History KS3

History

 

The following will provide a summary of the programme of study for key stage 3. Each term will have a “Big Question” which will be linked to the Key range and content, and Key concepts and processes as identified within the National Curriculum.

 

Curriculum Aims

 

Learning and undertaking activities in history contribute to achievement of the curriculum aims for all young people to become:

• successful learners who enjoy learning, make progress and achieve

• confident individuals who are able to live safe, healthy and fulfilling lives

• responsible citizens who make a positive contribution to society.

 

The Importance of History

 

History helps pupils to ask and answer questions of the present by engaging with the past. It fires their curiosity and imagination, moving and inspiring them by the dilemmas, choices and beliefs of people in the past. It helps them develop their own identity through an understanding of history at personal, local, national and international levels.

Pupils find out about the history of their community, Britain, Europe and the world.  They develop a chronological overview that enables them to make connections within and across different periods and societies, investigate Britain’s relationships with the wider world, and relate past events to the present day.

As they develop their understanding of the nature of historical study, pupils ask and answer important questions, evaluate evidence, identify and analyse different interpretations of the past, and learn to substantiate any arguments and judgements they make. They appreciate why they are learning what they are learning and can debate its significance.

History prepares pupils for the future, equipping them with knowledge and skills that are prized in adult life, enhancing employability and developing an ability to take part in a democratic society. It encourages mutual understanding of the historic origins of our ethnic and cultural diversity, and helps pupils become confident and questioning individuals.

 

 

Year 7

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

 Big Question

What are the Skills I need to succeed in History?

How have Invaders and settlers changed Britain? (Romans, Vikings and Normans)

 

What was Britain like in the Medieval period? incl. How well did Medieval England, Ireland, Scotland & Wales get on? Local History Study in Depth – The development of Lincoln Castle

What was the world like in Medieval period? Incl development of church and state and Crusades to link into Islamic world

When did ordinary people have the best lives?

(Roman to modern day.  Hypothesis testing)

How should our country be run?

Focus on the early Tudor period (War of the Roses to Mary Tudor)

N.C. Key Process

*Using evidence 

*Communicating about the past

*Using evidence 

*Communicating about the past

*Historical enquiry

*Communicating about the past *Using evidence 

 

*Historical enquiry

*Communicating about the past *Using evidence 

 

*Historical enquiry – making and testing a hypothesis

*Communicating about the past

*Historical enquiry

*Communicating about the past *Using evidence 

 

N. C Key Concepts

*Chronological understanding

*Causation

*Interpretation

*Chronological understanding

*Cultural, ethnic and religious diversity

*Causation

*Cultural, ethnic and religious diversity

*Significance

*Interpretations

*Cultural, ethnic and religious diversity

*Significance

*Interpretations

*Chronological understanding

*Cultural, ethnic and religious diversity

*Change and continuity

*Causation

*Cultural, ethnic and religious diversity

*Change and continuity

 

N.C Range and Content

Focus on developing Historical Skills

Study of an aspect or theme in British History that consolidates and extends pupils’ chronological knowledge before 1066

The development of Church, State and Society in Medieval Britain 1066-1509

 

Local History Study

The development of Church, State and Society in Medieval Britain 1066-1509

Study of an aspect or theme in British History that consolidates and extends pupils’ chronological knowledge

The development of Church, State and Society in Britain 1509-1745

 

Year 8

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

 Big Question

How should our country be run?

Focus on Impact of Elizabeth and the early Stuarts

How should our country be run?

Focus on the English Civil Wars to the Restoration and the Acts of Union

Mughal India

 

Or

 

Native People of North American

1750-1900 How did Britain become the first Industrial Nation?

 

Local History Study – Development of Cleethorpes (Impact of Railways)

Should we be proud of our Empire?

Depth study on the Slave Trade and an overview of the impact of the Empire on other colonies

Who was Jack the Ripper?

(Overview of Victorian England, society, impact of industrialisation, coming of the 20th century)

N.C. Key Process

*Historical enquiry

*Communicating about the past *Using evidence 

 

*Historical enquiry

*Communicating about the past *Using evidence 

 

*Historical enquiry

*Communicating about the past *Using evidence 

 

*Historical enquiry

*Communicating about the past *Using evidence 

 

*Historical enquiry

*Communicating about the past *Using evidence 

 

*Historical enquiry  – making and testing a hypothesis

*Communicating about the past *Using evidence 

 

 

 

 

N.C Key Concepts

*Cultural, ethnic and religious diversity

*Change and continuity

 

*Cultural, ethnic and religious diversity

*Change and continuity

 

*Significance

*Interpretations

*Change and continuity

 

*Chronological understanding

*Cultural, ethnic and religious diversity

*Change and continuity

*Causation

*Cultural, ethnic and religious diversity

*Change and continuity

*Causation

*Chronological understanding

*Cultural, ethnic and religious diversity

*Causation

N.C Range and Content

The development of Church, State and Society in Britain 1509-1745

 

The development of Church, State and Society in Britain 1509-1745

day

Study of a significant society in World History

Ideas, Political Power, Industry and Empire: Britain 1745-1901

 

Local History Study

 

Ideas, Political Power, Industry and Empire: Britain 1745-1901

Ideas, Political Power, Industry and Empire: Britain 1745-1901

Year 9

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

 Big Question/Topic

Life in Britain at the start of the Twentieth Century – Suffragettes

 

WW1, causes, Key events and turning points, Trenches, Home Front

WW1 cont.

 

Inter-war period: Peace Settlements, The Depression, Rise of the Dictators

WW2 - causes, Key events and turning points, theatres of war, Home Front

WW2 Enquiries-    1. Why should we remember the Holocaust?

2. Local History Project – “Should Cherry Willingham, Reepham and Fiskerton have a more prominent war memorial?”

 

Impact of Terrorism (post 9/11 world)

 

 

Change to KS4 and Option subjects

N.C. Key Content

*Historical enquiry

*Communicating about the past *Using evidence 

 

*Historical enquiry

*Communicating about the past *Using evidence 

 

*Historical enquiry

*Communicating about the past *Using evidence 

 

*Historical enquiry  – making and testing a hypothesis

*Communicating about the past *Using evidence 

 

*Historical enquiry  – making and testing a hypothesis

*Communicating about the past *Using evidence 

 

 

N. C Key Concepts

*Chronological understanding

*Cultural, ethnic and religious diversity

*Change and continuity

*Causation

 

*Chronological understanding

*Cultural, ethnic and religious diversity

*Change and continuity

*Causation

*Chronological understanding

*Cultural, ethnic and religious diversity

*Change and continuity

*Causation

*Chronological understanding

*Cultural, ethnic and religious diversity

*Change and continuity

*Causation

*Chronological understanding

*Cultural, ethnic and religious diversity

*Change and continuity

*Causation

 

N.C Range and Content

Challenges for Britain, Europe and the Wider World 1901 – present day

Challenges for Britain, Europe and the Wider World 1901 – present day

Challenges for Britain, Europe and the Wider World 1901 – present day

Challenges for Britain, Europe and the Wider World 1901 – present day

 

Local History Study

Challenges for Britain, Europe and the Wider World 1901 – present day

 

 

Contact us

Cherry Willingham Community School, Croft Lane, Cherry Willingham, Lincoln LN3 4JP

Please direct enquiries to Ms. M Cooper in the first instance

  • Telephone: 01522 751040

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