1. 1 .Facts and dates to learn: Year 8 BASIC HISTORY SKILLS Organiser
1485 Battle of Bosworth
1492 Columbus reached the Americas
1509 Henry 8th became King
1533 Henry divorced Katherine of Aragon
1517 Martin Luther protested against the Church
1588 Spanish Armada
1605 Gunpowder Plot
1649 King executed, Monarchy abolished.
1660 Monarchy returns
1665 Great Plague
1666 Great Fire of London
Year 8 BASIC HISTORY SKILLS Organiser
16 Can you write these dates in CHRONOLOGICAL ORDER
2019 AD, 15 BC, 100AD, 100BC, 2334 BC 3200 AD
7. How many years after 5BC was 5AD?
11. Put these events in order of time
A - Mediaeval times B - Victorians C - Tudors D -Stuarts
13. Who is this geezer? Can you explain how you found that out?
17 Can you EXPLAIN how you can work out how many DECADES are in a MILLENIUM!
2. Spellings to learn:
1. Monarchy
2. Britain
3. Dynasty
4. Catholic
5. Protestant
6. Succession
7. Parliament
8. Tyrant
9. Execution
10. Propaganda
11. Treason
3. Can you say what these command words mean?
Identify, Describe, Explain, Examine, Discuss, Assess, Compare, Evaluate, Analyse, Define
14. What CAUSED Leicester to win the Football championship?
8. Who is this bloke? Can you explain how you found that out?
18 Which century did the year 1560 belong to? Can you explain your choice?
A th,
B th
C th
15 Which would be the best source for learning about the Tudors ? A real Tudor helmet, or a webpage? Can you say why?
12. What was the CONSEQUENCE of Henry 8th divorcing Katherine of Aragon ?
9. What could you say about the Tudors if you only had this one axe as a piece of evidence about them?
Can you explain how you worked it out?
If a King died in 3000 BC, how many years ago was that?
6. If a King died 4,000 years ago, what was the year?
4. Name a year in the 16th century. Can you explain your choice?
19 Peel skills:
How to write good answers! Start from the bottom and build up!
4. High level: link it to other ideas and use good vocabulary
3. Good Level: give detailed explanation
2. Middle Level: give some evidence
1. Basic Level: make your point
10. Highlight 2 short-term and 2 long term effects.
“The effects of the Reformation were terrible. Thousands of Monks and Nuns were evicted in a few short months to starve in the country, people became less religious over time, England broke away from the Catholic Church in 1529, and Protestantism became slowly popular all over Europe”
5. Can you explain why the year 12 BC was followed by 11 BC?
Mr K. Norman Ibstock Community. College 2019

2. 21 Making notes: the QUICK way! 22 Investigate:
23 What does this diagram tell us about Henry 8th??
Timeline skills: Draw a line exactly 20 cms long
Mark off every 1 cm and label each mark increasing by 10 years. Year 1500 to year 1700
Find ten events from Tudor and Stuart history and draw a neat straight line marking the year with the event attached (1 cm = 10 years and 1 mm = 1 year.)
21 Making notes: the QUICK way!
Using a SPIDER CHART means you don’t have write every single thing down (huurrray!) Read this paragraph, and transfer the 5 most important facts onto the Spider Chart:
“Henry the 8th became King in 1509 after the death of his Father, Henry 7th, victor of the Battle of Bosworth. He is famous for having 6 marriages to Spanish, English and German wives, and for breaking England away from the Catholic Church. He had a reputation for magnificence and had many tournaments at his many palaces. He had three legal children who became Monarchs. – and probably others who could never be King or Queen.
22 Investigate:
Who was Martin Luther?
Who was Thomas Cromwell?
Who was Oliver Cromwell?
What was a Dissolution of a Monastery?
What is a civil war?
What is Parliament made up of?
What happened at Edgehill?
Henry
25 Using only the information on this chart, write 75 words EXACTLY about the family of Henry 8th.
24 What does this evidence showing Henry 7th tell us about him? One is him in his 30s & the other in his 50s after many years as King
Mr K. Norman Ibstock Community. College 2019

