Burford School History
Department
Year 8 Student & Parent
Information Booklet
1
Dear Parents and Students
This booklet has been put together to help you understand more about what students
study in History across KS3, how students are assessed and what the History
Department at Burford does to help all students achieve their potential in this subject.
By working together – teachers, students and parents – there is a greater chance that
students will succeed.
We would ask parents to read this booklet with their child, and then both to sign below.
This booklet will then be fastened in the front of the exercise book, for reference. If you
have any questions about the information in the booklet, please contact your History
teacher in the first instance.
Thank you,
Mrs E. Thomas
(Head of Department)
…………………………………………..
(Parent’s signature)
………………………………………….
(Student’s signature)
Page
Contents
3
What will I study in History?
4
Expectations
5-6
How will I be assessed in History?
7
What assessments will I complete?
8-10
Year 8 Descriptors
11
How will my work be marked?
12
What can I do outside of my History lessons?
13-15
Glossary of Key Terms for Year 8
2
What will I study in History?
Year 7
What is History?
An introduction to some of the key ideas and concepts in History; the nature of History,
why and how historians use sources to gain an understanding of the past, developing
chronological understanding and the key terms associated with it.
Britain 1066-1500
You will study the Battle of Hastings and the consequences of the Norman Conquest, the
changing power of medieval kings and queens, life in the middle ages and the Peasants’
Revolt.
Year 8
The making of the UK, 1500-1750
You will study life in the Tudor and Stuart period, from the religious problems caused
by Henry VIII’s break with Rome to the English Civil War and the making of the U.K.
Britain 1750-1900
You will study the impact of the Industrial Revolution in Britain, political changes that
occurred on the road to democracy, the impact of and the abolition of the Atlantic slave
trade through to the Civil Rights Movement and the rise and fall of the British Empire.
Year 9
20th Century
You will study an overview of significant events of the 20th century, the Titanic, the
causes and consequences of the First World War, the impact of the Second World War
and the Holocaust, how far life changed in Britain in the 1960s and conspiracies
surrounding the assassination of John F. Kennedy.
3
History Department Expectations

Each piece of work should have a title and date. These should be underlined
with a ruler.

Write in blue or black ink (unless your teacher tells you otherwise).

Use a pencil for drawing.

Keep your work as neat as you can.

Respond to any feedback given by your teacher – this may be answering
questions, completing a given task or finishing a piece of work. It is expected
that you will do this before your teacher next marks your book.

Listen in silence when someone is talking. Respect everyone’s opinion.

Put your hand up rather than calling out.

Join in with lessons by asking and answering questions. Do the best you can do.

Make sure you clearly label classwork (c/wk) and homework (h/wk).

Ensure homework is completed on time and to the best of your ability.
4
How will I be assessed in History?
The History descriptors on page 8 identify and outline the expectations that we have of
Year 8 students studying History at Burford School and aim to give students and parents
a better understanding of what it means to ‘get better at’ and make progress in History.
Each of the descriptors focuses on the following aspects which are all integral to
students improving and making progress in History:

Substantive knowledge refers to the substance of history: names, dates, places,
events and concepts with a particular focus on chronology (the time order in
which events happen).

Substantive concepts are the concepts that we encounter in history, for
example kingship, society, revolution, liberty, and feudalism.

Second order concepts are concepts that help us organise the process of
studying history. These include:

Causation & Consequence: understanding the reasons why
events occur, being able to catergorise those reasons, link them
together and weigh up their relative importance.

Change & Continuity: understanding the extent, nature, type,
direction and speed of changes which have taken place in History
and being able to explain how far things change/stay the same.

Similarity & Difference: understanding and explaining diverse
experiences and ideas, beliefs, attitudes of men, women, children
in past societies.

Use of Evidence: recognise that historians use a range of historical
sources to find out about the past, using those sources to make
inferences and being able to analyse the nature, origin and purpose
of sources to assess their reliability and utility.

