Curriculum and Assessment in History at KS3 · The Year 8 history curriculum aims for students to gain a broad understanding of the narrative of British history, as ... FS4 Signpost

Curriculum and

Assessment in History at

KS3

Curriculum Statement: History

‘A people without the knowledge of their past history, origin and culture is like a tree without roots.’

- Marcus Garvey

Powerful Knowledge in History

Defining ‘powerful knowledge’ in history is problematic and it is possible to argue endlessly over the relative merits of one topic or period or another. However, it is perhaps easier to agree upon some general principles:

Children have a right to know about the world in which they live.

They have a right to be taught about humans in the past, what those humans did and how we live today

with the consequences of what happened before we were alive.

They have a right to be taught about the kinds of stories humans tell one another and how humans live in

societies that are divided in different ways by wealth, class, gender and race.

The response to delivering on these rights, and of making sense of this complexity, is the academic discipline of history. The powerful knowledge history curriculum at the Laurus Trust therefore, seeks to provide students with an induction into this great discipline.

Curriculum features

As part of their experience of Key Stage 3 History, students will be tasked with reflecting upon and answering five

key questions:

1. How has the nature of power changed over time?

2. How have people’s beliefs and ideas changed over time?

3. How have conflicts and conquests shaped the world?

4. How have revolutions shaped the world?

5. Is history a story of progress?

In order to do this, students will undertake rigorous historical enquiry into the following areas, chosen to exemplify

these key questions:

Ancient Rome

Anglo-Saxon England

The Norman Conquest

The Crusades

The Later Medieval

period

Co Curriculum enrichment

The History department offers students a range of experiences outside of the classroom environment. Thus far,

these have included trips to the Imperial War Museum North and London.

In addition to out-of-school activities, the History department runs a History Ambassadors Club for those students

with a real passion for the subject. These students organise a variety of History House Competitions as well as

participating in national competitions throughout the year.

Suffrage and protest in Britain

World War One

20th century dictatorships

World War Two and the Holocaust

Decolonisation

The Reformation

The English Civil War

The Enlightenment

The Industrial Revolution

The British Empire

Curriculum Overview

History

History Curriculum for Year 7 – An Overview

Year 7 History The Year 7 history curriculum aims for students to gain a broad understanding of the narrative of British history,

from the Roman Empire until the end of the medieval period, c.1500. This understanding will be framed by the five

questions that underpin the KS3 curriculum:






In order to develop their understanding of these questions, students will study the following topics in Year 7. At the same time, students will also make progress in the key historical skills of: cause and consequence; change and continuity; chronology; using evidence; interpretation & significance.

Year 7 History

Topic 1 – Anglo-Saxon England

‘Should Anglo-Saxon England be known as the ‘dark ages’?’

Augustine, Aidan and Christianity

The Viking Age

Alfred the Great and the defence of Wessex

Athelflaed, Edward and Athelstan

Saxon society and government

Topic 2 – The Norman

Conquest

‘Did the Norman conquest change what it meant to be English?’

1066 succession crisis

Gate Fulford, Stamford Bridge and Hastings

Anglo-Saxon rebellions

Norman government

Lanfranc and the church

Topic 3 – Medieval

power

‘What posed the greatest challenge to the authority of English kings?’

Henry II and Thomas Becket

King John, the barons and Magna Carta

The Black Death and the Peasants Revolt

Simon de Montfort and parliament

Topic 4 – The Crusades

‘Was Richard the Lionheart a ‘good’ king?’

The Islamic world (caliphate, culture, Sunni and Shia)

Byzantine empire

First, Second and Third Crusades

Pope Urban, Richard the Lionheart, Saladin

Wider world history:

The origins of Islam


The Song Dynasty


Genghis Khan


The Mali Empire

History Curriculum for Year 8 – An Overview

Year 8 History The Year 8 history curriculum aims for students to gain a broad understanding of the narrative of British history, as

well as the nation’s interaction with events in wider world history. This understanding will be framed by the five

questions that underpin the KS3 curriculum:






In order to develop their understanding of these questions, students will study the following topics in Year 8. At the same time, students will continue to make progress in the key historical skills of: cause and consequence; change and continuity; chronology; using evidence; interpretation & significance.

Year 8 History

Topic 1 – The Reformation

‘How stable was 16th century England?’

