What was the Battle of Hastings?

What was the Battle of Hastings?

LO: To be able to use Primary Sources to explain the events of the Battle of Hastings in 1066. MUST: Know what happened at the Battle of Hastings in 1066, and why William won. SHOULD: Be able to use primary sources to explain the reason for William the Conquerors victory at the Battle of Hastings. COULD: Discuss and explain which source is the most useful for explaining the event.
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What problems did Queen Elizabeth have?

What problems did Queen Elizabeth have?

WALT: To understand and evaluate the problems faced by Elizabeth I MUST: To have an understanding of the problems faced by Elizabeth I. SHOULD: Be able to explain the problems Elizabeth faced and rank them in order of threat to her reign. COULD: Be able rank the problems, and explain how she attempted to overcome them and suggest other ideas to overcome these problems. .
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ASSESSMENT: Why did Henry break with Rome?

ASSESSMENT: Why did Henry break with Rome?

WALT: To complete the Break with Rome Assessment MUST: Know reasons why Henry broke with Rome. SHOULD: Be able to explain factors for Henry’s break with Rome. COULD: Explain Henry’s break with Rome using factors and ranking them in order of importance. .
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What is the Dissolution of the Monasteries?

What is the Dissolution of the Monasteries?

WALT: To use your source investigation skills to understand why Henry VIII’s Dissolved the Monasteries MUST: Understand why Henry dissolved the monasteries. SHOULD: Be able to use the sources to investigate what was found out about the monasteries. COULD: Use investigative skills to decide what the real reason was for Henry closing down the monasteries. .
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Which is the most significant cause for the beginning of the English Civil War?

Which is the most significant cause for the beginning of the English Civil War?

Learning Objective: To make a judgement of which is the most significant cause of the English Civil War. Outcomes: LO1: Make predictions about the causes of the English Civil War. LO2: Deduce from sources evidence which shows three causes of the English Civil War. LO3: Create an argument support by evidence of which is the most significant cause of the English Civil War. LO4: Conclude which is the most significant cause of the English Civil War. .
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Tudor Religious Roller Coaster

Tudor Religious Roller Coaster

WALT: To understand Continuity and Change by looking at religion across the Tudor Period ALL: Understand that there was religious changes in Tudor Times (L3) MOST: Will be able to explain what the changes were, linking them to each Monarch (L4/5) SOME: Will understand the change and continuity through the Tudor Period, and make a judgement about its impact. (L6) .
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Why did children work in factories?

Why did children work in factories?

WALT: To understand why some people opposed and some people agreed with children working in factories. MUST: Be able to describe what life was like for children in factories. SHOULD: Be able to explain why some people oppose and some people agreed with children working in factories. COULD: Evaluate the sources to support your understanding of the arguments for and against children working in factories. .
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Assessment: To what extent did the world change because of the First World War ?

Assessment: To what extent did the world change because of the First World War ?

WALT: To successfully complete the World War One Assessment. MUST: Complete the Assessment by explaining what the changes are. SHOULD: Complete the Assessment by identifying information which shows change and continuity after the First World War. COULD: Complete the Assessment by using factors to explain the changes and continuity after the First World War.
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What is the Break with Rome?

What is the Break with Rome?

WALT: To use debating skills to explain why Henry broke with the Roman Catholic Church MUST: Know what the Break with Rome was. SHOULD: Be able to explain why Henry broke with Rome. COULD: Explain Henry’s break with Rome and begin to suggest which are the most important reasons. .
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What was the British Empire?

What was the British Empire?

WALT: To understand how the empire powered the Industrial Revolution MUST: Describe what the British Empire was. SHOULD: Be able to explain how the Empire made Britain rich and how it impacted other countries. COULD: Make a judgement on whether the British Empire was a good thing. .
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Who were the Tudors?

Who were the Tudors?

WALT: To understand an overview of the Tudor Family Tree MUST: Be able to describe what who the Tudors were. SHOULD: Be able describe how the Tudor family came to power. COULD: Begin to be able to explain why the Tudor’s were an important family. .
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Industrial Cities: Research Project.

Industrial Cities: Research Project.

WALT: To To understand how the Industrial Revolution impacted on different cities across the Britain MUST: To know what it was like in an city during the Industrial Revolution. SHOULD: Be able to explain the impact on different cities across the Britain. COULD: Compare the impact of the Industrial Revolution different cities. .
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What is History? History Skills Introduction.

What is History? History Skills Introduction.

LO: To be able to explain History as a Skill based subject by identifying core Historical Skills. MUST: Know that History is a Skills based subject and where information is gained from. SHOULD: Be able to explain different Historical Skills that will be used throughout different History lessons, in a range of different topics. COULD: Begin to use Historical Skills such as Chronology and Primary and Secondary Sources.
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Who had the most power, the King Henry II or the Church and Thomas Becket?

Who had the most power, the King Henry II or the Church and Thomas Becket?

LO: To use source deductions to make assess the power struggle between Henry II and Thomas Becket. MUST: Know the relationship between Henry II and Thomas Becket, and the events leading towards Thomas Becket’s death in 1170. SHOULD:Be able to explain the power struggle between the King and the Church in 12th Century England by Source deductions. COULD: Begin to make a judgement of who had the most power over the country.
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History and Politics What makes a great Prime Minister?

History and Politics What makes a great Prime Minister?

LO: To be able to explain the actions of at least four different Prime Minister of Britain. LO: To discuss and make judgement of which Prime Minister of Britain is the greatest and why. Supported by a verbal argument. MUST: Know the role of the Prime Minister in British Government and be able to explain the actions of at least 4 different PM’s since the end of the Second World War. SHOULD: Be able to explain and compare different Prime Ministers through their leadership, popularity, national and international action. COULD: Come to a supported judgement of which is the greatest Prime Minister.
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Romans Why were the Roman Roads important?

Romans Why were the Roman Roads important?

WALT: To know why the Romans built roads and why they are still important today. MUST: Be able to explain why the Romans built so many roads. SHOULD: Explain the different reasons why the Romans built these roads and why they were ‘cambered’. COULD: Compare different reasons of why the Roman Roads were important and make an overall opinion of which is the most important reason.
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Home Front What was the Blitz?

Home Front What was the Blitz?

WALT: To understand what the Blitz was, and how people tried to survive through different sources. MUST: Know what the Blitz was. SHOULD: Be able to explain the benefits and problems from Sources about how to survive the Blitz. COULD: Use the sources to establish a judgement of which is the most effective for surviving the Blitz.
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