Interpretations: understanding that different versions of the past
may exist and being able to explain how and why contrasting
arguments and interpretations of the past have been constructed.

Historical Enquiry: asking questions about the past and
understanding how different types of sources are used to make
historical claims.
The descriptors also focus on students’ ability to organise structure and communicate
their ideas clearly.
5
It is important that we recognised that progess is not linear in nature; students may be
better or worse in different assessed tasks across the year depending on the focus of the
assessment.
Assessments
The focus of assessed tasks in the History Department is on helping pupils know exactly
what to do to get better at history.
There will be three assessment ‘modes’ across the academic year in Key Stage 3:

Every Three Weeks: Students will have short tests consisting of 10 questions
based on factual knowledge (names, dates and events). Substantive knowledge is
crucial to ensure students’ progress in History; these regular tests will ensure
that students are building this knowledge in the long-term and will enable
teachers to assess students’ learning and grasp of chronology, knowledge and
key concepts. Scores from these tests will be recorded in the front of students’
books on their ‘Progress Trackers’.

Every Half Term: In the History Department lesson sequences are based around
enquiry questions such as ‘Why did William win the Battle of Hastings?’ or ‘Why
did the King and Parliament go to war in 1642?’ These enquiries culminate in
outcome tasks which include essays, spoken presentations, television
documentaries, group projects and historical narratives. There will be three
Common Assessment Points across the year which will feed into reviews (See
table below).

