HISTORY KEY STAGE 3 SECONDARY CURRICULUM SUPPORT MANUAL

Transcription

1 3 HISTORY KEY STAGE 3 SECONDARY CURRICULUM SUPPORT MANUAL 2014

2 HISTORY KEY STAGE 3 Contents CURRICULUM MAP... 3 Year Year 7 continued... 4 Year Year KEY CONCEPTS... 7 KEY AIMS... 8 CURRICULUM OPPORTUNITIES... 9 RESOURCES Core Course Year 7 September Core Course Year 8/9 September DVDs FOCUS LEARNING TRUST 2014 HISTORY KEY STAGE 3 PAGE 2

3 CURRICULUM MAP Year 7 Term Topics to cover/enquiries Resources Skill/Assessment 1 National Curriculum: British History before 1066 Enquiry 1: What have the Romans done for us? The Roman Invasion of Britain (including the Roman army) Roads Leisure and health Language Architecture and buildings Law and order National Curriculum: Medieval Britain Enquiry 2: Is Simon Schama correct? Was the Battle of Hastings as significant as he says it was? Who should be the King of England? Why did William win the Battle of Hastings? How did William keep control? (include Feudalism, Domesday book and brief reference to castles) Was 1066 a disaster for everyone? Was Simon Schama correct? There are no official textbooks for this unit. Schools can use any of the Roman resources on the white list. Staff are encouraged to research and create their own resources for this unit. Making Sense of History: : SHP, Dawson, Hodder Overview of the Middle Ages p Chapter 2 p Historical Enquiry: This unit needs to introduce basic historical skills such as chronology, key terms, BC/AD (counting time), types of historical sources, nature, origin and purpose of sources. Teacher produced assessment: focus will be on historical enquiry Causation, interpretation and significance Developing essay writing skills Focus produced Autumn Assessment: Essay answering the enquiry, assessing interpretation and significance 2 Enquiry 3: How did castles develop? How did castles develop? (key features, attack) The siege of Rochester Castle Who s who in a castle? Where have all our castles gone? Enquiry 4: Could Medieval Kings always do whatever they wanted? What makes a good medieval king? Why did the barons rebel against King John? How did the barons deal with troublesome kings? Invasion, Plague and Murder: Britain : Wilkes, Oxford Section 3 p Making Sense of History: : SHP, Dawson, Hodder Overview of kings p Chapter 4 - p Change and continuity Students produce their own castle (extended homework project) assess = key features Teacher produced assessment: focus will be on change and continuity Similarity/difference Focus produced Spring Assessment: Extended writing answering the enquiry, focusing on similarity and difference FOCUS LEARNING TRUST 2014 HISTORY KEY STAGE 3 PAGE 3

4 Year 7 continued Term Topics to cover/enquiries Resources Skill/Assessment 3 Why were so many people buried at Charterhouse Square? The Black Death Why could no one ignore the Church in the Middle Ages? Why were Heaven and Hell so important to people? What role did monasteries play? What were the Wars of the Cross? Why could no one ignore the Church? Making Sense of History: : SHP, Dawson, Hodder Chapter 5 p Invasion, Plague and Murder: Britain : Wilkes, Oxford Section 4 p Making Sense of History: : SHP, Dawson, Hodder Chapter 3 p Historical Enquiry Focus produced Summer Assessment: Source based enquiry Significance and causation Teacher produced assessment: focus will be on significance. Focus produced end of year examination Key to Themes: Power Conflict / Empire Ideas and beliefs Life of the People Money N/B: If you have a suitable local history site, please adapt the CSM to include local history FOCUS LEARNING TRUST 2014 HISTORY KEY STAGE 3 PAGE 4

