Key Stage 3 History
Curriculum Overview
| Year | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|
| 7 | How did the Normans Conquer England? How similar was life in the Mali Empire and Medieval England? | What was the impact of Henry VIII’s decision to divorce Catherine of Aragon? How did Tudor monarchs portray themselves? | What was Native American society like? How do we present History? | Why did the English execute their King? What was the impact of the English Civil War? | What was the most significant revolution in Britain in the 18th and 19th Centuries? | How have castles changed over time? |
| 8 | What was the impact of the transatlantic slave trade? Why was the slave trade ended? | How did a murder lead to the First World War?
What was the First World War like? | How did women live their lives in the past? | How did some women try to break down the barriers that faced them? | How has Medway been important? | How can colonialism affect a country? |
| 9 | Was World War II really Britain’s “finest hour”? | Does World War II deserve its name?
Why did different groups of people come to Britain? | What were the experiences of people who have come to Britain?
| Has there been an “American Dream”? | Who was the “greatest” Tsar of Russia? | Why is studying the Holocaust important? |
Year 7
Students study 3 hours of History every fortnight and focus on a programme of study dedicated to the history and development of Britain- thus giving them an overview of the history of their country of residence, and enabling a greater understanding of its culture and place in the world. They begin with an examination of the Norman Conquest, followed by a chronological study of the Tudors, Stuarts and the Industrial Revolution. Year 7 concludes with a development study of castles- showing how and why they have developed, including a site visit to Dover Castle- a site with 2000 years of history. In order to ensure that the focus is not solely on British history, there are opportunities to look at the wider world by way of comparison, with the “meanwhile, elsewhere” topics that focus on 15th Century West Africa, Native Americans on the Great Plains and the Aztecs in Mexico.
Year 8
Students study 3 hours of History every fortnight and the course has a more varied focus than in year 7. Students examine social history with a study of the trans-Atlantic slave trade. There is also a focus on the changes to women’s lives over the past 200 years- allowing our students to understand their place in the drive for gender equality. Year 8 historians also examine the First World War, with particular focus on Britain and the Western Front-enhanced by an optional trip to the battlefields at Ypres, taking in the different experiences of soldiers from Britain and the Commonwealth. They also complete a development study of Medway- after all, what sort of historian fails to examine the history at their own front door? Students examine its history from prehistoric times, through Roman invasion, medieval intrigues, the development of Medway as a naval base to its changing social, economic and cultural status in the past century. Finally, students examine Indian history through the colonisation of two powers, the Mughals and the British Empire and the impact that this has on a society, including the impacts of partition.
Year 9
Students study 3 hours of History every fortnight in a programme of study based around five key questions- each relating to a distinct reason to study History. There is an examination of the Second World War- so prominent in modern descriptions of Britain. These oft-repeated stories of the War are examined in the light of evidence, introducing students to the concept of interpretation. Through this method they will study the Dunkirk evacuation, the role of non-European soldiers and the Battle of Britain, amongst other topics. This concept of interpretation is also addressed with an examination of the USA between the 1850s and 1950s, examining whether the concept of the “American Dream” is really something that has benefited all in society. They also examine the concept of cause and consequence by looking at migration and asking the question as to when Britain became a “global society”. Students examine Eastern European history by studying two Tsars, Peter and Catherine, who are entitled “the Great” and then testing their ability to evaluate different criteria for why they earned this name. Finally, students finish their compulsory History with a study of the Holocaust- along with other genocides- and through this consider what makes a topic worthy of study.
Assessment
History is generally assessed through written pieces of work (although there are also assessed presentations) that examine the following skills
- The ability to describe historical events
- The ability to explain causes, consequences and narratives
- The ability to interpret historical sources
- The ability to interrogate interpretations of the past
- The ability to construct supported arguments
Further reading/resources
- Horrible Histories series by Terry Deary (also a BBC TV series available on iPlayer)
- Crash Course History an educational YouTube channel
