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Big Picture

VIEWS: 25 PAGES: 14

									                        Big Picture

                     BIG PICTURE KS3 History
                   Autumn
Year 7      What is History?
x80 lessons The Roman Empire


Year 8      The Terrible Tudors?
x80 lessons Crisis in Christendom




Year 9      War & Warfare
x60 lessons The Holocaust




                          Page 1
                                      Big Picture
                                   L.A. McDermott
IG PICTURE KS3 History           www.schoolhistory.co.uk

                  Spring                   Summer
          Rule Makers &          Muck & Misery in the
          Breakers Part 1: How Middle Ages
          powerful was the King? The Big History of
                                 Leisure
          Rule Makers &          Did the Empire make
          Breakers Part 2:       Britain Great? The
          When did we bring the Slave Trade
          Monarch under          Industrial Revolution:
          Control?               Good or bad?
          Crucial moments in     Mini SHP pick:
          C20th                  Medicine
                                 Crucial moments in
                                 C20th




                                        Page 2
                                        09 YR7
Year 7   Range and           Enquires
Term     Content


                            What it History?
       KS2 links            Chronology, BC AD, Anachronism, why is history
       Intro to KS3 History a load of old rubbish? Evidence, Historical
                            Enquiry. Bias,
                            Intro to significance? Who deserves a statue?
Autumn                      Baseline Assessment
Term
       Empires              The Roman Empire
       Conflict & Power     How was the Roman Empire controlled?
       Movement &           Why did the Romans settle in Britain?
       Settlement           Did people love or hate living in the Roman
                            Empire?
       British & European What did the Romans do for us? Legacy
       History              Romans to Normans
       Power and Human How powerful was the King? Rule Makers &
       rights               Breakers I
Spring Conflict             Norman Conquest
Term    EISW                How was Medieval Britain ruled? How powerful
       British & European was the King?
       History              How did Medieval Monarchs keep control?
                            Castles
                            Who was the worst King?
                            Why were some Kings deposed?
                            Resistance to the rulers EISW
                            Why were there so many wars in the Middle
                            Ages?
                            What is the story behind the Crusades?
                            United Kingdom? EISW
                            Muck and Misery in the Middle Ages?
Summer Everyday life        Was life really that hard?
Term                        'Was life any better in a medieval town?
       British History      Did medieval peasants have truly miserable lives?
                            Why did church matter so much in medieval
                            times? Role of Church, pilgrimage, monks & nuns.
                            Was the Black Death really: that terrifying/a
                            disaster?




                                        Page 3
                             09 YR7
Every Day lives     Thematic - The Big History of Leisure -
                    Entertainment through the ages
British, European & Arenas of Action – Roman gladiator games,
World History       chariot races to Wembley Stadium & Formula 1
                    Entertainment through the ages – Theatre, Opera,
                    Dancing, Music Halls, Cinema, TV, Eating Out
                    Holidays through time – from Roman Villas/Baths,
                    medieval holy days to Blackpool Bucket & spade
                    to package holidays & Cheap Flights to Rome
                    When did we have the most fun?




                              Page 4
                                       09 YR7
Key Concepts                 Key Processes        Curriculum            L.A. McDermott
                                                  Opportunities         www.schoolhist
                                                                        ory.co.uk

Chronological understanding Historical Enquiry, use of ICT
1.5 Significance            Evidence,
                            Communication




Chronological understanding Historical Enquiry,   shaped identity
Diversity                   Evidence,             local history
Change & continuity         Communication         Field Visit
Cause/Consequence                                 Use of ICT
Significance                                      Links & Citizenship
Interpretations

Chronological understanding Historical Enquiry,   shaped identity
Diversity                   Evidence,             local history
1.4 Cause/Consequence       Communication         Use of ICT
1.5 Significance                                  Links & Citizenship
1.6 Interpretations




1.3 Change & continuity      Historical Enquiry, shaped identity
1.5 Significance             Evidence,           d.   Use of ICT
                             Communication       e.   Links




                                        Page 5
                                       09 YR7
Chronological understanding Historical Enquiry, shaped identity
Diversity                   Evidence,           local history
Change & continuity         Communication       d.    Use of ICT
                                                e.    Links




                                        Page 6
                                      09 YR8
Year 8   Range and Content
Term


         Power, democracy and
         human rights

         Conflict & Cooperation
         EISW
Autumn
Term     Everyday life & beliefs

         British & European History
         Power, democracy and
         human rights
Spring
Term     Conflict & Cooperation

         EISW

         Everyday life & beliefs

       Movement & Settlement
       Empires
Summer Movement & Settlement
Term   Power and Human rights
       Everyday lives
       British, European & World
       History


         Empires

         Movement & Settlement

         Everyday life & beliefs
         British History




                                      Page 7
                                         09 YR8
Enquires                                                     Key Concepts