5 Year 8 Half Topics to cover Resource Assessments Term 1 The English Reformation Think History: Core Pupil Book 2: Revolutionary Times Adams ;Waugh The reasons for the English Reformation The dissolution of the monasteries The impact of the Reformation Different religious groups in the sixteenth century Heinemann History Scheme: Bk 2 Early Modern World Kaye J R Rees,R Tudor Investigating History Britain Beth Brooke Dave Martin [Out of Print] Revisit source and interpretation skills. In-house half term assessment to test knowledge and understanding of the Reformation 2 Edward VI and Mary Key features of reign of Queen Mary Interpretations of Mary The reign of Elizabeth Religious changes Elizabeth and Mary Queen of Scots Plots against Elizabeth The reasons for the defeat of the Spanish Armada 3 The Tudors and poverty Reasons for increased numbers of poor in 16th century Changing solutions to the problems under the Tudors The English Civil War Reasons for the Civil War Events of the Civil War. 4 The English Civil War Why did Charles lose? The execution of Charles I Cromwell and the Protectorate Cromwell s achievements before 1649 Key features of the Protectorate Interpretations of Cromwell 5 /6 The Industrial Revolution The meaning of and reasons for the Industrial Revolution The key changes nationally and locally. The important industries cotton, iron, coal The revolution in transport Working and living conditions Think History: Core Pupil Book 2: Revolutionary Times Adams ;Waugh Heinemann History Scheme: Bk 2 Early Modern World Kaye J R Rees,R Tudor Investigating History Britain Beth Brooke Dave Martin [Out of Print] Think History: Core Pupil Book 2: Revolutionary Times Adams ;Waugh Heinemann History Scheme: Bk 2 Early Modern World Kaye J R Rees,R Tudor Investigating History Britain Beth Brooke Dave Martin [Out of Print] Think History: Core Pupil Book 2: Revolutionary Times Adams ;Waugh Heinemann History Scheme: Bk 2 Early Modern World Kaye J R Rees,R Tudor Investigating History Britain Beth Brooke Dave Martin [Out of Print] Think History: Core Pupil Book 3: Modern Times, Beechener Folens History: Industry, Reform & Empire Student Book ( ) Wilkes, Aaron Folens Formal assessment Why are there different interpretations of Queen Mary and does she deserve her nickname? Revisit essay writing skills. Formal assessment Which was the most important reason for the outbreak of the English Civil War, 1642 Power Religion Money? In-house interpretations assessment on Cromwell. In-house end of term assessment to test knowledge and understanding of the English Civil War and Cromwell Formal assessment on the industrial revolution. Were working conditions really that bad during the Industrial Revolution? End of year assessment testing knowledge and understanding FOCUS LEARNING TRUST 2014 HISTORY KEY STAGE 3 PAGE 5

6 Year 9 Half Topics to cover Resource Assessments Term 1 The British Empire Think History: Core Pupil End of half term in-house Reasons/motives for growth of empire Book 3: Modern Times, assessment to test The impact of British rule in India Beechener 978 knowledge and The part played by explorers, adventurers and missionaries understanding of key features of British Empire The legacy of the Empire Heinemann History Slavery and Civil Rights Scheme: Bk 3 Into the 20th slavery and the slave trade Century Kaye J R Rees,R Life as a slave Tudor Slavery and Civil Rights The origins of and campaign against the slave trade Slavery in the USA The American Civil War and the end to slavery Progress for black Americans after emancipation 3 Causes of the First World War Long term causes such as alliance system, arms race, imperial and economic rivalry Short term factors especially crises Immediate reason murder at Sarajevo 4 The Western Front Reasons for stalemate The trench system and life in the trenches The War Poets The British offensives especially the Somme Interpretations of Haig 5/6 A Divided Ireland Origins of the twentieth century troubles The reasons for and effects of the Troubles The eventual solution OR Home Front Evacuation, black out and air raid shelters. Effects of the Blitz Government control including rationing and propaganda The role of women Think History: Core Pupil Book 3: Modern Times, Beechener Heinemann History Scheme: Bk 3 Into the 20th Century Kaye J R Rees,R Tudor Think History: Core Pupil Book 3: Modern Times, Beechener Heinemann History Scheme: Bk 3 Into the 20th Century Kaye J R Rees,R Tudor Think History: Core Pupil Book 3: Modern Times, Beechener Heinemann History Scheme: Bk 3 Into the 20th Century Kaye J R Rees,R Tudor Think History: Core Pupil Book 3: Modern Times, Beechener Heinemann History Scheme: Bk 3 Into the 20th Century Kaye J R Rees,R Tudor Revisit understanding of change. Possible essay or activity on change for black Americans after the Civil War End of term in-house assessment to test knowledge and understanding of slavery and emancipation Revisit essay skills. Possible essay or activity to demonstrate understanding of causes of the First World War Revisit interpretation skills Formal assessment Was Haig the Butcher of the Somme? End of half term in-house assessment to test knowledge and understanding of key features of a Divided Ireland Revisit source skills Formal assessment How were the lives of young people affected in Britain during World War II? End of year assessment testing knowledge and understanding of key topics and skills FOCUS LEARNING TRUST 2014 HISTORY KEY STAGE 3 PAGE 6

7 KEY CONCEPTS There are a number of key concepts that underpin the study of history. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. Change and continuity Identifying and explaining change and continuity within and across periods of history. Cause and consequence Analysing and explaining the reasons for, and results of, historical events, situations and changes. Significance Considering the significance of events, people and developments in their historical context and in the present day. Interpretation Understanding how historians and others form interpretations. Understanding why historians and others have interpreted events, people and situations in different ways through a range of media. Evaluating a range of interpretations of the past to assess their validity. Similarity and difference Historical Enquiry FOCUS LEARNING TRUST 2014 HISTORY KEY STAGE 3 PAGE 7

