Key Stage 3 Curriculum Excellence History
Key Stage 3 in the Cabot Learning FederationKey Stage 3Curriculum ExcellenceHistory1Contents:1.2.3.4.5.6.KS3 VisionSubject VisionARE DescriptorCurriculum Skeleton/Long Term Plan/Assessment OverviewMedium Term PlansExemplificationKS3 History16th July 2018
Key Stage 3 in the Cabot Learning FederationCLF KS3 Curriculum Principles KS3 HistoryThe curriculum enables children to acquire knowledge and skills, which are secured through application (over time and in differentcontexts) to develop understanding (change in long term memory) and allows children to seek meaning and achieve personalgrowth.Built-up from KS2 to secure a foundation for young people for life ( and KS4). Based on Age Related Expectations and using DOYA.(Not built down from KS4).Focused on the progression of content and concepts through the KS3 curriculum that accelerates progress within a progressive andpurposeful 3-19 CLF Curriculum.The curriculum is our opportunity to inspire children to be successful individuals, historians, mathematicians, geographers,musicians, authors, artist, sportspeople, scientists, writers, innovators, dreamers, magicians, mothers, fathers, positive citizens.On a platform of standardisation the curriculum releases teachers to drive up learning and progress. Standardised Age RelatedExpectations, curriculum and assessment frees and empowers experts to collaborate, follow the learning and teach.The curriculum will be curated by subject experts and teams from across the Trust who are empowered to evolve the curriculumthat will allow all children to thrive.The content of the curriculum is progressive and is based on consolidating and revisiting content over time to secure progress overtime.The curriculum seeks depth of study rather than breadth to build understanding and to seek meaning; stretching and challengingchildren to think.The Age Related Expectations and exemplars are widely published to support child, parent, teacher, leader and other staffunderstanding of the expected standards and the content of the curriculum, enabling wider ownership of the curriculumTwo key areas of assessment: Shared on-line MCQ assessments four times a year to assess knowledge/skills acquisition and elements ofapplication and understanding. Immediate feedback from on-line supports understanding of gaps and re-teaching. Teacher assessment of learning that uses standardised exemplar material to assess agreed subject writtenresponses/assessments, supporting teachers to make a broad assessment of children’s attainment against DOYA.Given the shared AREs and assessment cycle teachers are freed to plan to meet need and support all children to feel and besuccessful. Approaches to pedagogy are based on cognitive science: Supporting children to experience desirable difficulty and grapple with learning in their proximal zone. Explicitly secure knowledge and skills through application to build understanding and seek meaning Specificity of feedback for impact and the developed and precise use of modelling, explanations and questioning tosecure progress. Emphasis on the development of reading (widely and often), oracy and quality of writing.16th July 20182
Key Stage 3 in the Cabot Learning FederationKS3 History in the Cabot Learning FederationFrom the whole staff survey:Why is History important? Teaches students the background behind events that are continuing to happen today.Gives pupils the ability to think critically about the news they read or hear and make comparisons with past events.Creates excitement and wonder about people in the past and helps us to understand the actions of those in the past and today.Encourages tolerance - analyses of other cultures/people. Excellent way to teach diversity.Important to ensure students feel proud of their culture and provide them with a sense of identity.Vital for developing skills – analysis, explanation, logical thought, evaluation etc.Develops debating and presentation skills.Develops literacy and critical thinking.Understanding the past gives us a greater understanding of the present and future.3What does an excellent History curriculum look like? Engaging – where pupils are excited to participate in the lessons.Uses case studies to engage.Offers opportunities for debate and discussion.Develops understanding of how and why interpretations have been formed.What are the key essentials for your subject in KS3? Chronological awareness.Causation and consequences.Analysis of interpretations.Knowledge and understanding.Presentation skills and oracy.Literacy.KS3 History16th July 2018
Key Stage 3 in the Cabot Learning FederationWhat do children bring from KS2? What do students begin Year 7 with and bring from their primary experience? Pupils bring enthusiasm but development of skills and understanding is patchy at best. Most lack an understanding of what History entails apartfrom a very broad understanding of big topics like the Romans, Tudors etc. History is taught in big topics rather than any sequences.What do children need for GCSE and beyond? Chronological awareness.Understanding of causation and consequences.Ability to analyse interpretations.Knowledge and understanding.Presentation skills and oracy.Literacy.Ability to form arguments and construct a line of reasoning.KS3 History416th July 2018
