Aims and purposes of History

History offers opportunities for pupils to:

1. learn about the past affecting our world today;
2. consider how the past influences the present;
3. find out about what past societies were like, how these societies organised themselves, and what beliefs and cultures influenced people's actions;
4. develop a chronological framework;
5. see the diversity of human experience and understand more about themselves as individuals and members of society;
6. reflect on their personal choices, attitudes and values;
7. use evidence, weigh it up and reach their own conclusions;
8. research, sift through evidence and argue a point of view.

Content of History at Key Stage 3

During Key Stage 3 pupils learn about significant individuals and events in the history of the world from Africa, America and Europe across the ages to Roman times, the Middle and Renaissance Ages to Native cultures, Slavery and Civil Rights, Revolutions and the Twentieth Century. They show their understanding by making connections between events and changes in the different periods and areas studied, and by comparing the structure of societies and economic, cultural and political developments. They evaluate and use sources of information, using their historical knowledge to analyse the past and explain how it can be represented and interpreted in different ways.
In history, pupils acquire and apply knowledge, skills and understanding in five main areas:

1. chronological understanding;
2. knowledge and understanding of events, people and changes in the past;
3. historical interpretation;
4. historical enquiry;
5. organisation and communication.

These aspects of knowledge, understanding and skills are developed in the programme of study for History through two studies on the development of culture and society (Africa  – with a focus on Kenya - and America – with a focus on Native America), three studies of change (Rome, Renaissance & Black Americans) and three studies of the making of modern times (Southern Africa, France in Revolution and Causes of the First World War).

Knowledge, skills and understanding are interrelated in History. Progression at Key Stage 3 is characterised by:

1. The acquisition of an increasing range and depth of historical knowledge, and the ability to make links and connections within and across historical periods;
2. Deepening understanding of general and specific historical concepts;
3. Greater understanding of and proficiency in the use of historical skills;
4. An increasing ability to apply skills and conceptual understanding across a variety of historical contexts;
5. An increasing ability to communicate knowledge and understanding using language appropriately and accurately.

Planning for progression

Our department considers a number of issues when planning for progression and monitoring pupils' progress.

1. What is known about what pupils have already achieved at key stage 2 and how does this affect the pitch of early units?
2. How can units be sequenced so that earlier efforts lay the foundation for later work?
3. When ideas and concepts are revisited or reinforced is it in a different context or using different activities?
4. Are there sufficient opportunities for pupils to show greater independence with various forms and amounts of History?
5. Is there sufficient challenge for pupils in year 7, year 8 and year 9?
6. How are able pupils, with competence and expertise beyond the level expected in particular years, challenged?
7. Are students with learning difficulties given support to ensure they continue to meet their own challenges?
8. Are appropriate expectations made of pupils in their use of language, mathematics and ICT?
9. Does the programme represent a coherent experience of history for those who leave the subject at the end of year 9?
10. Does the programme constitute an adequate preparation for pupils who continue history through to key stage 4?