KS3 Curriculum Map History

Statement of intent Key Stage: 3 Subject: History Academic Year: 2019-20 The Key Stage Three History Curriculum at Canons is a vitally important and challenging phase of students’ learning. It is designed to be ambitious, enjoyable and knowledge rich; sparking students’ curiosity and passion for learning about the past. The overarching intention is that students become articulate and deeply knowledgeable subject specialists. Students are expected to write, speak and adopt the habits of historians, for example making substantiated judgements, having a deep respect for evidence and using academic vocabulary confidently. The history curriculum is designed to ensure students develop the crucial subject-specific knowledge and disciplinary understanding needed to succeed at Key Stage 4, 5 and beyond by providing a solid foundation, embedding critical knowledge and skills and providing opportunities for students to problematise the discipline’s second-order concepts: change and continuity, causation, significance, interpretations, evidence and diversity. As such, each unit is framed by an overarching, challenging enquiry question and lessons are sequenced and designed to ensure pupils make progress by acquiring the knowledge needed to answer that question effectively as a means of assessment. KS3 as a journey to KS5 and beyond, a process of acquiring the knowledge, skills and habits of an expert historian. By the end of Key Stage Three we expect students to understand the significance of studying history, its relevance for understanding the world today and its importance in key areas such as developing tolerance, respect and understanding towards others. In terms of content, the overview is outlined in the curriculum map. Our curriculum seeks to reflect the diverse nature of our student cohort with a focus on global History . Year 7 focuses on the Ancient, Medieval and Tudor Era in Britain, Africa, Arabia, the Middle East and Europe, students learn about the limitations and consequences of the tyrannical power of King John, Magna Carta and the long term and diverse effects of the Black Death and connections across the Silk Roads in terms of the spread of the trade, ideas, religion and disease. Students also learn about the significance of the Islamic world 570-1500, the Crusades and the religious changes and upheaval caused during the English Reformation. In Year 8, the chronological focus is the 17th-21st century where the English Civil War and the tyrannical rule of Charles I is evaluated and provides the context for students to be able to critically evaluate different interpretations of Oliver Cromwell. Students also learn about other controversial topics such as the British Empire, US Race relations, World War One and key events of the 20th century. Throughout these topics key themes such as empire and power will be drawn out and compared across time periods and places. In line with the 2013 National Curriculum: students 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.” (National Curriculum 2013 DfE)

Curriculum Overview Key Stage: 3 Subject: History Academic Year: 2019-20 Year Unit content Autumn 1 Autumn 2 Spring 1 Spring1 Summer 1 Summer 2 Year 7 Unit 1 What makes a great historian? Unit 2: Why did William win the Battle of Hastings? Unit 3: Medieval Africa – Timbuktu : How much learning could be done at the ends of the earth? Unit 4: Why did the barons rebel against King John? Unit 5: Investigating Medieval People – The Black Death and the Peasants’ Revolt - How far was the Black Death a disaster? Unit 6: Why did Islam spread so successfully? Unit 7 : What should everybody know about the Crusades? Assessment: Project booklet Assessment Unit 1 Year 7 Baseline Assessment: Historical knowledge and skills - What makes a great historian? Unit 2 Assessment: Causation Essay Why did William win the Battle of Hastings? Unit 3 Assessment: Medieval Africa – Timbuktu Knowledge questions and extended answer question challenging a claim. Unit 4 – Assessment Causation Essay Why did the barons rebel against King John? Unit 5 Assessment: Essay -To what extent was the Black Death a disaster? Unit 6: Assessment Why did Islam spread so successfully? Knowledge questions and extended answer explanation questions. Assessment: Project booklet on the significance of the Crusades End of year exam.

Curriculum Overview Key Stage: 3 Subject: History Academic Year: 2019-20 Year Unit content Autumn 1 Autumn 2 Spring 1 Spring1 Summer 1 Summer 2 Year 8 Unit 1 What sort of change was the English Reformation? Unit 2 Why did a Civil War break out between the King and Parliament? January – Holocaust Memorial Day preceded by 2 lessons on the Holocaust Unit 3: Cromwell Hero or Villain Why do interpretations of Cromwell differ? Unit 3: The British Empire: What can tea reveal to us about Britain and the wider world 1750 -1900? WWI To what extent was WWI a case of ‘lions led by donkeys’? Assessment: Essay The Treaty of Versailles: Why did Germans view the Treaty of Versailles as the Dolstoss? What are some of the key and significant events of the 20th century? The Great Depression and the rise of dictators Dropping of the atomic bomb in 1945 Vietnam War Votes for Women Assessment Assessment: Design a rollercoaster to demonstrate understanding of the concept of change and detailed explanation of the design Consolidation questions on key content at the end of every in lesson Assessment: What were the causes of the English Civil War? Essay Assessment: Essay Why do interpretations of Cromwell differ? Assessment: How should we redesign a tea cosy to give a fair and balanced interpretation of tea’s history? Redesign a traditional tea cosy. Consolidation questions on key content at the end of every in lesson Consolidation questions on key content at the end of every in lesson. End of year exam.