Key Stage 3 in the Cabot Learning FederationARE DescriptorsYear 7KS2 Prior LearningKnowledge and SkillsUnderstandingMeaningWhat is the key knowledge, skills,understanding and meaning thatchildren bring from the AREs in KS2in this subject?What is the key knowledge andskills that we want to pass on tochildren as ARE in Year 7 that buildup from KS2?What do we want children to buildthrough the application ofknowledge and skills, including keyconcepts and misconceptions?What is the meaning that we wantchildren to seek by age thatsupports their personal growth?Very difficult to say as there is amassive variation on what is studiedand for how long: Usually an idea/understandingthat History is about eventsfrom the past but littleunderstanding of historicalskills. Common KS2 topics include:WWII (evacuees), Tudors(Henry VIII’s 6 wives), Romans,Egyptians etc. National Curriculum goes up to1066 (in theory).Knowledge: Contenders for the throne in1066. Events of the Battle ofHastings. Impact of the NormanConquest including castlebuilding, introduction to thefeudal system, treatment ofrebels. The Black Death – causes andimpact including the Peasants’Revolt. The Reformation.An awareness of the validity of differentinterpretations.Enquiry questions:Skills KS3 HistoryChronologyUsing sourcesSource interpretationsUtilityCausation and consequencesSignificance/importanceImpactUsing evidence to support an opinion orjudgement.Analysis of source content leading to ananalysis of the utility of a source.Making links between causes andconsequences of events.How have the Normans affected ourhistory? Are the changes still evident intoday’s society?Did beliefs in the Middle Ages makeMedieval people stupid?How did Henry VIII’s decision to divorceEngland change England? How have thechanges affected us today?Begin thinking about importance as aconcept.Misconceptions Medieval people were stupid. History is just about the past. Henry VIII killed all of his wives.16th July 20185
Key Stage 3 in the Cabot Learning FederationYear 8Year 7 Prior LearningWhat is the key knowledge, skills,understanding and meaning thatchildren bring from the AREs inYear 7 in this subject?Knowledge: Contenders for the thronein 1066. Events of the Battle ofHastings. Impact of the NormanConquest including castlebuilding, introduction to thefeudal system, treatment ofrebels. The Black Death – causesand impact including thePeasants’ Revolt. The Reformation.Skills ChronologyUsing sourcesSource interpretationsUtilityKS3 HistoryKnowledge and SkillsUnderstandingMeaningWhat is the key knowledge andskills that we want to pass on tochildren as ARE in Year 8 that buildup from Year 7?What do we want children to buildthrough the application ofknowledge and skills, including keyconcepts and misconceptions?What is the meaning that we wantchildren to seek by age thatsupports their personal growth?Knowledge: British Empire – reasons,size, location, imperialismetc. The differentinterpretations of theBritish Empire. India – case study. The role of Gandhi indecolonisation. Slavery – transatlantictrade. Slave rebellions. Abolition of slavery – thework of abolitionistsincluding Equiano andWilberforce. Legacy of slavery in Bristol. Holocaust – increasing Nazipersecution. Anti-Semitism as a concept.Britain’s place in the world – thenand now. Should Britain still beashamed of the BritishEmpire? What influence has theBritish Empire had onBritain?Legacy of slavery – inequality.Source utility including provenanceof sources.Explain the importance of keyevents.Misconceptions: Britain is the only country tohave had an empire. Britain was the only racistcountry. The Nazis are the onlypeople to have persecuted akey group. Concentration camps weredeath camps. Civil rights is only aboutblack and white equality. What is the legacy of slaveryin Bristol? How should weremember the slave trade? Where does blame lie forthe Holocaust? Why do we allow genocidesto happen? Is one person’s terroristanother person’s freedomfighter?16th July 20186
Key Stage 3 in the Cabot Learning Federation ImpactCausation andconsequencesSignificance/importance UnderstandingAn awareness of the validity ofdifferent interpretations. Using evidence to support anopinion or judgement. Analysis of source content leadingto an analysis of the utility of asource.Skills Making links between causes andconsequences of events. Begin thinking about importance asa concept.Misconceptions Medieval people werestupid. History is just about thepast. Henry VIII killed all of hiswives.KS3 History Use of concentrationcamps.How women campaignedfor the vote – suffragettesand suffragists.The work of Pankhurst,Davison and Fawcett.Apartheid – Mandela as acase study.History of Apartheid inSouth Africa. It happened in the past sodoesn’t affect us now. How equal is our worldtoday?ChronologyHistorical interpretationsand their limitations.JudgementsInferenceCausation andconsequencesSignificance/importance ofevidence716th July 2018
