Year 7: Three-year Scheme of Work Half-term: Spring 1 Unit title: The Hundred Years’ War (Alternative to the Crusades) Weeks 14–15 Enquiry question: Why did English kings think France was theirs? Content details Links to Edexcel GCSE (9–1) History Progression scale focus Target understanding for all students Additional understanding for some students Extra stretch understanding End of half-term assessment will cover Week 14 * What was France like in the 12th century? * The Angevin Empire * Expansion of empire under Henry II * Warfare through time, c1250–present Context for: * Anglo-Saxon and Norman England * The reigns of King Richard I and King John, 1189–1216 Causation and consequence Target Step 4 Stretch to Step 6 Causation and consequence Step 4: Learners understand consequence as the fixed result of all the possible causes and may regard the idea of consequences as inevitable or the only possible outcome. Causation and consequence Step 6: Learners understand that events have consequences as well as causes and can describe, in simple terms, one or more of the consequences of an event or development in isolation from other consequences. Week 15 * Anglo-French War 1202–1214 * Philip II’s successes against John, including the Battle of Bouvines * Warfare through time, c1250–present Causation and consequence Target Step 4 Stretch to Step 6
Weeks 16–17 Enquiry question: How successful were the English between 1337 and 1415? Week 16 * Short-term causes of the Hundred Years’ War * Overview of England’s changing fortunes in the war, including Crecy, the Battle of Poitiers and the significance of the capture of John II * Warfare through time, c1250–present Historical vocabulary Change and continuity Target Step 4 Stretch to Step 5 Stretch to Step 6 Change and continuity Step 4: Learners can identify and describe some historical changes that took place in periods with which they are familiar, but they view changes as events that took place and continuity simply as the absence of change. Change and continuity Step 4: Learners can describe some broad historical developments and trends (e.g. technological progress), but with little accuracy or linking to chronology. Change and continuity Step 5: Learners show a basic understanding that not all changes that take place are as important as each other. Change and continuity Step 5: Learners can describe change using features of the period or periods that they are studying. They understand that change often happens as a result of events or actions by individuals, rather than being the events or individuals themselves. Chronology Step 5: Learners can use their understanding of chronological terms to construct timelines over short and long periods of history. Change and continuity Step 6: Learners recognise that a change may be important to one society or group of people but has little historical significance in another context. Week 17 * Key features of the Battle of Agincourt, 1415 * Significance of Agincourt – was it a major turning point in the war? * Warfare through time, c1250–present Change and continuity Target Step 4 Stretch to Step 5 Significance Weeks 18–19 Enquiry question: What changed England’s fortunes in the Hundred Years War?
Week 18 * Joan of Arc’s meeting with the French heir * Leadership in battle, including Orleans * Trial and execution * Warfare through time, c1250–present Evidence Target Step 4 Stretch to Step 5 Evidence Step 4: Learners appreciate that historians need to interrogate sources to work out what happened in the past. Evidence Step 5: Learners make generalised references to provenance (e.g. ‘sources from witnesses are more reliable’). Evidence Step 5: Learners can distinguish between information about the past and evidence that historians extract from sources through a process of interrogation in order to support their claims, i.e. I can suggest that X was important because of evidence Y and Z. Evidence Step 6: Learners use sources to make simple inferences about the past and are beginning to understand that historians gather evidence by interrogating information with a particular purpose. Evidence Step 6: Learners can use a small group of sources together to make simple inferences and present this as evidence. Week 19 * Key battles at the end of the war, including Castillon (1453) * Factors leading to the loss of the war * Warfare through time, c1250–present Evidence Target Step 5 Stretch to Step 6