Year 7 History homework and home learning task covering the Feudal Exchange table and PEEL paragraph drafting to consolidate Norman control concepts.
Independent learning tasks that consolidate classroom learning or prepare students for future topics, accessible to all students regardless of home resources.
Subject: History | Year: 7
Estimated Time: 30-40 Minutes
Name: _________________________ Class/Set: ____________ Due Date: ____________
Why are we doing this? To consolidate your understanding of how William the Conqueror organised English society to maintain strict control and ensure military service.
Identify: In your exercise book, list the four main groups that made up the Feudal System in order of power, starting with the King.
Apply: Complete the 'Feudal Exchange' table below. You must explain what each group provided to the person above or below them. You do not need to print this; you may draw the table into your book using a pencil and ruler.
| Social Group | What they give to the person ABOVE | What they give to the person BELOW |
|---|---|---|
| King | N/A | Land (Fiefs) and Titles |
| Barons | Task A: | Land and Manors |
| Knights | Military Service and Protection | Task B: |
| Peasants | Task C: | N/A |
☐ I have correctly ordered the four groups of the Feudal System.
☐ I have completed all three missing sections (A, B, and C) of the Feudal Exchange table.
☐ I have used the PEEL structure for my analytical paragraph.
☐ I have used subject-specific Tier 3 vocabulary (e.g., Fief, Tenure, Vassal, Homage).
⚠ TEACHER’S GUIDANCE & MARK SCHEME (DO NOT PRINT FOR STUDENTS)
Task 1: Hierarchy Order
Task 2: The Feudal Exchange Table
Task 3: PEEL Paragraph (Exemplar)
Securing student grasp of medieval power dynamics often founders on the abstract nature of land-for-loyalty exchanges. By requiring pupils to complete the Feudal Exchange table, the homework forces active retrieval of the reciprocal duties between monarchs, tenants-in-chief, and the peasantry. The architecture prioritises low-stakes retrieval before transitioning into higher-order PEEL paragraph construction, which reduces cognitive load by scaffolding the move from substantive facts to disciplinary analysis. The home learning task ensures Year 7 learners move beyond simple recall to evaluate how structural hierarchies facilitated Norman control, thereby cementing a foundational schema for subsequent study of medieval statecraft and social stratification.
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