Key Stage 3 in the Cabot Learning FederationCurriculum and Assessment SkeletonYear 7ARE PointUnit TitleMCQDOYA1Why did William win atHastings?CausationPossible linked extras: England prior to 1066. Anglo Saxon life. Weapons and armourused in the Battle ofHastings.23How did the Normans impactBritain?Consequence, change &continuityPossible linked extras: Castles over time The challenges tofeudalism eg. MagnaCarta Change and continuityin the monarch's powerthrough the MiddleAges (eg Becket)What does the Black Death tellus about Medieval society?Importance, cause &consequencePossible linked extras: The Islamic World(could be a comparisonof medicaladvancement) Crusades2 inference box exercises (source interpretation)Source utility tasksWritten task – explain why4Why did Henry VIII changereligion?Cause & consequence,importance, diversityPossible linked extras: Tudor life Spanish Armada Gunpowder Plot English Civil War Witchcraft82 inference box exercises (source interpretation)Source utility tasksWritten task – explain whyYear 8ARE Point1Unit TitleShould we be proud orashamed of the British Empire?Importance, diversity, historicalinterpretationsPossible linked extras: Comparison with theIndustrial RevolutionKS3 History2What is the legacy of the slavetrade?Cause and consequence,historical viewpointsPossible linked extras: Continuation of slaveryin America34Who is responsible for theHolocaust?ImportancePossible linked extras: The rise of Hitler The role of WWII in theHolocaustHow have different groupscampaigned for equality?Diversity, Importance, historicalinterpretations, change andcontinuityPossible linked extras: Civil Rights in America16th July 2018
Key Stage 3 in the Cabot Learning Federation MCQDOYA(how it supportedEmpire building)Other EmpiresThe British Empire inWWI American Civil WarModern day examplesof slavery2 inference box exercises (source interpretation)Source utility tasksWritten task – explain why Other genocides sincethe Holocaust Civil Rights in the UK(Bristol Bus Boycott)2 inference box exercises (source interpretation)Source utility tasksWritten task – explain why9KS3 History16th July 2018
Key Stage 3 in the Cabot Learning FederationMedium Term PlanSubject: Battle of HastingsUnit Title: Why did William win at Hastings? (5 weeks)Key Essentials:Content: Edward the Confessor and the issue over succession.Contenders to the throne (Harold Godwinson, Harald Hardrada andWilliam of Normandy).Events before the Battle of Hastings – Battle of Stamford Bridge.Events at the Battle of Hastings (including William’s trick)The Bayeux TapestryConcepts: Introducing interpretations as a conceptDeveloping an understanding of chronologyUsing evidence to support an argumentTerminology and Vocabulary (subject specific and academic): contendersheirEdward the ConfessorBattle of Stamford BridgeBattle of Hastingsfyrd/housecarls/cavalrySenlac Hillshield wallBayeux tended Response (writing, performance or product):ARE Point: 7.1WHY are children LEARNING this?This unit is being taught to develop pupils’ understanding of chronologywithin a specific time frame. It develops pupils understanding of successionto the throne and conflict within History. It is a key turning point in Englishhistory which leads into 7.2 Impact of the Norman Conquest which focuseson how the Normans changed the history of Britain.HOW will ORACY, READING and WRITING be developed? Use of historical sources – both pictorial and writtenOptional extended writing piece – ‘Explain why William won atHastings’Oracy – debate the importance of different factors or reasons forWilliam’s victoryChallenges: Names of people.Understanding the difference between a description and anexplanation of an eventWHAT will PROGRESS look like in this unit?1 inference box exercises (source interpretation) – mandatoryKS3 History16th July 201810
Key Stage 3 in the Cabot Learning FederationWritten task – explain why William won at Hastings? (optional extendedwriting – if not completed here, then must be completed as part of 7.2.Pupils will be able to describe what happened at the Battle ofHastings and explain a number of reasons for William’s victory. Theywill also begin to use source material and attempt to makeinferences from their content.11KS3 History16th July 2018
Key Stage 3 in the Cabot Learning FederationMedium Term PlanSubject: Norman ConquestUnit Title: How did the Norman Conquest impact Britain? (6weeks)Key Essentials:Content: The view of the Normans at William’s accession to the throne –Anglo Saxon reaction.Rebellion and the Harrying of the North.The introduction of castles to control the population – motte andbailey castles.The feudal system and its impact.Concepts: The degree of change and continuity – e.g. the rise in power of theking.Securing an understanding of chronologyIntroducing the concept of consequence/impactUsing sources as forms of information and asking questions of theirprovenanceWHY are children LEARNING this?This unit builds upon the knowledge and chronology of unit one but alsoallows pupils to begin to explore the concept of impact or consequence. Inaddition, it allows comparisons between differing strategies used by theNormans to control Britain and it introduces pupils to issues and artefactsthat are still visible today including castles and feudalism.HOW will ORACY, READING and WRITING be developed? Terminology and Vocabulary (subject specific and academic): consequence/impactuseful (utility)motte and ntnobleKS3 HistoryARE Point: 7.2The use of historical sources – both visual and written eg. on theHarrying of the North.Optional extended writing piece – ‘Explain why there was limitedopposition to the Norman Conquest’.Opportunity to look at the impact the French Norman language hashad on Britain today (and maybe compare to Old English AngloSaxon) eg. Beef vs Ox, parliament.Challenges: concept/key term feudalism, serfdomsource utility16th July 201812
