Revising KS3 History

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Revising KS3 History

• Roger Emmett
• Senior Adviser for History and Secondary
  Citizenship SID

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Rationale

• What do we have to teach ?
• What do we want to teach ?
• How innovative should/could we be ?
• How much change will be involved ?

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Key Concepts and Key Processes

• Easily by passed - but these are important.
• One would expect any reasonable historian to
  address them in a programme of study.
• Make sure we are familiar with them and
  incorporate them in SOW (but not as your starting
  point).
• Return to them later as a basis for assessment
  ideas or suitable pupil outcomes.

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Range and Content

• This is the crucial area to concentrate on when
  embarking on revision
• Essentially this is the detail of which periods
  must be taught and the kind of content they could
  include
• In addition there is a key direction in the
  pre-amble which may well influence development

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Overview and Depth

• The study of history should be taught through a
  combination of studies in overview and
  depth..covering at least the medieval, early
  modern, industrial and twentieth century
  periods.
• Pupils should be taught
• Aspects of British History and Aspects of
• European and World History.

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Curriculum Opportunities

• Essentially experiences that pupils should have
  during KS3
• The last statement is significant . (Make links
  between history and other subjects and areas of
  the curriculum including Citizenship).
  Historians need to look carefully at the
  Citizenship programmes of study and make sure
  that they contribute appropriately with regard to
  the new Citizenship strand of Identities and
  Diversity.

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Pathway and Process

• Essentially the Range and Content section could
  be a focus for dividing up the KS3 curriculum
  into manageable chunks to develop.
• Curriculum Opportunities can then be used to
  check that pupils have a wide range of
  experiences and enjoy their learning.
• Key concepts and Key Processes can finally be
  used to ensure that the essential skills of
  history are adequately covered and to enhance
  effective assessment.

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KS3 Strategy

• None of this contradicts the process used in
  developing elements of the KS3 strategy or AFL
  that myself and other SID colleagues have been
  involved in during the last 5 years.
• Indeed this provides an opportunity to enhance
  that process.
• (See Revising Existing SOW sheets)

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Revising Existing Specifications/Schemes of Work
A working document. Unit_______________________
______________________________
Key Questions/Ideas Concepts Outcomes and Assessment opportunities Learning strategies/ Methodology Timescale/lessons/ Sessions

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Revising Existing Specifications/Schemes of Work
A working document. Unit______________________
______________________________________
Key Questions/Ideas Concepts Outcomes and Assessment Opportunities Timescale/lessons/ sessions Learning strategies/ Methodology
What are the main ideas/concepts you want the students to be familiar with by the end of the unit ? A maximum of 5 is a useful starting point to list. These will form the basis of assessment in the final column and should provide a guide to content in the next column. How will you assess the students ? Decide on your strategies and list them. Clearly structure any written assessments and make sure mark schemes are in place that match level descriptions. The focus should be linked directly to the key ideas/concepts in column 1. Include pupil self assessment sheets (see suggested template). To be given to students at the start and end of each unit How many sessions can you expect to be teaching throughout the unit ? How will you divide the focus of time to deliver the key concepts ? Allocate lesson time to each key idea/concept. What strategies do you wish students to experience in their lessons? Match them to the lessons in column 2. Thinking skills Models Games Simulations Reading Speaking Listening Writing ICT Video Drama Posters/artwork Presentations Fieldwork
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Student Self Assessment . Name____________________
_________________ Unit___________________________
________________________________
What do I already know about this topic ? Fill in this box at the start of the unit. 1. 2. 3.
What have I learnt about this topic ? Fill in these boxes at the end of the unit. 1. 2. 3.
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Key Words/Terms I have learnt 1. 2. 3.
What I enjoyed most.
How I could improve. (Focus on teacher comment).
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Content

• Referring back to the pre- amble in Range and
  Content we need to include the medieval, early
  modern, industrial and twentieth century
  periods, and we need to cover the issues and
  content specifically prescribed in the Aspects.
• Bearing in mind existing good practice and lesson
  plans and units devised by departments that
  already work, a suggested route might be to use
  existing units as a basis for development.

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One possible pathway!

• Y7 Medieval World
• 1066 Norman Conquest / Power of the Church
  including Becket /
• England, Scotland, Ireland and Wales including
  Edward I / Black Death
• and Peasants Revolt / Crusades
• Y7 Islamic Civilisations
• A comparison with Medieval Europe / Britain
• Using the SOW and materials produced by Julie
  Fisher at Paget High

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.