Martin Luther and the 95 theses

Henry VIII and the break with Rome

Counterreformation

The Elizabethan religious settlement

The Spanish Armada

Topic 2 – The Wars of the

Three Kingdoms

‘Why did the English kill their king?’ and ‘Who really won the Civil War?’

The ‘tyranny’ of Charles I

Religion and the Bishops’ War

The Cromwellian protectorate

Restoration

The Glorious Revolution

Topic 3 –Enlightenment and revolutions

‘What does it mean to have a revolution?’

The Enlightenment

The American revolution, 1765

The French revolution, 1789

Slavery and the Haitian revolution, 1791

Topic 4 – The Industrial

Revolution

‘Disastrous and terrible’ or the ‘dawn of liberty’?

Urbanisation

Industrialisation

Factory conditions

Social reform

Protest

Topic 5 – The British Empire

‘Should we be proud of the British empire?’

Slavery and abolition Trade The Indian rebellion The ‘Scramble’ for Africa Ireland and Home Rule


Nur Jahan


American women and the

fight for independence


American pioneers


Australia


The disappearance of

Roanoke

KASH Reporting Criteria

History

KASH Reporting Criteria in History: Knowledge and Skills for Year 7

Year 7:

Students will develop their KNOWLEDGE of:

Anglo-Saxon England

The Norman Conquest

Challenges to medieval power and authority

The Crusades

Students will develop their SKILLS in:

Causation

Change and Continuity

Historical evidence

Interpretation

Significance

KASH Reporting Criteria in History: Knowledge and Skills for Year 8

Year 8:

Students will develop their KNOWLEDGE of:

The Reformation

Wars of the Three Kingdoms

Enlightenment and revolution

The Industrial Revolution

The British Empire

Students will develop their SKILLS in:

Causation

Change and Continuity

Historical evidence

Interpretation

Significance

Foundation Stages –

Assessment Criteria

History

Foundation Stages in History – Assessment Criteria at KS3

Causation Change and continuity Historical evidence Historical interpretations Significance

BFS Signpost 4: Unintended consequences

HISTORICAL ACTORS cannot always predict the effects of their own actions leading to UNINTENDED CONSEQUENCES. These unintended consequences can also lead to changes

Signpost 4: Complexity of change Change and continuity are not a single process. There are many FLOWS of change and continuity operating at the same time. Not all FLOWS go in the same direction

Signpost 5: Sources in context Historical evidence must be understood on its own terms. This means thinking about the CONTEXT in which the source was created and the conditions and views that existed at the time.

Signpost 4: Interpretations in context

Historical interpretations must be understood on their own terms. This means thinking about the CONTEXT in which they were created, the conditions and views that existed at the time, and what impact these factors might have on the final interpretation.

Signpost 4: Provisional significance

Historical significance varies over time, and in relation to the INTERPRETATIONS of those ascribing that significance. Significance is PROVISIONAL.

FS5 Signpost 3: Personal and contextual factors

Historical changes happen because of two main factors: the actions of HISTORICAL ACTORS and the CONDITIONS (social, economic etc.) which have influenced those actors.

Signpost 3: Flows of continuity and change

Change is a process which varies over time. Change can be described as a FLOW in terms of its PACE and EXTENT and can be described in terms of TRENDS and TURNING POINTS.

Signpost 4: Evaluating sources Working with evidence begins before the source is read by thinking about how the AUTHOR, intended AUDIENCE and PURPOSE of an historical source might affect its WEIGHT as evidence in relation to a particular question.

Signpost 3: Evaluating interpretations

The APPROACH of an author must always be considered. This means considering their VIEWPOINT, PURPOSE, AUDIENCE and the EVIDENCE chosen to build their interpretation and what impact this might have on the final interpretation.

Signpost 3: Identifying significance criteria

Significance is seen as something constructed. Therefore CRITERIA are needed to judge the significance of events, people or developments within a particular historical narrative.

FS4 Signpost 3: Source utility Historical evidence has multiple uses. The UTILITY of a piece of historical evidence varies according to the specific enquiry or the questions being asked.

FS3 Signpost 2: Influence of factors

Different causes have different LEVELS OF INFLUENCE. Some causes are more important than other causes.

Signpost 2: Interweaving continuity and change

Change and continuity are INTERWOVEN and both can be present together in history. CHRONOLOGIES can be used to show change and continuity working together over time.