Key Stage 3 in the Cabot Learning FederationExtended Response (writing, performance or product):WHAT will PROGRESS look like in this unit?1 utility box exercise (source interpretation) – mandatoryPupils will be able to explain the short-term impact of the Normanconquest in Britain. They will be able to comment on the subject of changeand continuity and begin looking at utility in relation to sources as well asbuilding on source inference skills.Written task – ‘Explain why there was limited opposition to the NormanConquest.’13KS3 History16th July 2018
Key Stage 3 in the Cabot Learning FederationMedium Term PlanSubject: The Black DeathUnit Title: What does the Black Death tell us about medievalsociety? 6 weeksKey Essentials:Content: The arrival of the Black Death – its route from Asia to Europe. What people at the time thought caused the Black Death eg.God, the planets, bad air, other people. How people tried to cure the Black Death. What the consequences/impact of the Black Death were onMedieval society including the Peasants Revolt.Concepts: Were people in the Middle Ages stupid in how they dealtwith the Black Death? Turning points in history The strength of religious belief in the Middle AgesTerminology and Vocabulary (subject specific and academic): agellationmiasmapriestrevolt/rebellionPeasants’ RevoltWalter ‘Wat’ Tylerturning pointimportance/significanceKS3 HistoryARE Point: 7.3WHY are children LEARNING this?This unit is taught as it moves students forward chronologically inthe Middle Ages. It looks at one of the most famous examples of anevent being a 'turning point' in history and allows pupils to go intodepth on issues of cause, consequence and importance. It alsoallows pupils to understand issues surrounding religion and how thiswas for so long linked to health. Finally, pupils have historicallyenjoyed a topic of this nature.HOW will ORACY, READING and WRITING be developed? Pupils will be reading sources of different forms (written andvisual) as well as modern day texts detailing the Black Deathand its impact. Optional extended writing piece – ‘Explain why the Black Deathwas an important event.'Challenges: Medieval sources and the language changes Pupils' understanding of importance and a turning point andwhat that means/looks like.16th July 201814
Key Stage 3 in the Cabot Learning FederationExtended Response (writing, performance or product):WHAT will PROGRESS look like in this unit?1 mandatory source utility task.Pupils will be able to explain the importance of the Black Death as ahistorical event. They will also be able to explain causes of thedisease in comparison with what Medieval people believed caused it.They will be able to explain the consequences of this and some maybegin evaluating the impact of it.Written task: 'Explain why the Black Death was an important event'15KS3 History16th July 2018
Key Stage 3 in the Cabot Learning FederationMedium Term PlanSubject: The ReformationUnit Title: 7 weeksARE Point: 7.4Key Essentials:Content: The differences between the Catholic and Protestantchurches. The reasons why Henry made changes to the church inEngland – divorce, re-marriage. Dissolution of the monasteries. The impact of the Reformation on Early Modern society –what reaction did people have?WHY are children LEARNING this?This unit examines one of the biggest periods of change in Englishhistory but one that is often unknown by pupils. It allows them
Key Stage 3 in the Cabot Learning Federation KS3 History th 16 July 2018 1 Key Stage 3 Curriculum Excellence History Contents: 1. KS3 Vision 2. Subject Vision 3. ARE Descriptor 4. Curriculum Skeleton/Long Term Plan/Assessment Overview 5. Medium Term Plans 6. Exemplification
Curriculum for Excellence Management Board’s foreword The Curriculum for Excellence Management Board is committed to a staged approach to ensuring assessment meets the needs of all learners, as an integral part of Curriculum for Excellence. The first stage was the announcement by the Cabinet Secretary's predecessor on 23 September 2009 of key
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Key Stage 3 in the Cabot Learning Federation KS3 Physical Education th 16 July 2018 1 Key Stage 3 Curriculum Excellence Physical Education Contents: 1. KS3 Vision 2. Subject Vision 3. ARE Descriptors 4. Curriculum Skeleton/Long Term Plan/Assessment Overview 5. Medium Term Plans 6. Exemplification
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3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
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