• Y8 Britain 1500 1750
• Reformation and changes to the church in the
  reign of Henry VIII /
• Elizabeth and Spain the beginnings of Empire /
  The British Civil Wars
• Causes Consequences / Challenge to monarchy
  Oliver Cromwell
• Hero or Villain? / Emergence of the UK.
• Y8 Britain 1750 1900
• Overview of Industrial Revolution / Was the local
  experience the same?
• Contrast and compare. / Slavery and abolition
  Equiano / The zenith of
• the British Empire and the Famine / Chartism
  (Court in Action devised
• by Kate Hulme at King Edward VI Stafford) The
  struggle for the vote.

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Y9 Twentieth Century World(based on ideas from
Mick West Leek High, Roger Emmett and Steve Day
SID)

• The Big Question. Was the 20th Century a period
  of progress or
• regression ?
• Why were there so many conflicts in the 20th
  century ?
• What impact did technology have on peoples lives
  ?
• What have we learned from the Holocaust ?
• Are people more free today than they were in 1900
  ?
• Each of these four topics offer opportunities for
  varied assessment that
• will build towards a final oral debate/assessment
  that addresses the Big
• Question

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Y9 Assessments

• Why were there so many conflicts in the 20th
  century ?
• A research assignment on a conflict from the 20th
  century produced as
• a power point. Follows from a depth study on WWI
  that models an
• overview of conflict in terms of Causes, Impact
  and Consequences.
• What impact did technology have on peoples lives
  ?
• An oral research project involving interviews
  with local people to
• explore the effect of technology on their own
  lives and their community.
• 3. What have we learned from the Holocaust ?
• An essay/extended piece of written work to
  investigate the Holocaust
• and other examples of 20th century Genocide
  (could include Darfur)
• Are people more free today than they were in 1900
  ?
• A source based assessment based on a series of
  lessons covering
• issues such as Suffragettes and the vote / The
  Womens Liberation
• movement / Human Rights including significant
  people such as Ghandi, Martin
• Luther King and Nelson Mandela. / The collapse
  of Empire and globalisation

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Y7 and 8 Assessments

• There are many examples of existing assessments
  that
• have been developed addressing the units chosen
  for Y7
• and 8. These might well include titles such as
• Why did Harold lose the battle of Hastings?
• What were the causes and consequences of the
  Peasants Revolt ?
• What was the legacy of the Medieval Islamic
  Empire ?
• Does it matter today who won the Crusades ? (Why
  were the Crusades so important?)
• Why was the Church of England created ? (How did
  it survive ?)
• Cromwell hero or villain?

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• How and why did Britain change between 1750 and
  1900 ?
• To what extent did the local area experience a
  similar process. Compare and contrast?
• Should Britain apologise for the Slave Trade ?
• Why was slavery abolished ?
• Was the British Empire a force for good or bad ?
• Why did Chartism fail ?
• There are of course many more and each of the
  above
• questions can be explored in a variety of ways to
  deliver
• AFL and ensure variation for students.

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Depth , Overview of Thematic?

• Clearly there is an opportunity to deliver some
  of the Range and
• Content in a Thematic way through the periods
  studied.
• Auditing the Pathway
• Now simply check whether the Range and Content
  are covered and whether via a focussed, thematic
  or comparative route. Which parts could be
  described as Overview and which as Depth
• Next check whether the pathway addresses al the
  Curriculum Opportunities. (Where for example
  could field visits or re - enactors be best
  applied, where would ICT be appropriate and where
  is Citizenship delivered? Is local history
  addressed?)
• Finally does the pathway address Key Concepts and
  Key Processes in offering coverage in assessment
  ?

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Building the Units

• Having completed the process described you can
  now proceed to build one unit at a time! Use the
  Revising existing SOW documents to help you.
• Pay particular attention to principles of AFL
• Ensure that there are opportunities for pupil
  self-evaluation and feedback.

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Themes / Units Development Of Political Power England Scotland Wales Ireland Migration to and from the U.K. The British Empire Optional Theme e.g. Medicine Through Time, Crime and Punishment, Women.
Medieval Y7 x x x x x
Islam Y7 x x
Britain 1500-1750 Y8 x x x x x
Britain 1750-1900 Y8 x x x x x
20th Century Conflicts Y9 x x
20th century Technology Y9 x
20th Century Genocide Y9 x x
20th Century Human RightsY9 x x x x x