Signpost 2: Cross-referencing sources Historical evidence must be CROSS-REFERENCED so that claims are not made based on single pieces of evidence. CROSS-REFERENCING means checking against other primary or secondary sources.

Signpost 2: Drawing inferences from interpretations

It is possible to draw INFERENCES from interpretations of the past, just as with historical sources. INFERENCES will reveal the MESSAGE of a particular interpretation.

Signpost 2: Revelation Significance is ascribed to events, people and developments if they REVEAL something about history or contemporary life.

FS2

FS1 Signpost 1: Causal webs Change happens because of MULTIPLE CAUSES and leads to many different results or consequences. These create a WEB of related causes and consequences.

Signpost 1: Identifying change Past societies are not fixed: there are changes which have occurred spanning centuries. Changes in the past can be identified by looking at DEVELOPMENTS between two periods.

Signpost 1: Inferences from sources When we write history we need to create interpretations of the past based on evidence. INFERENCES are drawn from a variety of primary sources to create interpretations of the past.

Signpost 1: Identifying interpretations

Historical interpretations are everywhere. Every piece of historical writing is an interpretation of some sort. The past is not fixed but CONSTRUCTED through the process of interpretation.

Signpost 1: Resulting in change

Events, people and developments are seen as significant because they RESULTED IN CHANGE. They had consequences for people at and/or over time

Substantive concepts at KS3

Absolute monarchy

Alliance

Amendment1

Anarchism

Ancestor

Aristocracy

Army

Authority

Autocracy

Bill

Campaign (military)

Campaign (political)

Capitalism

Chivalry

Civil liberties

Civil Rights

Civil Servant

Civil War

Civilian

Clan

Class

Cleric

Colonialism

Communism

Conservative

Constitution

Culture

Dictator

Diplomacy

Doctrine

Domestic policy

Duchy

Earldom

Economic sanction

Empire

Estate (social class)

Executive

(government)

Famine

Fascism

Federal

Feminism

Feudal

Foreign policy

Free trade

Fundamentalism

Genocide

Gentry

Government

Heresy

Hierarchy

Holy war

Ideology

Illegitimacy

Imperialism

Industrialisation

Judiciary

Legislative

Liberal

Liberty

Limited Monarchy

Litigation

Manorial rights

Mercantilism

Middle Class

Minister

Minority (government)

Minority (group)

Nationalism

Papacy

Parliament

Patriarch

Patriot

Penance

Persecution

Pilgrimage

Populism

President

Pretender

Prime Minister

Primogeniture

Principality

Propaganda

Protectionism

Racism

Radical

Recession/ depression

Reform

Regency

Regent

Resistance

Revolution

Royal court

Separation of powers

Skilled labourers

Slave

Socialism

Sovereignty

State

Suffrage

Tariff

Terrorism

Theocracy

Totalitarian

Trade union

Treaty

Tyranny

Usurper

Working Class

Attitudes and Habits

At Laurus Cheadle Hulme we expect all of our students to display the following Attitudes and Habits in all

of their subjects.

Development in each area will be judged by the subject teacher as either, emerging, establishing, secure,

enhancing or excelling dependant on the progress being made.

ATTITUDES

Ready to learn and quick to settle

Takes responsibility for learning

Has a thirst for learning

Willing to work independently with focus/without teacher input

Willing to actively participate in a variety of situations

Seeks to develop learning by questioning

Takes risks to further learning

Maintains a positive relationship with others

Shows respect at all times

Always puts effort into learning/classwork/PP&R

Understands the importance of working to deadlines

Takes responsibility for their own and others safety in school/classroom/learning environment

Meets school expectations of behaviour/learning/attendance

HABITS

Prepared to learn

Fully equipped for lessons

Prepared for assessment

Actively engages with learning

Always responds to targets/feedback

Seeks to demonstrate knowledge through answering questions

Seeks opportunities to be challenged

Able to work independently with focus

Willing to ask for help if needed and knows where to find help

Follows all instructions

Work is well organised

PP&R is always completed

Regularly meets deadlines

Seeks opportunities to participate in extra-curricular activities and/or roles of responsibility

Attendance follows school’s expectations

Documents

Curriculum and Assessment in History at KS3 · The Year 8 history curriculum aims for students to gain a broad understanding of the narrative of British history, as ... FS4 Signpost