evidence Step 5:Learners candistinguish betweeninformation aboutthe past andevidence thathistorians extractfrom sourcesthrough a process ofinterrogation inorder to supporttheir claims, i.e. I cansuggest that X wasimportant becauseof evidence Y and Z.Evidence Step 6: Learners use sourcesto make simple inferences about the past and are beginningto understand thathistorians gatherevidence byinterrogatinginformation with aparticular purpose.Causation andconsequenceEvidenceAnalyticalnarrative(story ofBecket)7
Year 7 Scheme of Work: Two-year schemeHalf-term: Spring 1Unit title: The problems of medieval monarchsWeek 14 Enquiry question: Who were England's Medieval Monarchs?Content detailsLinks to EdexcelGCSE (9–1) HistoryProgressionscale focusTargetAdditionalunderstanding for all understanding forstudentssome studentsExtra stretchunderstandingEnd of half termassessment willcoverWeek 14* England's medieval monarchs(1066–1485)* Chronology* Compare the fates of each –how many werekilled/deposed/passed on thecrown to an heirUseful context forThe reigns of KingRichard I and KingJohn, 1189–1216Acquisition ofknowledgeChronologyTarget Step 4Stretch to Step5Chronology Step 4:Learners can useterms like year,decade or century intheir work and canapply them tohistorical situationswith which they arefamiliar.Chronology Step 5:Learners are beginningto fit chronologicalknowledge into asimple structure ofhistoricalunderstanding (e.g. ‘Iknow that 1536 was inthe sixteenth centuryduring the reign ofHenry VIII’).Chronology Step 5: Learners can use theirunderstanding of chronological terms toconstruct timelinesover short and longperiods of history.Causation andconsequenceEvidenceEvidence Step 5:Learners candistinguish betweeninformation about thepast and evidence thathistorians extract fromsources through aprocess ofinterrogation in orderto support theirclaims, i.e. I cansuggest that X wasimportant because ofevidence Y and Z.Interpretations Step5: Learners can selectand describe the keyfeatures of a historicalEvidence Step 5: Learners makegeneralised references to provenance (e.g.‘sources fromwitnesses are morereliable’).Interpretations Step6: Learners can selectand describe the keyfeatures of a variety ofinterpretations (e.g.visual, written,spoken) and explainthe reasons for theirconstruction (e.g. toentertain, to inform,to persuade).Causation andconsequenceEvidenceWeeks 15–16 Enquiry question: How important were England's medieval queens?Week 15* Claims of Matilda and Stephen* Their personal qualities andfitness to rule* Civil War (during the period ofanarchy) and its outcomeWeek 16* Story of Eleanor of Aquitaine* Her accomplishments, influenceand limitations8EvidenceTarget Step 4Stretch to Step5Background to Thereigns of KingRichard I and KingJohn, 1189–1216Evidence Step 4:Learners appreciatethat historians needto interrogatesources to work outwhat happened inInterpretations the past and willTarget Step 4 have a sense thatStretch to Step historians usesources with the5benefit of hindsight.Evidence Step 4:Learners commenton the reliability ofsources (‘biased’may be used as acatch-all term) buthave little Pearson Education Ltd 2017. This material is not copyright free.
