Revising KS3 History

1. Revising KS3 History Roger Emmett Senior Adviser for History and Secondary Citizenship SID

2. Rationale • What do we have to teach ? • What do we want to teach ? • How innovative should/could we be ? • How much change will be involved ?

3. Key Concepts and Key Processes • Easily by passed - but these are important. • One would expect any reasonable historian to address them in a programme of study. • Make sure we are familiar with them and incorporate them in SOW (but not as your starting point). • Return to them later as a basis for assessment ideas or suitable pupil outcomes.

4. Range and Content • This is the crucial area to concentrate on when embarking on revision • Essentially this is the detail of which periods must be taught and the kind of content they could include • In addition there is a key direction in the pre-amble which may well influence development

5. Overview and Depth “The study of history should be taught through a combination of studies in overview and depth…..covering at least the medieval, early modern, industrial and twentieth – century periods.” Pupils should be taught Aspects of British History and Aspects of European and World History.

6. Curriculum Opportunities • Essentially experiences that pupils should have during KS3 • The last statement is significant . (“Make links between history and other subjects and areas of the curriculum including Citizenship”). Historians need to look carefully at the Citizenship programmes of study and make sure that they contribute appropriately with regard to the new Citizenship strand of Identities and Diversity.

7. Pathway and Process • Essentially the Range and Content section could be a focus for dividing up the KS3 curriculum into manageable chunks to develop. • Curriculum Opportunities can then be used to check that pupils have a wide range of experiences and enjoy their learning. • Key concepts and Key Processes can finally be used to ensure that the essential skills of history are adequately covered and to enhance effective assessment.

8. KS3 Strategy • None of this contradicts the process used in developing elements of the KS3 strategy or AFL that myself and other SID colleagues have been involved in during the last 5 years. • Indeed this provides an opportunity to enhance that process. • (See Revising Existing SOW sheets)

9. Revising Existing Specifications/Schemes of Work – A working document. Unit_____________________________________________________

10. Revising Existing Specifications/Schemes of Work – A working document. Unit____________________________________________________________

11. Student Self Assessment . Name_____________________________________ Unit___________________________________________________________

13. Content • Referring back to the pre- amble in Range and Content we need to include themedieval, early modern, industrial and twentieth – century periods, and we need to cover the issues and content specifically prescribed in the Aspects. • Bearing in mind existing good practice and lesson plans and units devised by departments that already work, a suggested route might be to use existing units as a basis for development.

14. One possible pathway! Y7 Medieval World 1066 Norman Conquest / Power of the Church including Becket / England, Scotland, Ireland and Wales including Edward I / Black Death and Peasants Revolt / Crusades Y7 Islamic Civilisations A comparison with Medieval Europe / Britain Using the SOW and materials produced by Julie Fisher at Paget High

15. . Y8 Britain 1500 – 1750 Reformation and changes to the church in the reign of Henry VIII / Elizabeth and Spain – the beginnings of Empire / The British Civil Wars Causes – Consequences / Challenge to monarchy – Oliver Cromwell “Hero or Villain?” / Emergence of the UK. Y8 Britain 1750 – 1900 Overview of Industrial Revolution / Was the local experience the same? Contrast and compare. / Slavery and abolition – Equiano / The zenith of the British Empire and the Famine / Chartism (Court in Action devised by Kate Hulme at King Edward VI Stafford) The struggle for the vote.

16. Y9 Twentieth Century World(based on ideas from Mick West Leek High, Roger Emmett and Steve Day SID) The Big Question. Was the 20th Century a period of progress or regression ? • Why were there so many conflicts in the 20th century ? • What impact did technology have on peoples lives ? • What have we learned from the Holocaust ? • Are people more free today than they were in 1900 ? Each of these four topics offer opportunities for varied assessment that will build towards a final oral debate/assessment that addresses the Big Question

17. Y9 Assessments • Why were there so many conflicts in the 20th century ? A research assignment on a conflict from the 20th century produced as a power point. Follows from a depth study on WWI that models an overview of conflict in terms of Causes, Impact and Consequences. • What impact did technology have on peoples lives ? An oral research project involving interviews with local people to explore the effect of technology on their own lives and their community. 3. What have we learned from the Holocaust ? An essay/extended piece of written work to investigate the Holocaust and other examples of 20th century Genocide (could include Darfur) • Are people more free today than they were in 1900 ? A source based assessment based on a series of lessons covering issues such as Suffragettes and the vote / The Women`s Liberation movement / Human Rights including significant people such as Ghandi, Martin Luther King and Nelson Mandela. / The collapse of Empire and globalisation

18. Y7 and 8 Assessments There are many examples of existing assessments that have been developed addressing the units chosen for Y7 and 8. These might well include titles such as • Why did Harold lose the battle of Hastings? • What were the causes and consequences of the Peasants Revolt ? • What was the legacy of the Medieval Islamic Empire ? • Does it matter today who won the Crusades ? (Why were the Crusades so important?) • Why was the Church of England created ? (How did it survive ?) • Cromwell hero or villain?

19. How and why did Britain change between 1750 and 1900 ? • To what extent did the local area experience a similar process. Compare and contrast? • Should Britain apologise for the Slave Trade ? • Why was slavery abolished ? • Was the British Empire a force for good or bad ? • Why did Chartism fail ? There are of course many more – and each of the above questions can be explored in a variety of ways to deliver AFL and ensure variation for students.

20. Depth , Overview of Thematic? Clearly there is an opportunity to deliver some of the Range and Content in a Thematic way through the periods studied. Auditing the Pathway • Now simply check whether the Range and Content are covered and whether via a focussed, thematic or comparative route. Which parts could be described as Overview and which as Depth • Next check whether the pathway addresses al the Curriculum Opportunities. (Where for example could field visits or re - enactors be best applied, where would ICT be appropriate and where is Citizenship delivered? Is local history addressed?) • Finally does the pathway address Key Concepts and Key Processes in offering coverage in assessment ?

21. Building the Units • Having completed the process described you can now proceed to build one unit at a time! Use the Revising existing SOW documents to help you. • Pay particular attention to principles of AFL • Ensure that there are opportunities for pupil self-evaluation and feedback.