8 KEY AIMS Chronological understanding To know and understand the history of Britain as a coherent, chronological narrative, from the earliest times to the present day. Historical enquiry To understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Historical perspective To place their growing knowledge into different contexts, understand the connections between local, regional, national and international history. To understand the connections between cultural, economic, political, religious and social history. To understand the connections between short-and long-term timescales. The wider world To see how people s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. To know and understand significant aspects of the history of the wider world: the nature of ancient civilisations, the expansion and dissolution of empires; characteristic features of past non-european societies; achievements and follies of mankind. Historical concepts To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Communicating about the past To gain and deploy a historically grounded understanding of abstract terms such as empire, civilisation, parliament and peasantry. Present and organise accounts and explanations about the past that are coherent, structured and substantiated, using chronological conventions and historical vocabulary Communicate their knowledge and understanding of history in a variety of ways, using chronological conventions and historical vocabulary. FOCUS LEARNING TRUST 2014 HISTORY KEY STAGE 3 PAGE 8

9 CURRICULUM OPPORTUNITIES During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to: explore the ways in which the past has helped shape identities, shared cultures, values and attitudes today investigate aspects of personal, family or local history and how they relate to a broader historical context appreciate and evaluate, through visits where possible, the role of museums, galleries, archives and historic sites in preserving, presenting and influencing people s attitudes towards the past use ICT to research information about the past, process historical data, and select, categorise, organise and present their findings make links between history and other subjects and areas of the curriculum, including citizenship. FOCUS LEARNING TRUST 2014 HISTORY KEY STAGE 3 PAGE 9

10 RESOURCES Core Course Year 7 September 2014 ISBN-13 FLT REF TITLE AUTHOR PUBLISHER RRP HY3631 Making Sense of History: [Y7] Dawson I et al Hodder Ed HY HY3627 Key Stage 3 History: Invasion, Plague and Murder: Britain Teacher Handbook Key Stage 3 History: Invasion, Plague and Murder: Britain Student Book Wilkes A et al Oxford Wilkes A et al Oxford Extra titles: ISBN-13 FLT REF TITLE AUTHOR PUBLISHER RRP HY HY4090 KS3 History: The Rise & Fall of the British Empire Student's Book First World War with Imperial War Museums, The Aaron Wilkes OUP Webb S Hodder 8.99 Core Course Year 8/9 September 2014 ISBN-13 FLT REF TITLE AUTHOR PUBLISHER RRP HY HY2585 Think History: Book 2: Revolutionary Times : Core Think History: Book 3: Modern Times, : Core Adams R; Waugh S Jacob; Griffith; Robson Heinemann Ed. Heinemann Ed Recently published titles Student use ISBN-13 FLT REF TITLE AUTHOR PUBLISHER RRP HY3629 Teacher Use Key Stage 3 History [Y8]: Renaissance, Revolution and Reformation: Britain Student Book [2014] Wilkes A OUP ISBN-13 FLT REF TITLE AUTHOR PUBLISHER RRP HY HY3630 Making Sense of History [Y8]: [2014] Key Stage 3 History by Aaron Wilkes: Renaissance, Revolution and Reformation: Britain Teacher Handbook Woolliscroft, J Hodder Wilkes A; Shearman K FOCUS LEARNING TRUST 2014 HISTORY KEY STAGE 3 PAGE 10

11 DVDs All DVDs used in Focus schools should be supplied by Focus and can be identified by the Focus label. FLT REF TITLE RRP Year 7 FLT REF TITLE RRP Level HY009 Black Death & Cholera 5.00 KS3/5 HY044 Norman Castles/Rule 5.00 KS3/5 HY045 Castles 5.00 KS3/5 HY Battle of Hastings 5.00 KS3/5 HY127 A History of Britain - King Death 5.00 KS3/5 HY144 Life in Medieval Britain KS3/5 Year 8 FLT REF TITLE RRP Level HY053 Mary Queen of Scots 5.00 KS3/5 HY055 Roundheads and Cavaliers 5.00 KS3/5 HY056 Industrial Revolution: The Textile Mills 5.00 KS3/5 HY057 Industrial Revolution: Steel 5.00 KS3/5 HY058 Industrial Revolution: Part KS3/5 HY059 Religion in Elizabeth I Reign 5.00 KS3/5 HY138 The French Revolution KS3/5 HY145 The History Collection 5.00 KS3/5 HY003 Queen Mary 5.00 KS3/5 HY154 Naseby KS3/5 Year 9 FLT REF TITLE RRP Level HY040 History file: WWI: 5.00 KS3/5 HY061 Race in 20th Century: Colonialism 5.00 KS3/5 HY067 Home front 5.00 KS3/5 HY074 Causes of WWI 5.00 KS3/5 HY083 Race in the 20th century: Civil rights 5.00 KS5 HY084 American Voices: Civil rights in the USA 5.00 KS5 HY091 The Somme (Cuts from British film shown in cinemas) 5.00 KS3/5 HY1240 Black Peoples of the Americas 5.00 KS5 HY133 The changing face of slavery KS4 HY148 A short History of Ireland KS3/5 FOCUS LEARNING TRUST 2014 HISTORY KEY STAGE 3 PAGE 11

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