Annually: Students will complete their end of year assessment drawing together
the work that they have completed in their History lessons throughout the year.
6
What assessments will I complete?
The table below outlines the three common assessed tasks that students in Years 7, 8
and 9 will complete each year.
CAP 1
CAP 2
CAP 3
YEAR 7
Why did William win the
Battle of Hastings?
YEAR 8
Why did the Spanish
Armada fail?
YEAR 9
Captain Smith was
responsible for the
sinking of the Titanic.
How far do you agree
with this statement?
Extended Essay Writing
Task
Extended Writing
Analytical Narrative Task
Extended Essay Writing
Task
Could a medieval king do
whatever he liked?
Why do historians’
opinions of Oliver
Cromwell keep
changing?
Was the dropping of the
atomic bombs justified?
Extended Essay Writing
Task
Extended Essay Writing
Task
Interpretations Based
Task
What was life like for
ordinary people in the
Middle Ages?
How were children
treated in the mills and
mines?
How far did life change in
Britain during the 1960s?
Spoken Presentation and
Guidebook Task
Source-Based Task
Spoken Presentation and
Guidebook Task
CAP = Common Assessment Point
7
Level Descriptors
Level 1
Pupils recognise the distinction between present and past in their own and other
people's lives. They show their emerging sense of chronology by placing a few events
and objects in order, and by using everyday terms about the passing of time. They know
and recount episodes from stories about the past. They find answers to some simple
questions about the past from sources of information.
Level 2
Pupils show their developing sense of chronology by using terms concerned with the
passing of time, by placing events and objects in order, and by recognising that their
own lives are different from the lives of people in the past. They show knowledge and
understanding of aspects of the past beyond living memory, and of some of the main
events and people they have studied. They are beginning to recognise that there are
reasons why people in the past acted as they did. They are beginning to identify some of
the different ways in which the past is represented. They observe or handle sources of
information to answer questions about the past on the basis of simple observations.
Level 3
Pupils show their developing understanding of chronology by their realisation that the
past can be divided into different periods of time, their recognition of some of the
similarities and differences between these periods, and their use of dates and terms.
They show knowledge and understanding of some of the main events, people and
changes studied. They are beginning to give a few reasons for, and results of, the main
events and changes. They identify some of the different ways in which the past is
represented. They use sources of information in ways that go beyond simple
observations to answer questions about the past.
Level 4
Pupils show their knowledge and understanding of local, national and international
history by describing some of the main events, people and periods they have studied,
and by identifying where these fit within a chronological framework. They describe
characteristic features of past societies and periods to identify change and continuity
within and across different periods and to identify some causes and consequences of the
main events and changes. They identify and describe different ways in which the past
has been interpreted. When finding answers to historical questions, they begin to use
information as evidence to test hypotheses. They begin to produce structured work,
making appropriate use of dates and terms.
Level 5
Pupils show their knowledge and understanding of local, national and international
history by describing events, people and some features of past societies and periods in
the context of their developing chronological framework. They begin to recognise and
8
describe the nature and extent of diversity, change and continuity, and to suggest
relationships between causes. They suggest some reasons for different interpretations
of the past and they begin to recognise why some events, people and changes might be
judged as more historically significant than others. They investigate historical problems
and issues and begin to ask their own questions. They begin to evaluate sources to
establish evidence for particular enquiries. They select and deploy information and
make appropriate use of historical terminology to support and structure their work.
Level 6
Pupils show their knowledge and understanding of local, national and international
history by beginning to analyse the nature and extent of diversity, change and
continuity within and across different periods. They begin to explain relationships
between causes. They begin to explain how and why different interpretations of the past
have arisen or been constructed. They explore criteria for making judgements about the
historical significance of events, people and changes. They investigate historical
problems and issues, asking and beginning to refine their own questions. They evaluate
sources to establish relevant evidence for particular enquiries. They select, organise and
deploy relevant information and make appropriate use of historical terminology to
produce structured work.
Level 7
Pupils show their knowledge and understanding of local, national and international
history by analysing historical change and continuity, diversity and causation. They
explain how and why different interpretations of the past have arisen or been
constructed. They begin to explain how the significance of events, people and changes
has varied according to different perspectives. They investigate historical problems and
issues, asking and refining their own questions and beginning to reflect on the process
undertaken. When establishing the evidence for a particular enquiry, pupils consider
critically issues surrounding the origin, nature and purpose of sources. They select,
organise and use relevant information and make appropriate use of historical
terminology to produce well-structured work.
Level 8
Pupils show their knowledge and understanding of local, national and international
history, constructing substantiated analyses about historical change and continuity,
diversity and causation. They analyse and explain a range of historical interpretations
and different judgements about historical significance. They suggest lines of enquiry
into historical problems and issues, refining their methods of investigation. They
evaluate critically a range of sources and reach substantiated conclusions
independently. They use historical terminology confidently, reflecting on the way in
which terms can change meaning according to context. They produce precise and
coherent work.
9
Exceptional performance
Pupils show a confident and extensive knowledge and understanding of local, national
and international history. They use this to frame and pursue enquiries about historical
change and continuity, diversity and causation, constructing well-substantiated, analytic
arguments within a wide frame of historical reference. They analyse links between
events and developments that took place in different countries and in different periods.
When exploring historical interpretations and judgements about significance, pupils
construct convincing and substantiated arguments and evaluations based on their
understanding of the historical context. They evaluate critically a wide range of sources,
reaching substantiated conclusions independently. They use historical terminology
confidently, reflectively and critically. They consistently produce precise and coherent
narratives, descriptions and explanations.
10
How will my work be marked?
You will complete a number of other outcome tasks during the year both in class and at
home. On each outcome task and common assessed task you will be given formative
feedback. This feedback will include specific comments about what you have done well,
identify any errors and misconceptions and provide you with specific targets for
improvement. You will then be given opportunities within your lessons to respond to
feedback and improve their work.
Literacy is a vital aspect of studying History. The following is a guide to the marking
symbols that will be used on some of your work. Please note: you will not find every
mistake corrected. This is because it is important for you to check your work for
yourself.
Symbol
What it means
S in margin Underline incorrect spelling and write the correct
one above.
P in margin Punctuation error – write in the missing punctuation
or correct what is wrong (e.g. comma instead of a full
stop).
SS
Poor sentence structure.
WW
Wrong word (e.g. two, to and too).
EXP
Poor expression – this may mean that you have used
slang or that what you have written does not make
sense.
//
New paragraph needed.
11
What can I do outside of my History lessons?
Outside of your History lessons there are a number of things you can do to help your
learning including participating in extracurricular activities and house competitions,
reading around the subject and visiting local historical sights. Below is a list of books
that are relevant to the topics you will study in Year 8 as well as some local sites that are
definitely worth a visit!
Year 8 Books
