Year 7 Scheme of Work: Two-year schemeunderstanding ofhow historians buildan evidence picture.(Reinforced)Interpretations Step4: Learners recognisethat the argumentsthat people have hadabout the past areimportant tohistorical disciplineand that history ismade up of differentstories about thepast. Pearson Education Ltd 2017.interpretation andbegin to talk about themessages that it mightsend to the peopleviewing it.Interpretations Step5: Learners have abasic understandingthat differentinterpretations (e.g.films, paintings, songs)are made to providegroups of people witha story about the past.9
Year 7 Scheme of Work: Two-year schemeWeeks 17–20 Enquiry question: How powerful were English monarchs?10Week 17* Reasons John was unpopular* The rebellion and Magna Carta* Significance of Magna CartaThe reigns of KingRichard I and KingJohn, 1189–1216Week 18* Background to Edward I* Why Edward I was a popularmonarch* English takeover of Wales* Owain GlyndwrWeek 19* Edward I's Welsh Castles* The evolution of castles andcastle designWarfare throughtime, c1250–presentWeek 20Why Scotland was a challenge toEnglish kings* Edward I and Scotland* Edward II, Robert the Bruce andthe Battle of Bannockburn, 1314* Edward III, the Auld Allianceand the Battle of Neville's CrossWarfare throughtime, c1250–presentWarfare throughtime, c1250–presentCausation andconsequenceTarget Step 4Stretch to Step5Causation andconsequenceTarget Step 5Stretch to Step6Causation andconsequence Step 4:Learners can identifya number of causesand are beginning tocategorise these intodifferent types orgroups of causes,e.g. short-term andlong-term or ‘thingsto do with money’.(Reinforced)Change andCausation andcontinuityTarget Step 4 consequence Step 5:Stretch to Step Learners cancategorise causes5Causation and with someconsequence confidence and areTarget Step 5 beginning toStretch to Step recognise that thesegroupings of causal6factors areinterrelated, e.g. apoor harvest canhave effects on boththe economy andsociety.Change andcontinuity Step 4:They can describesome broadhistoricaldevelopments andtrends (e.g.technologicalCausation andconsequence Step 6:Learners can linkcategories of causes toform a simple causalpicture and begin toexplain whysomething happenedin history.Change and continuityStep 5: Learners candescribe change usingfeatures of the periodor periods that theyare studying. Theyunderstand thatchange often happensas a result of events oractions by individuals,rather than being theevent or individualthemselves. Theyshow a basicunderstanding thatnot all changes thattake place are asimportant as eachother.Causation andconsequence Step 6:Learners may bestarting to use simpleknowledge of theevent or period toback up their causalstatements, but thiswill remain generic. Causation andconsequenceEvidence Pearson Education Ltd 2017. This material is not copyright free.
Year 7 Scheme of Work: Two-year schemeprogress), but withlittle accuracy orlinking tochronology.(Reinforced) Pearson Education Ltd 2017.11
Year 7 Scheme of Work: Two-year schemeHalf-term: Spring 2Unit title: MigrationWeeks 21–23 Enquiry question: Who were the English?12Content detailsLinks to EdexcelGCSE (9–1) HistoryWeek 21* Introduction to ThematicHistory – look at chronology tobe covered* Early migration to Britain(Celtic)* Reasons for Roman invasion* Impact on the Celts andresistance to Roman rule(Boudicca)Relevant to:* Crime andpunishmentthrough time,c1000–present* Medicinethrough time,c1250–present* Warfare throughtime, c1250–presentWeek 22* Who the Angles and Saxonswere* Reasons why people moved toBritain* Impact of Angle and Saxonmigration on Celts* How we know about theimpact on the CeltsBackground toAnglo-Saxon andNorman Englandc1060–1088Progressionscale focusChronologyHistoricalvocabularyTarget Step 5EvidenceTarget Step 5Stretch to Step6Stretch to Step7Targetunderstanding forall studentsAdditionalunderstanding forsome studentsExtra stretchunderstandingEnd of half termassessment willcoverThematic history:Understand whatthematic history isand how theapproach differsfrom otherapproaches.Chronology Step 5:Learners arebeginning to fitchronologicalknowledge into asimple structure ofhistoricalunderstanding (e.g. ‘Iknow that 1536 wasin the sixteenthcentury during thereign of Henry VIII’).Learners can usetheir understandingof chronologicalterms to constructtimelines over shortChronology Step 6:Learners areincreasingly confidentin placing a newperiod or topic withintheir ownchronologicalreference and arebeginning to makelinks between periodsthat they havestudied. Learners'timelines and otherwork show anappreciation of thedifferent scales oftime and how they fittogether.Interpretations Step5: Learners have abasic understandingthat differentinterpretations (e.g.films, paintings, songs)are made to provideInterpretations Step 6: Learners can select and describe the keyfeatures of a variety ofinterpretations (e.g.visual, written,spoken) and explainthe reasons for theirconstruction (e.g. toentertain, to inform,to persuade).InterpretationsChronology Pearson Education Ltd 2017. This material is not copyright free.
