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Inspire every pupil to succeed in History at KS3 An Introductory Guide 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. 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. Structure chart Year 9 Year 8 Year 7 Pupil Book Teacher Planning and Resource Pack with editable CD-ROM LiveText Whiteboard CD-ROM Pupil Books Maximise your pupils’ progression History in Progress features clearly differentiated tasks that are designed to support and encourage the progression of pupils of all ability levels. 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. Exciting and engaging material supports key themes from the new Programme of Study. Open-ended orange tasks provide a greater challenge. History in Progress: Pupil Book Year 7 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 Book Activities Active learning and relevant History Making Connections Enables pupils to form links between events, countries and time periods. Skills Bank Builds key historical skills across KS3 in preparation for GCSE. Assessment for Learning History in Progress: Pupil Book Year 7 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. Annotated images provide hints on interrogating sources and remind pupils how they can use evidence to support their ideas. Level indicators in pupil-friendly language remind pupils what they should be aiming to cover at each level. Teacher Planning and Resource Packs Easy to use for targeted teaching Packed into the rich resources of the course are all the content and learning tools you need to teach KS3 History. 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. Historical background puts the topic into context and provides extra support for non-specialists. 1 Ruling 1 Ruling 1.2 How did William I control England? 1.2 How did William Worksheet 1.2a 1.2a Control by castle! Where were Norman castles built in southern England? I control England? Learning objectives To find out why Willi am built castles. To think about why some Saxons co-opera 1 Using the map on page 14 of the Pupil Book, complete the table below to show where the Normans ted with the Normans a Norman castle. and how others might built castles in southern England. have attacked Castle River crossing Crossroad Gap between hills Arundel Bramber Berkhamsted The coast Historical backgroun d William won Saxon Royal a decisive victory at Hast ings but had yet to win Berkshireorand the kingdom. His bruta not? towns Winchester ended up l march through Kent, with all the remaining and his coronation on figures of Haroldʼs regim Christmas Day 1066. e surrendering to him, Early in 1067, William Normandy, with booty was confident enough plundered from the chur to return to ches and halls of Engl of revolts threatened his and. But from 1067–107 fragile government. To 1, a series underpin his occupatio across the kingdom, garri n he built hundreds of castles soned by armed, mou nted troops. England was under virtual military law. Teaching Activities and Learning Outcomes Canterbury Homework Carisbrooke Locate the site of the near est Norman castle to you. Is there any evidence your school/where you of Norman occupation live? close to (Remind pupils that hund reds were built. Sometim es just a motte – mound, sometimes a full-blown not moat! – was built; motte and bailey castle developed. Sometimes sometimes a complete just a grassy mound will castle will have been exca remain; vated.) Dover Folkstone Hastings Hertford Lewes Pupils will be able to: London use the map to find out information about the castles William I built make suggestions in England about why the Normans built castles where they solve the problem did of how to attack a Norm an castle. Oxford Pevensey Starter Porchester Quick-fire questions: Ask questions round the class, reinforcing know Battle of Hastings. Then ledge and understanding Salisbury focus on south-east Engl of the and and the reasons why William built so many Development Southampton castles. Green task (task 1): Tonbridge Pupils work together to iden tify features on a map ideas can be done in pairs . (Worksheet 1.2a) Shar Wallingford , small groups or as who ing le-class oral work. Blue task (task 2): Pupils use the informati Winchester on they gath ered why the Normans built in task 1 to making infer castles where they did. ence s about Vary the approach. If task Windsor class exercise, then this 1 was done as a wholecould be small-group work . Encourage pupils to ideas with a partner. Are share and compare their their answers similar or different? Orange task (task 3): In pairs or small grou 2 a) What does the map tell you about the reasons why the Normans built castles? ps, pupils gather all the how to attack a Norman ideas from this lesson castle. The key to a succ to work out essful attack is fire (the and, depending on time castle is made of woo /ability level of the grou d) ps, you could tell pupi ls this in advance. Plenary b) Are you surprised that so many castles were built in this part of England? Look at source b on page 15. Ask: How could this castle be defended