KS3 HISTORY Overview History is the memory of humankind. It gives us a foundation and context from which we proceed with our lives in the present. It gives us a sense of our identity, community and culture and puts us in a framework from which we can relate to the rest of the world. Our pupils will consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions. As they do this, they will develop a chronological framework for their knowledge of significant events and people. What they learn can influence their decisions about personal choices, attitudes and values. Pupils begin their work with an introduction to the study of history and will then consider: 1. 2. 3. 4. 5. 6. 7. 8. 9.
“Historians are dangerous people. They ask questions” What is History? The Rotten Romans. How and why did the Roman Empire grow? From Caesar to the Emperors. How was Rome ruled? What have the Romans done for us? How did the Normans conquer England? How did Medieval Monarchs keep control? A religious rollercoaster. Who held the power in the Tudor period? Charles 1st versus Parliament – who was right? Revolution in Britain – local study of Helmshore Textile Mill
In year 7, we want students to extend and deepen their chronological knowledge and understanding of British, local and world history, so that it provides a well-informed context for later and wider learning. Students will be able to identify significant events (like the Fall of Rome, impact of the Battle of Hastings, and the Reformation) and make connections, draw contrasts, and analyse trends within periods and over longer arcs of time. Students will begin to use historical terms and concepts in increasingly sophisticated ways. In year 8, we want students to start to use a thematic approach to their studies by looking at empires, which will help build skills and allow students to understand overarching issues within a particular context. They will pursue historically valid enquiries, such as whether or not Britain could have become a world leader without slavery and child labour, and create relevant, structured and evidentially supported accounts in response.