1. What’s the connection?

2. AIMS OF THE WORKSHOP To provide an overview of some of the main issues arising from the introduction of the new KS3 curriculum To share some activities that focus on the ‘Living and Believing’ strand in the new curriculum To consider approaches to the key concept of Change and Continuity over 3 different periods To suggest ways in which differentiation can be included within planning and delivery of the curriculum in these areas.

3. What’s New about the Curriculum? The Importance Statement Emphasis on coherence Cross curricular links The old KSUs have been split into: Key ConceptsKey Processes Chronology Enquiry Cultural, ethnic and religious diversity Using Evidence Change and continuityCommunicating about the Past Cause and consequence Significance Interpretation

4. There is a new emphasis on: Understanding a chronological framework Diversity Significance & Interpretation Communication - more speaking & listening, ICT There are many websites with guidance and advice – especially useful are: www.qca.org.uk/curriculum www.thinkinghistory.co.uk www.history.org.uk/index www.schoolhistory.co.uk/forum

5. Changes to Range and Content Schemes of work should include a combination of depth and overview and must: include chronology covering, at least, major events, changes and developments in British, European and world history, over the medieval, & early modern periods, industrial development and the C20 th. have links made across and within the whole Key Stage and between themes and topics

6. Compulsory elements Political Power and the Development of Democracy England, Scotland, Ireland and Wales Movement and settlement of diverse peoples Changes in lives, beliefs, ideas and attitudes Development of the British Empire, including the Slave Trade European and World societies The changing nature of conflict and co-operation

7. Curriculum Opportunities It is expected that the new curriculum will enhance opportunities to: Explore the ways the past has helped to shape identities, shared cultures, values and attitudes Investigate personal family and local history and how they relate to broader context Appreciate and evaluate the role of heritage Use ICT Make cross curricular links

8. TOP TIPS for PLANNING What do we want to achieve? How can we organise learning to achieve our aims? What do you want your pupils to have gained from their study of history at KS3? If they study no more history in their lives, what would you want Year 9 to have taken from your curriculum?

9. Oral OutcomesWritten OutcomesVisual Outcomes Presentation Lecture Debate ‘Panel’ discussion Interview Tour guide/audio presentation Radio documentary Podcast Movie-maker commentary Peer work reviews Exhibition commentary Speech to virtual character or audience Academic article Report Letter/email Review Short biography Fictional story Web debate Text book spread Poem/song Blog Web site text Trailers for movies/TV history series PowerPoint – picture selection Documentary film – movie-maker Web pages Exhibition gallery Museum/gallery/site guide Souvenir Model Film/stage set Board game Interactive display Multi-media storyboard Graphic novel Real and creative end products Historical Association

10. Chronology using The Sandal The pages from ‘The Sandal’ have been deleted from the presentation because of copyright. The Sandal is a Picture Puffin book, written by Tony Bradman ISBN-10: 014054173X ISBN-13: 978-0140541731 It seems to be out of print but is available from the internet.

11. Chronology through Archaeology