Children of the New Forest by Captain Marrayat
I, Coriander by Sally Gardner
Plague: A Cross on the Door by Ann Turnball
Raven Boy by Pippa Goodhart
The Wool Pack Cynthia Harnett
The Red Necklace by Sally Gardner
The Silver Blade by Sally Gardner
Witch Child by Celia Rees
Prisoner of the Inquisition by Theresa Breslin
Sawbones by Catherine Johnson
Stop the Train by Geraldine McCaughrean
Little House on the Prairie by Laura Ingalls-Wilder
The Long Winter by Laura Ingalls-Wilder
Buffalo Soldier by Tanya Landman
Chains by Laurie Halse Anderson
Copper Sun by Sharon M. Draper
Historical Sites & Activities












Ashmolean Museum, Oxford
Berkeley Castle and Gardens
Blenheim Palace
Bletchley Park
Cirencester Roman Amphitheatre, Gloucestershire
Chedworth Roman Villa, Gloucestershire
Cogges Manor Farm
Corinium Museum, Cirencester
Gloucestershire Warwickshire Railway
Great Witcombe Roman Villa, Gloucestershire
Sudeley Castle and Gardens
Warwick Castle
12
Year 8 Glossary

Abolition: attempts to end something such as the slave trade.

Anachronism: Anything out of its proper time in history.

Armada: a powerful fleet of ships.

Atlantic slave trade: slave trade took place across the Atlantic Ocean from the
16th through to the 19th centuries.

Barbaric: cruel and vicious.

Bias: A one sided opinion that lacks balance or appreciation of other views.

Campaign: work in an organized and active way towards a goal.

Catholic: type of Christian. Leader is the Pope in Rome.

Cavalier: a nickname for supporters of the king in the English Civil War.

Cholera: an infectious and often fatal disease of the small intestine, contracted
from infected water supplies and causing severe vomiting and diarrhoea.

Chronological: Events listed in the order they happen.

Civil War: a war between people who belong to the same country.

Colonies: a country or area under the full or partial political control of another
country.

Culture: the ideas, customs, and social behaviour of a particular people or
society.

Empire: a group of states or countries ruled over by a single monarch.

Industrial Revolution: changes in manufacturing and transportation that began
with fewer things being made by hand but instead made using machines in
larger-scale factories.

Middle Passage: the sea journey undertaken by slave ships from West Africa to
the West Indies.

Missionary: a person sent on a religious mission, especially to promote
Christianity in a foreign country.

Nationalism: an extreme form of patriotism marked by a feeling of superiority
over other countries.
13

Opinion: what someone thinks about something.

Overseer: a person who supervises others, especially workers.

Passive resistance: a non-violent way of protesting.

Patriotism: support for one's country.

Perspective: to see things in relation to other things.

Plantation: an estate on which the crop is grown such as coffee, sugar, and
tobacco.

Primary Source: a first –hand piece of evidence, e.g. a Roman coin.

Protestant: a Christian who does not like the old Roman Catholic Church and
protests against it.

Reliable: Information and facts that can be taken as true.

Roundhead: a nickname for supporters of Parliament in the English Civil War.

Sanitation: promoting health through preventing human contact with the
hazards of wastes as well as the treatment and proper disposal of sewage
wastewater.

Savage: a member of a people regarded as primitive and uncivilized.

Secondary Source: a piece of evidence about the past but not from the time
being studied, e.g. a history textbook.

Slave: a person who is the legal property of another and is forced to obey them.
14
Additional Key Terms
15