Year 7 Scheme of Work: Two-year schemeWeek 23* Viking settlement of Britain andthe Danelaw* Reasons why Vikings started tosettle in Britain* Alfred the Great* Other Viking migrations –Normandy, Ireland, Ukraine* Put Norman Conquest ofEngland into big sweep of Vikingmigrations Pearson Education Ltd 2017.Background toAnglo-Saxon andNorman Englandc1060–1088InterpretationsTarget Step 5Stretch to Step6and long periods ofhistory.Interpretations Step5: Learners canselect and describethe key features of ahistoricalinterpretation andbegin to talk aboutthe messages that itmight send to thepeople viewing it.Evidence Step 5:Learners candistinguish betweeninformation aboutthe past andevidence thathistorians extractfrom sourcesthrough a process ofinterrogation inorder to supporttheir claims, i.e. I cansuggest that X wasimportant becauseof evidence Y and Z.(Reinforced)Evidence Step 5:Learners makegeneralisedreferences toprovenance (
Edexcel KS3 History Scheme of Work* Two-year scheme Year 7: Two-year Scheme of Work . overview of British History * Early Medieval period focus . (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. .
KS3 History curriculum overview 5 KS3 Latin and Class Civ at Chesterton 6 KS3 Maths at Chesterton 8 KS3 MFL curriculum overview 11 KS3 Music at Chesterton 12 KS3 PE Boys curriculum overview 13 KS3 PE Girls curriculum overview 14 KS3 RS curriculum overview 15 KS3 Science curriculum overview 16 .
KS3 Grade Descriptors Introduction This booklet gives grade descriptors for pupils at KS3. These apply to pupils in Year 7 and Year 8 in 2015-16 and all KS3 pupils from 2016-17 onwards. Each subject has specified the core content, key skills and brief criteria for grades A, C and E in each year. The aim of these descriptors is to support parents
KS3 Y10 Y11 Y12 Y13 Maths Online Hegarty Maths tasks set – students make appropriate notes from videos into notebook. Tasks are common to all groups/sets and set for two week intervals. Task summary on Edulink. Assessment, papers uploaded using Edulink: Y7 L5 to 7 KS3 SATS Y8 L6 to 8 KS3 SATS Y9 old spec
webpage on the Edexcel website. More past papers can be found by searching the Edexcel website under the term ‘past papers’. You will also find lots of tips on preparing for your exam in the student area of the Edexcel website. Edexcel’s Scheme of Assessment (specification 4HI1) This Edexcel International GCSE in History comprises two .
Pearson Edexcel GCE in Core Mathematics C2 (6664/01) Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at www.edexcel.com or www.btec.co.uk .
Mark scheme for Paper 1 Tiers 3-5, 4-6, 5-7 and 6-8 National curriculum assessments ALL TIERS Ma KEY STAGE 3 2009. 2009 KS3 Mathematics test mark scheme: Paper 1 Introduction 2 Introduction This booklet contains the mark scheme for paper 1 at all tiers. The paper 2 mark scheme is printed in a separate booklet. Questions have been given names so that each one has a unique identifi er .
KS3 Curriculum Summary – Geography The information below gives an overview of the topics that your child will be studying in Geography during years 7 and 8. It also outlines how you can support your child to enrich and extend their learning outside of school. . - Progress in Geography: Key Stage 3 - New KS3 Geography Complete Revision .
Siklus akuntansi pendidikan merupakan sistematika pencatatan transaksi keuangan, peringkasan dan pelaporan keuangan. Menurut Bastian (2007) siklus akuntansi pendidikan dapat dikelompokkan menjadi 3 tahap, yaitu: 1. Tahap Pencatatan a. Mengidentifikasi dan mengukur bukti transaksi serta bukti pencatatan. b. Mengelola dan mencatat bukti transaksi seperti kwitansi, cek, bilyet giro, nota kontan .
