Glorious Revolution: ANALYSIS - Why did King James II have to give up the crown in 1688? LO: To be able to analyse causes using themed categories to explain why James II had to give up the crown. Know and able to explain different reasons why King James II had to give up the crown. Be able to assess the different reasons and begin to put them into catrogirse. Begin to create your own catrogirse and use them to prepare to answer the key assessment question.

Glorious Revolution: WRITE UP - Why did King James II have to give up the crown in 1688? LO: To be able to analyse causes using themed categories to explain why James II had to give up the crown. Know and able to explain what the Glorious Revolution was and why it happened. Be able to explain in a written response to why King James II had to give up the crown through different catrogirse. Produced a written judgement and argument to argue why James II had to give up the crown.

Glorious Revolution: DEBATE – Which was the most significant consequence of the Glorious Revolution? LO: To be able to explain that consequences occur after an event by looking at the consequences of the Glorious Revolution. Know what the Glorious Revolution was an able to explain the consequences of it. Be able to explain the consequences and argue which is the most significant consequence of the event. Begin to come to a judgement of the most significant consequence.

What was the Glorious Revolution? LO: To be able to comprehend and memorize a range of information to explain an overview of the Glorious Revolution. Know and able to explain what the Glorious Revolution was and why James II was unpopular. Be able to explain the events within the Glorious Revolution to explain why William of Orange became the King of England. Begin to explain from memory key events and causes of the Glorious Revolution.

History Careers Lesson: How does studying GCSE History give you a variety of career options? Learning Objective: Able to discuss how studying GCSE History gives you a variety of different options, and how you can explain this in an interview. Learning Outcomes: LO1: To have discussed what is involved in A-level History. LO2: To have identified and assessed how to apply employability skills with GCSE History. LO3: To have practiced explaining the benefits of studying GCSE History to employability in an interview situation.

Research Lesson - History Careers: Why does studying History give you lots of options for being employed? Learning Objective: Able to explain a range of options studying the subject of History gives for employability. Learning Outcomes: LO1: To have created a power point which explains why studying History gives different options for being employed. LO2: To have identified careers which come from studying history within the four aspects of skills developed from the subject. LO3: To have applied the discussion of skills gained from History into looking at the current jobs market.

History Careers Lesson - How does studying A-level History give you a variety of options after 6th form? Learning Objective: To discuss how studying History at A-level gives you a variety of different options after A-level, and how that can be wrote into a personal statement. Learning Outcomes: LO1: To have created a mind map considering why studying History is important. LO2: To have discussed the different university options for studying History. LO3: To have considered and reviewed the soft skills and employability options from studying History. LO4: To have discussed and practiced how to write a personal statement based on the benefits of studying A-level History.

History Careers: What has studying History given you? Learning Objective: To review your past seven years studying History and create a presentation explaining what it has given you, from Year 7 to present. Learning Outcomes: LO1: To have created a mind map considering why studying History is important. LO2: To have discussed the skills and benefits gained from studying History. LO3: To have prepared a presentation under the title “What has studying History given me?” LO4: To have considered how seven years worth of studying History will benefit you in your future life and professional career.

What career opportunities do I get from studying History? Know that studying history gives you transferable skills, such as Communication, Problem Solving, Critical Thinking, Strong Argument and Different Viewpoints. Be able to explain how studying History can break down into four aspects and then why this helps create different career opportunities. Judge which skills and aspect of studying History will benefit you the most in providing career opportunities.

History Careers Lesson Why does studying History give you an advantage in being employed? Know what the benefits of studying history by reviewing transferable History skills. Be able to explain four aspects of studying History which benefit different career paths. Begin to make a personal judgements of how studying History benefits your own careers path.

Remembrance: In what ways do we remember events in History? LO: To be able to explain different types of memorials and how they help us remember events in History. Know what a historical memorial is and the origins of modern remembrance. Able to explain one of four different types of memorials including why that memorial helps people to remember events in the past. Begin to judge how effective and possible limitations of historical memorial.

ASSESSMENT: First World War Source. LO: To use source skills to explain the conditions in a trench during the First World War. Know the conditions of a trench through a Source. Be able to use a source to explain the conditions of a trench during the First World War. Use the source to explain both why a source is, and is not useful for understanding the conditions of a trench.

What was the English Civil War? LO: To use facts and a range of information to explain an overview of the English Civil War. Know who the narrative and reasons for conflict in the English Civil War. Be able to recall what the English Civil War was, from memory. Begin to make a judgement on the impact of the English Civil War.

What is the difference between Catholics and Protestants? LO: To understand the significance of the reformation, including the different beliefs of the Protestants and Catholics. Know differences between the Catholic and Protestant Churches from the Reformation. Be able to explain the differences and the reasons for the differences between Catholic and Protestant churches. Begin to create a Tudor roller-coaster to show the religious changes.

The Tudors, Henry VIII: OVERVIEW - What was the break from Rome? LO: To be able to analyse causes using chronology by outlining content through a storyboard. Know what the break from Rome was and explain the key events of the narrative. Be able to explain the break from Rome in a story board. Begin to independently summarize the break from Rome in own words.

LO: To be able to analyse causes using themed categories to explain why the Henry broke from Rome. Know what the break with Rome was and explain events using knowledge. Be able to explain reasons why Henry broke from Rome in categories. Begin to use the information to construct an argument on why Henry broke from Rome.

The Tudors Why was Henry VIII a good or bad King? LO: To use facts and explain a reasoned response to a ‘why’ question about the character of Henry VIII. Know a fact file outline of King Henry VIII and that History views him in different ways. Be able to explain different reasons to justify viewpoints of Henry VIII. Begin to take part in a mini-debate and come to a judgement on the character of Henry VIII.

The Tudors, Henry VIII: OVERVIEW - What was the break from Rome? To be able to analyse causes using chronology by outlining content through a storyboard. Know what the break from Rome was and explain the key events of the narrative. Be able to explain the break from Rome in a story board. Begin to independently summarize the break from Rome in own words.

The Tudors: Who were the Tudors? LO: To explain an overview of who the Tudors were and create a Tudor family tree and be peer quizzed on it. Know an overview of who the Tudor monarchs were by placing them in a family tree. Be able to explain the overview of the Tudor family tree in a peer quiz. Begin to use the information of the Tudor family and draw a portrait with an explanation.

Why did the ‘Anarchy’ make the Feudal System weaker? LO: To understand that a ‘why’ question requires reasons in its response and should be structured to include the word ‘because’. Know and able to explain why the Anarchy weakened the Feudal System. Be able to explain in a written response to why the Anarchy weakened the Feudal System through different categorises. Produced a written judgement and argument to argue why the Feudal System was weakened.