1. Learning and Teaching History in a Changing Educational Landscape

2. Learning and Teaching History in a Changing Educational Landscape

3. Curriculum 2014 – KS3 History
Coherent knowledge and understanding
Britain’s past and the wider world
Inspire pupils’ curiosity to know more
Ask perceptive questions, think critically
Weigh evidence, sift arguments
Develop perspective and judgement
Complexity of… people’s lives, the process of change, the diversity of society and relationships
Understand their own identity and the challenges of their time

4. What should History have contributed to a child’s education by the time she/he leaves school?

5. What should History have contributed to a child’s education by the time she/he leaves school?
Citizen of the UK, EU, world?
Member of local communities
To a history degree
To other further or higher education
To the world of work ….

6. Dispositions? Attitudes? Knowledge? Concepts? …?
What should History have contributed to a child’s education by the time she/he leaves school?
History – it’s the only (or one of the only) sources of this
History – contributes with other parts of school life
Skills? Capabilities?
Dispositions? Attitudes?
Knowledge? Concepts? …?

7. What should History have contributed to a child’s education by the time she/he leaves school?
Left = History must do it
Right = generic contribution
Skills?
Capabilities?
Dispositions?
Attitudes?
Knowledge?
Concepts? …?
Coherent knowledge and understanding
Britain’s past and the wider world
Inspire pupils’ curiosity to know more
Ask perceptive questions, think critically
Weigh evidence, sift arguments
Develop perspective and judgement
Complexity of… people’s lives, the process of change, the diversity of society and relationships
Understand their own identity and the challenges of their time

8. What our students need from us +
Second order concepts such as:
continuity and change
cause and consequence
chronological understanding
use of evidence
judging historical interpretations
evaluating historical significance
KS3 content:
Britain – church, state and society
Britain – church, state and society
Britain ideas, political power, industry and empire
1901-present - challenges for Britain and the wider world (incl. the Holocaust)
Local history
British theme before 1066
Non-British society or issue as part of a world development
First order concepts such as:
revolution and counter-revolution
civil war
independence
nationalism,
communism,
decolonisation,
cold war
welfare state
perestroika

9. + What our students need from us!
What outcomes do we need along the way to make sure that our students leave us with what they need?
Second order concepts such as:
continuity and change
cause and consequence
chronological understanding
use of evidence
judging historical interpretations
evaluating historical significance
KS3 content:
Britain – church, state and society
Britain – church, state and society
Britain ideas, political power, industry and empire
1901-present - challenges for Britain and the wider world (incl. the Holocaust)
Local history
British theme before 1066
Non-British society or issue as part of a world development
First order concepts such as:
revolution and counter-revolution
civil war
independence
nationalism,
communism,
decolonisation,
cold war
welfare state
perestroika
+ What our students need from us!

10. Now we know where we are going and the outcomes we need along the way…
What enquiries, in which combination, shall we include in our KS3 Scheme of Work?
What are our assessment criteria for measuring whether we are achieving the outcomes we want?
What are our strategies for responding to the results of our assessment?

11. Learning and Teaching History in a Changing Educational Landscape
We can seize the moment!
We can reinvigorate and re-inspire!
We can support each other!
– ‘Teaching and learning ideas’ page