Year 7 History
What students learn this year:Our Year 7 history curriculum guides students through major global stories, from early public health and the Silk Roads to the Anglo-Saxons, medieval beliefs, and the Mali and Inka Empires. Throughout the year, pupils explore big enquiry questions, complete creative projects like exhibitions and board games, and take part in debates and short written assessments. They develop key historical skills such as understanding change and continuity, using evidence, and recognising cause, consequence, and significance. By the end of Year 7, students gain a strong foundation in world history and confidence in expressing their ideas about the past.
Termly overview
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Term / Half-term |
Main topics / units |
Key knowledge & skills |
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Autumn 1 |
1. How did public health change in Britain over time? 2. How did the Silk Roads shape our world? |
1. First-order knowledge: Medieval living conditions, causes of disease, government action over time, key developments such as sewer systems. 2. First-order knowledge: Trade routes across Asia, goods traded, spread of ideas/religions/technology, cultural exchange, key individuals and empires.
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Autumn 2 |
1. How far did Anglo-Saxon England survive the Norman conquest? |
1.First-order knowledge: Anglo-Saxon society, 1066, Norman invasion, feudalism, changes to laws, land, religion and culture.
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Spring 1 |
1. Why did religion matter so much in medieval England? 2. What can Mansa Musa reveal about the Mali Empire?
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1. First-order knowledge: Role of the Church, church courts, monasteries, heaven/hell beliefs, rituals and everyday religious life. 2.First-order knowledge: Mansa Musa’s reign, wealth and trade, Timbuktu, Islamic scholarship, African global connections. |
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Spring 2 |
1. Who had power and authority in medieval Europe? 2. How do historians use sources to study the Inkas? |
1.First-order knowledge: Kings, nobles, Church, knights, peasants, feudal system and hierarchy. 2.First-order knowledge: Inka society, empire structure, achievements, Spanish conquest, limitations of available sources. |
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Summer 1 |
1. How did Luther’s protest become so big, so fast? 2. How can three accounts of Cromwell be so different? |
1.First-order knowledge: Martin Luther, the 95 Theses, printing press, Church corruption, spread of Protestant ideas. 2.First-order knowledge: Cromwell’s role in the Civil War, Protectorate, Ireland, varying perspectives on his actions. |
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Summer 2 |
1. Why was the world opening up to the Tudors and the Stuarts? 2. How should the British Empire be remembered?
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1.First-order knowledge: Exploration, trade expansion, technology, competition between European powers, early empire. 2.First-order knowledge: Expansion of empire, economic motives, impacts on colonised people, resistance and legacies.
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How learning and progress are checked
Teaching approach:
Learning and progress are checked through regular low-stakes retrieval activities, questioning, and ongoing teacher observation of how pupils use historical knowledge and vocabulary in discussions and class tasks. Teachers give live feedback, review pupils’ written and practical work, and revisit key ideas across topics to see how confidently and independently pupils are applying both their factual knowledge and historical thinking over time.
Assessment in this year group:
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Type of assessment |
Approx. frequency / when |
What it is used for (e.g. reports, targets) |
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Classwork / quizzes |
Short retrieval quizzes most lessons |
To check recall of key facts and address misconceptions quickly |
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Homework tasks |
Once per week |
To practice applying knowledge, extend understanding of historical topics, and build strong study habits. |
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Topic-specific tasks (e.g. exhibitions, board games, debates, projects) |
Throughout each unit when a topic concludes |
To judge how well pupils can use historical knowledge and second-order concepts such as significance, evidence, change and continuity, and cause and consequence. |
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End-of-topic assessments |
Approximately once per half-term |
To assess understanding of each enquiry question and provide progress information for reports and next steps. |
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End-of-year assessment |
Summer term |
To give an overall picture of progress across the year |
Homework and Independent study
How often is homework set? Roughly one/week.
Typical length per task: Around 30 minutes
Suggested independent study:
Students are encouraged to spend 10–15 minutes a week reviewing their exercise book and PLCs.
Websites such as BBC Bitesize and Seneca Learning are useful for revising topics we have covered.
How parents and carers can support:
- Ask your child to explain one thing they learned in History today in their own words.
- Check that homework is completed on time and in full sentences where required.
- Encourage a quiet, distraction-free space for homework and revision.
- Help your child to revise little and often rather than leaving everything to the night before a test.
- Encourage your child to attend Homework club or the Humanities Catch-up club if they require further help.
Support, stretch and enrichment:
We use writing frames, key vocabulary lists, and carefully structured practical tasks to support students who find History challenging. Teachers liaise with the SEND team to adapt resources where needed. Reading material is provided to avoid busy slides whenever possible. Command words are highlighted, and adequate alternatives are provided.
Stretch & challenge:
All students are given the opportunity to complete Challenge questions.
Clubs / trips / extra opportunities:
We provide our Year 7 students with outstanding opportunities that enrich their classroom learning by collaborating with other departments and inviting external musical groups that complement and enhance our enquiry-based projects.