Inspire every pupil to succeed in History at KS3

An Introductory Guide

Key changes to the curriculum:

Increased flexibility: 7 key themes should be addressed, selected from the medieval, early modern, industrial and 20th century periods.

Greater emphasis on developing chronological understanding.

Focus on delivering a balance between British, European and World History.

A course to fit your needs With the changes to the Programme of Study, we

have designed a course that will truly inspire both

you and your pupils.

Vibrant, relevant and clearly differentiated, History in Progress is tailored to the new curriculum and

provides all the motivation your pupils need to

develop key historical skills and succeed in History

at Key Stage 3.

Pupil Book LiveText Whiteboard CD-ROMTeacher Planning and Resource Packwith editable CD-ROM

Structure chart

Year 9

Year 8

Year 7

Deals with key concepts, processes and content from the Programme of Study to provide complete support.

A clear focus on chronology and a greater balance of British, European and World History increases the relevance of the subject to the current generation of pupils.

All four required periods are covered – the medieval, early modern, industrial and 20th century – to ensure your pupils receive a complete grounding in history.

Carefully structured tasks teach pupils to think laterally and encourage them to analyse, weigh-up evidence and draw their own conclusions.

History in Progress features clearly differentiated tasks that are designed to

support and encourage the progression of pupils of all ability levels.

Maximise your pupils’ progression

History in Progress: Pupil Book Year 7

Exciting and engaging material supports key themes from the new Programme of Study.

Open-ended orange tasks provide a greater challenge.

Differentiated, colour-coded tasks offer well-structured progression to motivate every pupil as they take ownership of their learning.

Stimulating activities and accessible information motivate your pupils and fill them with confidence.

Pupil Books

Pupil Book ActivitiesActive learning and relevant History

Skills Bank

Builds key historical skills across KS3 in preparation for GCSE.

Making Connections

Enables pupils to form links between events, countries and time periods.

Assessment for Learning

Assessment tasks at the end of each unit allow you to track pupils’ progress.

The spider diagram reinforces the 5W rule giving pupils a step-by-step approach to evaluating pictorial and written sources.

History in Progress: Pupil Book Year 7

Level indicators in pupil-friendly language remind pupils what they should be aiming to cover at each level.

Annotated images provide hints on interrogating sources and remind pupils how they can use evidence to support their ideas.

Teacher Planning and Resource Packs

Activities are focused on achieving lasting skills development so you can be sure to be teaching the right material.

Yearly planning grids offer an overview of the different strands and key historical skills in relation to the Programme of Study.

© Harcourt Education 2008: History in Progress – Planning and Resource Pack 1

1 Ruling

1.2 How did William I control England?

Worksheet 1.2a

Where were Norman castles built in southern England?

1 Using the map on page 14 of the Pupil Book, complete the table below to show where the Normans built castles in southern England.

Castle River crossing

Cross-road

Gapbetween hills

Thecoast

Saxontowns

Royal or not?

Arundel

Bramber

Berkhamsted

Canterbury

Carisbrooke

Dover

Folkstone

Hastings

Hertford

Lewes

London

Oxford

Pevensey

Porchester

Rayleigh

Salisbury

Southampton

Tonbridge

Wallingford

Winchester

Windsor

2 a) What does the map tell you about the reasons why the Normans built castles?

b) Are you surprised that so many castles were built in this part of England?

© Harcourt Education 2008: History in Progress – Planning and Resource Pack 1

1 Ruling

1.2 How did William I control England? 1.2a Control by castle!

Learning objectives To find out why William built castles. To think about why some Saxons co-operated with the Normans and how others might have attacked

a Norman castle.

Historical background William won a decisive victory at Hastings but had yet to win the kingdom. His brutal march through Kent, Berkshire and Winchester ended up with all the remaining figures of Haroldʼs regime surrendering to him, and his coronation on Christmas Day 1066. Early in 1067, William was confident enough to return to Normandy, with booty plundered from the churches and halls of England. But from 1067–1071, a series of revolts threatened his fragile government. To underpin his occupation he built hundreds of castles across the kingdom, garrisoned by armed, mounted troops. England was under virtual military law. Teaching Activities and Learning Outcomes Homework

Locate the site of the nearest Norman castle to you. Is there any evidence of Norman occupation close to your school/where you live? (Remind pupils that hundreds were built. Sometimes just a motte – mound, not moat! – was built; sometimes a full-blown motte and bailey castle developed. Sometimes just a grassy mound will remain; sometimes a complete castle will have been excavated.) Pupils will be able to: use the map to find out information about the castles William I built in England make suggestions about why the Normans built castles where they did solve the problem of how to attack a Norman castle.

StarterQuick-fire questions: Ask questions round the class, reinforcing knowledge and understanding of the Battle of Hastings. Then focus on south-east England and the reasons why William built so many castles. Development

Green task (task 1): Pupils work together to identify features on a map. (Worksheet 1.2a) Sharing ideas can be done in pairs, small groups or as whole-class oral work. Blue task (task 2): Pupils use the information they gathered in task 1 to making inferences about why the Normans built castles where they did. Vary the approach. If task 1 was done as a whole-class exercise, then this could be small-group work. Encourage pupils to share and compare their ideas with a partner. Are their answers similar or different? Orange task (task 3): In pairs or small groups, pupils gather all the ideas from this lesson to work out how to attack a Norman castle. The key to a successful attack is fire (the castle is made of wood) and, depending on time /ability level of the groups, you could tell pupils this in advance. Plenary

Look at source b on page 15. Ask: How could this castle be defended against attack? Elicit the idea of fire as a weapon of attack from those who have done task 3. How would you defend against fire? ICT opportunities History in Progress – LiveText CD 1: Where would you build your motte and bailey castle?

