KS3 History

Course Introduction

 

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Pupils should extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning. Pupils should identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time. They should use historical terms and concepts in increasingly sophisticated ways. They should pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response. They should understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.

 

Student Objectives

 

The national curriculum for history aims to ensure that all pupils:

Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

 

Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

 

Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

 

Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

 

Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.

 

Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

 

 

Course Content

 

Year 7

 

Autumn 1: The Nature and Logic of History

 

Autumn 2: Why does Britain have a history of invasion? The Roman Empire.

 

Spring 1: The development of Church, state and society in Medieval Britain 1066-1509

– Norman Conquest and Control.

 

Spring 2: The development of Church, state and society in Medieval Britain 1066-1509

– Everyday life in Medieval Britain

 

Summer 1: The development of Church, state and society in Britain 1509-1745

– The Tudors

 

Summer 2: The development of Church, state and society in Britain 1509-1745

– The Stuarts

 

Year 8

 

Autumn1: Ideas, political power, industry and empire: Britain, 1745-1901

-The industrial Revolution.

 

Autumn 2: Ideas, political power, industry and empire: Britain, 1745-1901

-The industrial Revolution (including a local history study – Bradford/Saltaire)

 

Spring 1: Ideas, political power, industry and empire: Britain, 1745-1901

– The British Empire

 

Spring 2: Ideas, political power, industry and empire: Britain, 1745-1901

– The Slave Trade

 

Summer 1: Significant society or issue in world history and its interconnections with other world developments

– The Native Americans

 

Summer 2:

– Britain and Ireland

 

Year 9

 

Autumn 1: Challenges for Britain, Europe and the wider world 1901 to the present day

– WW1

 

Autumn 2: Challenges for Britain, Europe and the wider world 1901 to the present day

– WW1

 

Spring 1: Challenges for Britain, Europe and the wider world 1901 to the present day

– WW2

 

Spring 2: Challenges for Britain, Europe and the wider world 1901 to the present day

– WW2

 

Summer 1: Challenges for Britain, Europe and the wider world 1901 to the present day

– Black Civil Rights Movement in America. Rosa Parks and Martin Luther.

 

Summer 2: Significant society or issue in world history and its interconnections with other world developments

  • Turning points in History – local, international and world Turning points in our lifetime, personal turning points and other historical turning points. (Terrorism, Easter Rising, Bloody Sunday, 9/11)