- To explain in first a verbal argument then in a written argument which country won the Space Race. - Able to use evidence to support an argument which is challenged and contrasts the two superpowers efforts. MUST: Be able to explain key events during the Space Race between America and Russia. SHOULD: Be able to use the evidence to create a verbal argument which is then used and challenged to see who won the Space Race. COULD: Explain in a P.E.E. paragraph which country won the Space Race by comparing and contrasting the efforts and contributions of each country.
WALT: To be able to explain what the Final Solution was and its consequences. MUST: Know the difference between a Concentration and Death Camp. SHOULD: Be able to explain what the Final Solution was, and the structure of a Nazi Death Camp. COULD: Begin to explain the horror of Auschwitz by looking at a series of photographs which focus of the death camp of Auschwitz.
WALT: To understand what life was like in Roman Britain. MUST: Be able to describe what life was like in the Roman Empire in Britain. SHOULD: Be able to explain the key parts of life in the Roman Empire in Britain. COULD: Compare life in the Roman Empire in Britain to life in Britain today.
WALT: To explain the event and discuss how it is a turning point for the war. MUST: Know what the attack on Pearl Harbour was. SHOULD: Be able to explain the attack in detail, and suggest why it happened. COULD: Begin to use the information to make a judgment of why the events of Pearl Harbour were a turning point for the Second World War.
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.
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.
What was the Peasants’ Revolt of 1381? LO: To be able to explain what the Peasants’ Revolt was by using sources to create a storyboard. Know what the Peasants’ Revolt is and explain events from it using sources. Be able to explain the sources to summarize the revolt’s events. Begin to use the sources to construct and overall summary of the Peasant’s revolt.
LO: Explain which events were significant in ending WW1 and justify which were the most significant. MUST: Know reasons why America entered the war and Russia left. SHOULD: Be able to explain these reasons and say which is the most important. COULD: Use the information and reasons to create you source as well as say what the British opinion would be about these changes of allies.
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.
WALT: To understand what life in a trench was like during the First World War. MUST: Know the key features of a trench. SHOULD: Be able to explain the conditions of living in a trench. COULD: Use information about the trench conditions to write a letter home.
Was the Gunpowder Plot a Protestant Conspiracy? WALT: To use the evidence to decide if the Gunpowder Plot was a conspiracy. ALL: To understand that there are two different interpretations of the Gunpowder Plot. MOST: Will be able to use the sources to explain and understand both interpretations of the Gunpowder Plot. SOME: Will understand both interpretations of the Gunpowder Plot and make a judgement of which interpretation is the most convincing.
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. .
LO: To be able to explain the importance of the Hitler Youth through two Sources and a GCSE style exam Question. MUST: Know what the Hitler Jugend (HJ) and Bund Deutscher Mädel (BDM) was and what their role was in training German children into roles for the future of the Third Reich. SHOULD: Be able to explain two propaganda posters for the Hitler Youth by applying knowledge of activities the HJ and BDM did. COULD: Evaluation how useful both propaganda posters are to a Historian in a GCSE exam question.
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.
LO: To explain the four types of Nazi Propaganda and make a judgement of which is the most effective at controlling Nazi Germany. MUST:Know what Nazi Propaganda was and be able to explain it’s four different types. SHOULD: Be able to use an understanding of the types of propaganda to make a judgement on which is the most effective Propaganda Poster. COULD: Evaluate the Propaganda to explain how effective it was at controlled Nazi Germany.
WALT: Using a source to understand the Germany’s plan for the First World War. MUST: Know what the Schlieffen Plan was and it’s purpose. SHOULD: Be able to explain the Schlieffen Plan using a Source. COULD: Use the source to explain the start of the First World War, and linking your own knowledge to the source.
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.
WALT: To be able to come to an explained and considered verdict of what to do with the captured Nazis leaders. MUST: Know happened at the Nuremburg Trials. SHOULD: Understand how justice was attempted to be given to the criminals of the Nazi Regime. COULD: Be able make a judgement of which captured Nazi criminal was the most guilty of war crimes and why, supported by evidence.
Learning Objectives: - To be able to explain the different aspects of life on the East and West sides of the Berlin Wall. - To make a judgement and explain in a GCSE question how the Berlin Wall affected people’s lives. MUST: Be able to explain what the Berlin Wall was and why it was built. SHOULD: Be able identify key features of the live on the West and East side of the Berlin Wall, as well as what was similar for both sides. COULD: Explain in a GSCE style question how the Berlin Wall affected the lives of people who lived in Berlin on both sides of the Berlin Wall.