Easy to use for targeted teachingPacked into the rich resources of the course are all the content and

learning tools you need to teach KS3 History.

Historical background puts the topic into context and provides extra support for non-specialists.

Full support for the three-part lesson; plenaries include opportunities for review, peer and self-assessment.

Fully customisable lesson plans and worksheets make preparing for lessons easier.

History in Progress: Teacher Planning and Resource Pack Year 7

Planning your Year 7 Scheme of WorkTeaching Year 7 in 39 weeks/lessons

Full support for the Programme of Study

What is LiveText?

Stimulating, fun and engaging activities make pupils think about what they have learnt and provide a good platform for discussion.

A Resource Bank giving you everything you need to deliver the lesson: animations, maps, videos, activity notes, assessment questions and model answers, and much more!

Stunning imagery, design and presentation entertains and captivates pupils.

LiveText consists of the complete Pupil Book in electronic format

for whole-class teaching, with additional assets, fun activities and

resources to support your lessons.

Engaging, accessible and full of variety

History in Progress: LiveText Whiteboard CD-ROM Year 7

Page-selector offers easy navigation.

Enlarge, project and zoom into every page of the Pupil Book for focused whole-class teaching.

Links to an exciting bank of multimedia resources.

LiveText ActivitiesInteractive tasks make pupils think about what they have learnt and provide a good platform for discussion.

Stage 1

Stage 2

Stage 3

Use the information to think about key factors that might influence where you decide to build your castle.

Next, click on the hotspots to find out more about the area. Then take a class vote to see where you would build your castle.

Receive feedback on your decision that focuses on the advantages and disadvantages of where to build your castle.

LiveText Planning

Lesson plans, worksheets, audio recordings, video clips and more, to give you everything you need to deliver the lesson.

An array of additional assets, activities and interactive resources that will motivate your pupils and make them want to discover more.

Specially designed to make your task easier, LiveText includes a

Resource Bank to give you flexibility and choice in your lesson planning.

Everything you need for your lesson

History in Progress: LiveText Whiteboard CD-ROM Year 7

Search tool allows you to find the topics and resources you need.

Easy-to use filter enables you to sort the resources by type.

Easy navigation to enquiries and lessons.

Contents

Ruling• What did Civil War mean for England?

• Who is in charge?

• Alone or together? The Act of Union

• How was the Chinese Qing Dynasty ruled?

• Who wanted their liberty? The American and French Revolutions

• Why are the people protesting

• Who wanted the vote?

• Making connections

• Assessment

Living and working• What was life like in 17th century England?

• What was life like for immigrants in Britain?

• Were there any similarities between life in the Qing Dynasty and life in Victorian Britain?

• Who were the Native Americans?

• How did British industry change with the invention of new technology?

• How had law & order changed by the late 19th century?

• What was it like to be poor in 19th century Britain?

• How had urban life changed by the end of the 19th century?

• Making connections

• Assessment

Moving and travelling• What was slavery?

• Why did so many people emigrate?

• What was life at sea like?

• Why were mariners so famous?

• What was the impact of the railways?

• How and why were the Native Americans’ lives destroyed?

• Was the British Empire really a ‘force for good’?

• Making connections

• Assessment

What was the world like in 1901?

First World War• Why was there a war in 1914?

• Was it a world war?

• Assessment

• Peace but at what price?

• Did women get the vote because of the war?

• Assessment

• Making connections

Second World War• ‘A land fit for heroes’?

• Why were new ideas in ruling appealing?

• What happens if you don’t fit in?

• Assessment

• Did democracy give in?

• Was everybody’s war the same?

• Assessment

• Why do people try to wipe out whole races?

• How do wars end?

• Making connections

Post 1945• Why did the allies fall out?

• How did people react to the Cold War?

• Assessment

• Why do people want to change their worlds and how do they do it?

• How have different people made their voice heard?

• Assessment

• Medicine and technology

• Why is genocide still happening?

• Nationalism and devolution

• Economic migrants and the expansion of the EU

• Is the world a safer place?

• Making Connections

Contents Book 2 Year 8, 1603-1901 Contents Book 3 Year 9, 1901-present day

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Inspire every pupil to succeed in History at KS3

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Ordering InformationEvaluateThe Evaluation Packs contain:- FREE Pupil Book- Teacher Guide with editable CD-ROM- FREE Course Guide and accompanying support material

Evaluation PacksEvaluation Pack 1 978 0 435318 58 1Evaluation Pack 2 978 0 435318 97 0Evaluation Pack 3 978 0 435319 04 5

Year 7 Pupil Book 1 978 0 435318 50 5Teacher Planning and Resource Pack 1 978 0 435318 51 2LiveText Whiteboard CD-ROM 1 978 0 435318 54 3

Year 8Pupil Book 2 978 0 435318 94 9Teacher Planning and Resource Pack 2 978 0 435318 95 6LiveText Whiteboard CD-ROM 2 978 0 435318 96 3

Year 9Pupil Book 3 978 0 435319 01 4Teacher Planning and Resource Pack 3 978 0 435319 02 1LiveText Whiteboard CD-ROM 3 978 0 435319 03 8