agai fire as a weapon of attac nst attack? Elicit the idea k from those who have of done task 3. How wou ld you defend against fire? ICT opportunitie Rayleigh s History in Progress – Live Text © Harcourt Education 2008: History in Progress – Planning and Resource Pack 1 Fully customisable lesson plans and worksheets make preparing for lessons easier. © Harcourt Education CD 1: Where would you 2008: History in Progr ess – Planning and Reso History in Progress: Teacher Planning and Resource Pack Year 7 build your motte and baile y castle? urce Pack 1 Full support for the three-part lesson; plenaries include opportunities for review, peer and self-assessment. Planning your Year 7 Scheme of Work Teaching Year 7 in 39 weeks/lessons Full support for the Programme of Study What is LiveText? Engaging, accessible and full of variety 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. 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. Page-selector offers easy navigation. Enlarge, project and zoom into every page of the Pupil Book for focused whole-class teaching. History in Progress: LiveText Whiteboard CD-ROM Year 7 Links to an exciting bank of multimedia resources. LiveText Activities Stage 1 Interactive tasks make pupils think about what they have learnt and provide a good platform for discussion. Use the information to think about key factors that might influence where you decide to build your castle. Stage 2 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. Stage 3 Receive feedback on your decision that focuses on the advantages and disadvantages of where to build your castle. LiveText Planning Everything you need for your lesson Specially designed to make your task easier, LiveText includes a Resource Bank to give you flexibility and choice in your lesson 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. Easy-to use filter enables you to sort the resources by type. Search tool allows you to find the topics and resources you need. History in Progress: LiveText Whiteboard CD-ROM Year 7 Easy navigation to enquiries and lessons. Contents Contents Book 2 Year 8, 1603-1901 Ruling • What did Civil War mean for England? Contents Book 3 Year 9, 1901-present day What was the world like in 1901? • Who is in charge? • Alone or together? The Act of Union First World War • How was the Chinese Qing Dynasty ruled? • Why was there a war in 1914? • Who wanted their liberty? The American and French Revolutions • Was it a world war? • Why are the people protesting • Peace but at what price? • Who wanted the vote? • Did women get the vote because of the war? • Making connections • Assessment • Assessment • Making connections Living and working Second World War • What was life like in 17th century England? • ‘A land fit for heroes’? • What was life like for immigrants in Britain? • Why were new ideas in ruling appealing? • Were there any similarities between life in the Qing Dynasty and life in Victorian Britain? • What happens if you don’t fit in? • 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? • Assessment • 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 • How had urban life changed by the end of the 19th century? Post 1945 • Making connections • Why did the allies fall out? • Assessment • How did people react to the Cold War? • Assessment Moving and travelling • What was slavery? • Why did so many people emigrate? • Why do people want to change their worlds and how do they do it? • What was life at sea like? • How have different people made their voice heard? • Why were mariners so famous? • Assessment • What was the impact of the railways? • Medicine and technology • How and why were the Native Americans’ lives destroyed? • Why is genocide still happening? • Was the British Empire really a ‘force for good’? • Economic migrants and the expansion of the EU • Making connections • Is the world a safer place? • Assessment • Making Connections • Nationalism and devolution Inspire every pupil to succeed in History at KS3 3 easy ways to order! 1. Online: You can save up to 15% on all orders through our website! Visit: www.heinemann.co.uk/keystage3 2. Phone: Call our friendly Customer Services team on: 01865 888033 3. Local Sales Consultant: Request a visit from your local Heinemann Sales Consultant via our website: www.heinemann.co.uk/reps Ordering Information Evaluate The Evaluation Packs contain: - FREE Pupil Book - Teacher Guide with editable CD-ROM - FREE Course Guide and accompanying support material Evaluation Packs Evaluation Pack 1 Evaluation Pack 2 Evaluation Pack 3 978 0 435318 58 1 978 0 435318 97 0 978 0 435319 04 5 Year 7 Pupil Book 1 Teacher Planning and Resource Pack 1 LiveText Whiteboard CD-ROM 1 978 0 435318 50 5 978 0 435318 51 2 978 0 435318 54 3 Year 8 Pupil Book 2 Teacher Planning and Resource Pack 2 LiveText Whiteboard CD-ROM 2 978 0 435318 94 9 978 0 435318 95 6 978 0 435318 96 3 Year 9 978 0 435319 01 4 07SLC0343 Pupil Book 3 Teacher Planning and Resource Pack 3 LiveText Whiteboard CD-ROM 3 978 0 435319 02 1 978 0 435319 03 8 ) 01865 888033 4 01865 314029 7 [email protected] 8 www.heinemann.co.uk