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.
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.
LO: To use Historical Skills to create a theory to solve the Historical Mystery of the Mary Celeste.
MUST: Know an outline of a Historical Mystery and the need for History Skills to solve it.
SHOULD: Be able to use History Skills in a team to create a theory to solve the mystery of the Mary Celeste.
COULD:Begin to judge all the theory’s to create your own conniving theory.
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 compare and explain which claimant had the best claim to the English crown in 1066.
MUST: Know why people wanted to rule England in 1066 through Push and Pull factors.
COULD: Be able identify the three claimants with reasons for each one’s claim to rule England in 1066.
SHOULD: Compare and explain which claimant had the best claim and why.
LO: Able to use Primary Sources to justify which factor is the most important for explaining William the Conqueror's victory.
MUST:Know which factors explain William the Conqueror’s victory at Hastings in 1066.
SHOULD: Be able to explain each factor with the use of Primary Sources to support and develop a judgement.
COULD: Begin to form a supported judgement which looks at the limitations of factors.
LO: To be able to explain and debate if the Feudal System was effective means of Norman Control.
MUST:Know what the Feudal System was and how it worked to gain Norman Control.
SHOULD:Able to explain how effective the Feudal System was in different situations.
COULD:Begin to have a debate on the Feudal System and come to a judgement on its effectiveness for Norman Control.
LO: To explain the role of the Domesday book and then make a judgement of which method of Norman control was the most effective.
MUST: Know the reason why the Domesday book was created and consider how effective it was as a method of Norman Control.
COULD: Be able to compare and contrast the different methods of Norman Control.
SHOULD: Begin to come to a judgement of which method was the most effective.
LO: To be explain the different purposes of Norman Castles and come to a judgment of its most effective means of control.
MUST: Know the functions for a Norman Castle from its military to trading purposes.
SHOULD: Be able to explain the military and trading purposes through the use of a Primary Source investigation.
COULD: Begin to make a judgement of which method was the best for the Norman Castle System of control.
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.
LO: To be evaluate sources about the Harrying of the North, 1069, and explain which is the most useful to a Historian.
MUST: Know what the Harrying of the North was and William the Conquerors reaction.
SHOULD: Be able to analysis three sources to explain William’s reaction.
COULD: Begin to make a judgment of which source is the most useful to explain William’s reaction.
LO: Able to explain the role of the Church in Medieval England by assessing the reliability of sources.
MUST: Know the role of the Church in Medieval England through four different factors.
COULD: Be able to explain how reliable different sources are by creating a ‘reliable picture’ of a Mediaeval Church.
SHOULD: Begin to make a judgement of the most important role of the Church.
LO: To debate Medieval England through the skill of Continuity and Change, and reach a judgement.
MUST: Know how Medieval England changed and remained the same in this period.
SHOULD: Be able to form an argument debating that either Medieval England saw Continuity or Change.
COULD: Begin to form your own Historical opinion on Medieval England.
LO: To explain through Political, Social, Economic and Legal factors the positive and negative aspects of the European Union.
LO: To come to a judgement if it is a good or bad idea, while considering the 2016 referendum.
MUST: Know what the European Union is and why it started after the Second World War.
SHOULD: Be able to explain the positive and negative aspects of the E.U. through Political, Social, Economic and Legal factors.
COULD: Come to a supported judgement if the E.U. is a good or bad idea, and considering the 2016 referendum campaign.
LO: To be able to explain the events of the 11th September 2001.
LO: To create a judgment of which factor is the most important for understanding why this terrorist attack shocked the world.
MUST:Know the events of the 11th September 2001 and how they shocked the world.
SHOULD: Be able explain how this event shocked the world through three key factors; Political, Social and Military.
COULD:Create a television report which comes to a judgment of which is the most shocking factor.
LO: To be able to explain the term Civil Rights and the Slave Triangle Trade.
LO: To use two historian’s texts to examine the formation of African American identity through Slavery and the Civil War.
Know and able to define Civil Rights, and outline the struggle of African Americans.
Be able to explain the Slave Trade, as well as how this and the American Civil War helped to form a identity for African Americans.
Begin to make a judgement using parts of Historians texts to explain which event, slavery or the American Civil War had the biggest impact on identity.
LO: Be able to explain the divisions between Radical Republican’s Congressional and Presidents Rapid Reconstitution in this period.
LO: To examine through factors the impact of reconstruction on African American’s Civil Rights.
Know what the Reconstruction period was and the different approach's taken to it.
Be able to explain the different approach's, and through the S.P.E.L. factors explain it’s impact on African American's Civil Rights.
Begin to make a judgement of how far Civil Rights had developed for African Americans through factors and the skill of examining continuity and change.
How did opposition groups restrict the development of Civil Rights for African Americans during Reconstruction?
LO: Be able to explain how opposition groups gained support in the South. LO: To analyze and use a range of given sources in practice of their use in answering an essay question.
Know what opposition to Civil Rights for African Americans existed during Reconstruction.
Be able to explain the factors which gave support to opposition groups in the South of America, and explain the connection to Democrats.
Begin to analyze sources by looking at how they can be used in responding to an essay question, and thus practicing source analysis for coursework.