1. TitleLearning objectivesSuggested ActivitiesCL Suggested homework Assessment Introduction to Tudors and Stuarts To understand the rules of the Humanities Department then introduction Rules Tudor’s research lesson Individual research ‘snowball’ into pairs Spelling and definitions of key words Overview of Tudors and Stuarts Introduction and overview of the terrible Tudors and Squabbling Stuarts Complete research teacher discretion as to expanding groups OverviewTeacher according to outcomes TUDOR Family Tree Asstessment 1 To understand a family tree diagram using the example of the Tudors Go through and explain family tree using the Simpsons pp. Complete Tudor Family Tree. Assessment 1 Complete questions on Tudor family tree Overview and revision for assessment Teacher Level assessment The Wars of the Roses To understand how Henry V changed the course of English History Complete card sort, instructions on pp Complete consolidation questions Peer assessment to outcomes Was Henry VII a gangster? T o understand the problems Henry VII faced.Read the information about Henry VII and answer the questions Collect OverviewTeacher Was Henry VII a gangster? To use knowledge and card sort to decide if Henry VII was a gangster Identifying problems he faced and considering if his solution made him a gangster or not. Complete storyboard and revision Teacher recognition through reviews Humanities department Learning Programme Year 8 Half-Term OverviewSubject - History

2. TitleLearning objectivesSuggested ActivitiesSuggested homeworkAsst Martin Luther and Reformation To think about why reform was wanted To consider the changes that resulted Test key words The Church starts to change Test key words Peer assess Martin Luther and Reformation To understand Luther’s criticisms of the Catholic church To think about the differences between Catholic and Protestant. Comprehension activity Complete written review Teacher and peer What was Henry VIII like / problems To gain an overview of the problems Henry facedStarter: from the image what type of king do you think Henry was Look at problems he faced RevisionTeacher and peer review Asst 1aEarly Tudors ExamLevel assess Henry VIII and Catherine of Aragon To understand why Henry divorced Catherine To develop source skills Starter: quick overview of Henry and Catherine Source work to find the reasons for divorce Complete task if necessaryTeacher recognition and peer assess through review The other wives of Henry VIII To think about why Henry VIII got married so many times. Follow the pp and fill in the sheet. Explanation of the project. Project work (2 weeks) Marrying Henry Peer assessment to outcomes Humanities department Learning Programme Year 8 Half-Term 1Subject - History

3. TitleLearning objectivesSuggested ActivitiesSuggested homeworkAsst Dissolution of the monasteries To understand the purpose of monasteries Comparing your own life to that of a monk. To complete comparison exercise and question activity. Consolidate with DVD Teacher assess through recognition Dissolution of the monasteries To investigate the behaviour of Monks Group work to read through and answer questions. Groups must be mixed ability to allow the weaker to access the material. Write a report about the state of the monasteries. Teacher and peer to outcome Pilgrimage of Grace To understand the events of the POG as reaction to Reformation Group work to read through and answer questions. Groups must be mixed ability to allow the weaker to access the material. Teacher recognition and peer to outcomes Death and Review of Henry To analyse the impact Henry had on England Follow the PowerPoint collecting information about Henry’s life. Missing word sheet available for differentiation. Obituary to Henry 8thTeacher assessment through discussion Edward and Lady Jane Grey To decide if Edward followed in his father’s footsteps Read through the work sheet and complete the tasks which follow. Discuss Edward’s influence Complete written tasks Complete the account of Lady Jane Grey Peer assessment to outcomes Was Mary I really so ‘Bloody’? To evaluate the affect Mary had on England.Source work in 3s to collect info about Mary and reach a decision. Complete evaluation to KS levels criterion Self assess to leveled outcomes Humanities department Learning Programme Year 8 Half-Term 2Subject - History

4. TitleLearning objectivesSuggested ActivitiesSuggested homeworkAssessment Introduction to Elizabeth I To gain an overview of the problems she faced during her reign. PowerPoint and collect information about problems. Leave last column until the end to allow students time to work in pairs/groups to find solutions. Write a letter advising the young Elizabeth of possible solutions Peer assessment to outcomes Elizabeth problem 1: Religion T o understand the problem Elizabeth faced over Religion. To decide it the Middle Way would keep everyone happy. Starter: Work through PowerPoint to look at the problem of Religion. Consolidate with missing words. Main: Spider diagram the Religious Settlement. Plenary: So far do you think Elizabeth’s ideas will work? Complete Lady Jane Grey storyboard sheet. Teacher assess Elizabeth problem 1: Religion T o understand the problem Elizabeth faced over Religion. To decide it the Middle Way would keep everyone happy. Starter: recap work from last lesson and continue. Main: Work though sheet categorising which sections of society would be happy with each part of the settlement. Plenary :Caption competition from have I got news for you. Revision Peer assessment to outcomes Assessment 2AssessmentLater TudorsTeacher leveled Elizabeth problem 2: Marriage To carry out a source investigation into Elizabeth’s suitors. Take me out. Decision to be made about who Elizabeth should marry. Starter: quick intro to suitors. Pop it on a post it, who would you marry and why? Main: Explore sources in groups of 3 taking into account Elizabeth’s considerations. Plenary: Pop it on a post it, who would you marry and why. Write a letter to Elizabeth explaining why she shouldn’t marry any of the men from Take me out. Self assessment and teacher by recognition Elizabeth problem 3: Image To understand how Elizabeth used her image to control peoples opinion of her. Starter: Images of self Main: Go through why Elizabeth used image and how – interrogating portraits. Start to design their own portrait. Plenary: In no more than 50 words Why was image so important to Elizabeth. Complete portraitT/A Humanities department Learning Programme Year 8 Half-Term 3Subject - History