3. There are 5 history skills for you to MASTER
There are 5 history skills for you to MASTER! You can use these tables to improve your progress!
1. NATURE OF SOURCES
9 Highest
I can explain how NOMP affects an enquiry.
8 Highest
9 Exceeding
I can use the NATURE, ORIGIN, MESSAGE & POINT of a source in an answer
7 Highest
8 Exceeding
9 Secure
I can use the NATURE, ORIGIN & MESSAGE of a source in an answer.
7 Exceeding
8 Secure
9 Growing
I can use the NATURE & ORIGIN of a source in an answer
7 Secure
8 Growing
9 Foundation
I can use the NATURE of a source in an answer.
7 Growing
8 Foundation
I can recognise Primary and Secondary sources.
7 Foundation
I can recognise Primary and Secondary sources with help.
4. EXPLAINING INTERPRETATIONS
9 Highest
I can explain different points of view using context
and background knowledge.
8 Highest
9 Exceeding
I can explain different points of view.
7 Highest
8 Exceeding
9 Secure
I can describe differences between points of view.
7 Exceeding
8 Secure
9 Growing
I can identify different points of view on my own.
7 Secure
8 Growing
9 Foundation
I can identify different points of view with help
7 Growing
8 Foundation
I can recognise similarities and differences between ideas/sources.
7 Foundation
I can recognise similarities OR differences.
2. USING SOURCES
9 Highest
I can write an analytical answer using sources & suggest “What next”?
8 Highest
9 Exceeding
I can write an analytical How and Why answer using sources.
7 Highest
8 Exceeding
9 Secure
I can write a descriptive answer using What, Who, When, Where from a source.
7 Exceeding
8 Secure
9 Growing
I can select a source or quotation to use in an answer.
7 Secure
8 Growing
9 Foundation
I can make basic content/evidence based statements based on sources.
7 Growing
8 Foundation
I can repeat back information from a source on my own.
7 Foundation
I can repeat back information, with help, from a source.
5. WRITING TO A PURPOSE
9 Highest
I can write a balanced “both sides of the argument” answer using PEEL
8 Highest
9 Exceeding
I can write a structured PEE answer and LINK to other wider background knowledge or ideas.
7 Highest
8 Exceeding
9 Secure
I can write POINTS, & relevant EVIDENCE to EXPLAIN
7 Exceeding
8 Secure
9 Growing
I can write POINTS in paragraphs with EVIDENCE
7 Secure
8 Growing
9 Foundation
I can write POINTS in paragraphs
7 Growing
8 Foundation
I can tell a story of an event.
7 Foundation
I can tell a story of an event with help
3. USING HISTORICAL IDEAS
9 Highest
Causation & context: I can use context in cause & consequences.
8 Highest
9 Exceeding
Causation: I can link multiple causes and consequences.
7 Highest
8 Exceeding
9 Secure
Causation: I can prioritise causes and consequences
7 Exceeding
8 Secure
9 Growing
Causation: I can recognise cause and consequence
7 Secure
8 Growing
9 Foundation
Chronology: I can put undated events in logical order.
7 Growing
8 Foundation
Chronology: I can put complex dated events into order (e.g. BC & AD)
7 Foundation
Chronology: I can put simple dated events into order (e.g. BC or AD)
Print them off !
Mr K. Norman Ibstock Community. College 2019

4. How do we investigate things?
RELIABILITY – Is the source accurate and can we trust it? Could it be biased?
Written sources – diaries, letters, documents, books, newspapers, poems etc.
ORIGIN – What type of source is it? Who made it? When? Where?
How do we investigate things?
Using a source
Visual sources – paintings, photographs, cartoons etc.
MESSAGE – What is the source telling or showing you?
PURPOSE – Why was the source made?
Physical sources – artefacts, coins, jewellery, clothing etc.
Oral sources – spoken word, audio recordings, songs
This slide has been “borrowed” from Ivanhoe College