5. TitleLearning objectivesSuggested ActivitiesSuggested homeworkAsst Problem 4: The PoorTo investigate the reasons for large numbers of poor and why this was a huge problem in Elizabeth’s era Discuss events then group work to suggest why this increased the number of poor Teacher and peer review Problem 4: The PoorTo investigate the reasons for large numbers of poor and why this was a huge problem in Elizabeth’s era How did Elizabeth deal with the problem of the poor and impact. Use sources or text book to learn about Poor Law 1601 Complete written activitiesPeer assessment to outcomes Problem 5: Mary Queen of Scots To discover why Mary presented problems for Elizabeth – succession and threat of Catholic overthrow Life of MQS - sequencing life and understanding why she posed threat – pwr pt and card activity Complete the written task to consolidate learning Teacher recognition and marking to level criterion Problem 5: Mary Queen of Scots To decide how to resolve the problem posed by MQS Group activity to decide on one choice of outcome and try to foresee potential consequences Execution and newspaper account from Catholic or Protestant view Newspaper articlePeer assess to outcomes Problem 6: Philip of Spain Why Spain invaded England in 1588Causes, events and result of Spanish Armada. Discussion/sequencing activity and group research into failure of SA Teacher, peer and self to outcomes Assessment 2aTo assess the reign of Elizabeth IDiscussion and review of reign using pwr pts and mind maps done in groups. Set up for review essay Complete essaySelf review and teacher to leveled outcomes Humanities department Learning Programme Year 8 Half-Term 4Subject - History

6. TitleLearning objectivesSuggested ActivitiesSuggested homeworkAsst James ITo find out why new dynasty begins in England after Elizabeth’s death Review Elizabeth and introduce James Description and discussion Complete portrait of JI translating the evidence from class Teacher recognition through reviews Why James upset Parliament Introduce concept of Divine Right of Kings and James actions towards parliament and the Catholics Group work to investigate sources and then taking one problem per group, create a presentation to explain the error of JI ways and suggest how he can overcome this to improve relations with parliament Preparations for group presentations Peer assessment to outcomes Reaction from the Catholics To find out why the Gunpowder Plot happenedSequencing activity-event Consequences for the conspirators Teacher by recognition along with self assessment to outcomes Reaction from the Catholics Assessment 2a Were the Catholics framed? Leveled assessment Group investigation and assessment of sources to discover alternative interpretation of plot Powder Plot assessment Write a report to the Chief Lord Justice with findingsTeacher assess to outcomes Charles IOverview of Charles as man and KingPwr pt and discussion of Charles and how he may have appeared to the people of England Self and peer assessment to outcomes Charles IMedium term causes of Civil War Assessment 3 Research in pairs into each of the causes Teacher assistance using pwr pt and texts Preparation for essay Essay on the causes of the English Civil War Teacher assessed Teacher to leveled outcomes Humanities department Learning Programme Year 8 Half-Term 5Subject - History

7. TitleLearning objectivesSuggested ActivitiesSuggested homeworkAsst Early Battles of Civil War To discover which side was better equipped at the outset of the CW Using texts – find out about how each side was equipped and behaved Problems arising from this Self assess to outcomes Early Battles of Civil War Why Oliver Cromwell was important to Parliament’s success Creation of New Model Army and concept of professional army and professional conduct Using text books – paired activities to investigate each aspect Complete battles sheetTeacher recognition Events of Civil WarWhy Oliver Cromwell was important to Parliament’s success Drogheda lesson to show scale of unrest Assess Cromwell as soldier or brutal murderer and set up for h/w project Begin research for Cromwell project Peer and Self assess to outcomes Taking sides in the Civil War Discover how England became dividedPwr pt to explain divisions and group research activities to investigate life for ordinary people - prepare group presentations of one aspect Teacher by recognition Taking sides in the Civil War Discover how England became divided ASSESSMENT 3A Pwr pt to explain divisions and group research activities to investigate life for ordinary people - prepare group presentations of one aspect PRESENTATIONS for next few lessons and KS level peer assessment Final preparations for presentationsTeacher and peer to level outcomes Humanities department Learning Programme Year 8 Half-Term 6Subject - History