The Terrible Tudors?                                         Chronological
What was England like in 1500?                               understanding
Life in Tudor times: Rich & poor                              Diversity
Who was the most significant of the Tudor monarchs?          Change & continuity
Overview of Tudors, Henry VIII, Bloody Mary? Elizabeth I,    Cause/Consequences
Mary Queen of Scots, Spanish Armada                          Significance
Crisis in Christendom                                        Interpretations
The Reformation, Why did Richard Whiting die a terrible
death in 1539? Henry VIII, Dissolution of monasteries...
The Reformation Rollercoaster. under Control? Rule
When did we bring the Monarch                                Chronological
Makers & Breakers II                                         understanding
Why do we remember the Gunpowder Plot?                        Diversity
Why did the English execute their King? English Civil War    Cause/Consequences
Protector Cromwell?                                          Significance
Did the Puritans have any fun?                               Interpretations
Why did people believe in witches?
Resistance to the Rulers EISW
World turned upside down?
Why restore themake Britain Restoration including Plague
Did the Empire monarchy? Great?                              Chronological
Race for the Empire. How tobacco, sugar & tea gripped        understanding
the world. Pirates to Cook                                    Diversity
How great was the British Empire? What put the Great         Change & continuity
into Great Britain? Who benefited from the British           Cause/Consequences
Empire? (Australia, America & India)                         Significance
Was the Empire good for everyone?                            Interpretations
What was the Slave Trade? Slavery to Freedom - Depth
Industrial Revolution good or bad?                           Chronological
Was the industrial period really so bleak for the ordinary   understanding
workers? Changing industry, changing workplace,               Diversity
changing transport, changing lives: a real revolution?       Change & continuity
Life in Victorian Times.                                     Cause/Consequences
Lost in Time: Would you rather be a Tudor or a Victorian?    Significance
                                                             Interpretations




                                         Page 8
                                      09 YR8
Key Processes Curriculum          L.A. McDermott
              Opportunities       www.schoolhist
                                  ory.co.uk

Historical      shaped identity
Enquiry,        local history
Evidence,       field visit
Communication   Use of ICT
                Links &
                Citizenship




Historical      shaped identity
Enquiry,        local history
Evidence,       Use of ICT
Communication   Links &
                Citizenship




Historical      shaped identity
Enquiry,        local history
Evidence,       Use of ICT
Communication   Links &
                Citizenship



Historical      shaped identity
Enquiry,        local history
Evidence,       Field Visit
Communication   Use of ICT
                Links &
                Citizenship




                                       Page 9
                                     09 YR9
Year 9   Range and       Enquires
Term     Content

         Conflict &      Introduction to conflict: War & Warfare
Autumn   Cooperation     Through the Ages: Pupils compare tactics/
Term                     weapons/ achievements of armies of the past –
         British,        Spartans, Romans, medieval soldiers, civil war,
         European &      Napoleonic Wars and First World War
         World History   Twentieth Century Conflict? War & Peace
                         The Tommie’s experience of WWI & WWII?
                         Propaganda & Recruitment, Life in the Trenches,
                         The Somme, Dunkirk, Desert Rats and D-Day –
                         the WWII Tommy Stalingrad, Band of Brothers –
                         the GI’s war
                         How GREAT was the Great War? Why not a war
                         to end all wars? Peace?
                         How did WW2 affect lives?
                         Was the dropping of the Atomic bomb
                         necessary?
                         United Nations?
                         Why have there been so many wars since 1945?
                         What is terrorism? War on Terror

         Power and       A lesson from History – the Holocaust –
         Human rights    Depth Study
                         What happened and why?
         European        Why is it important we remember the Holocaust?
         History         How should we remember the Holocaust?




                                     Page 10
                                      09 YR9
         Power and       Events that shook the Twentieth Century
Spring   Human rights    Pick and mix, a selection from the following:
Term                     (Student Vote)
         Conflict &      Sinking of the Titanic?
         Cooperation     Russian Revolution – who was Anna Anderson?
                         Why do people let dictators take over?
         Movement and Immigration v emigration – should I stay or
         Settlement      should I go?
                         Cuban Missile Crisis
         Everyday life & Assassination of JFK
         beliefs         American Civil Rights & assassination of MLK
                         Berlin Wall – up and down
         EISW            Man on the moon? Space Age
                         When was it the best time to be a teenager?
         British,        1950s to 2000s
         European &      Home Rule to Devolution - disintegration of UK?
         World History EISW
                         Who is the most important PM in C20th?

       Everyday life &Thematic – Select from: (Student vote)
Summer beliefs        Medicine through Time to Modern Day – when
Term                  was the best time to be ill? why don’t we pay to
       Power and      see a Doctor today?
       Human rights   The American West – old indigenous peoples of
                      North America unit.
         Movement and Crime & Punishment: How was crime punished in
         Settlement   the past? Romans to Modern Day

         British,
         European &
         World History
                         So what has been really important in Key
                         Stage 3 History?
                         Who should have a statue?
                         Which historical story/event/person should
                         Hollywood turn into a film? Make a film bid.
                         KS3 Takeaway




                                      Page 11
                                      09 YR9
Key Concepts          Key Processes       Curriculum        L.A. McDermott
                                          Opportunities     www.schoolhistory.
                                                            co.uk
Chronological       Historical Enquiry,   shaped identity
understanding       Evidence,             local history
Diversity           Communication         Field Visit
Change & continuity                       Use of ICT
Cause/Consequences                        Links &
Significance                              Citizenship
Interpretations




Diversity          Historical Enquiry, Use of ICT
Cause/Consequences Evidence,           Links &
Significance       Communication       Citizenship
Interpretations




                                      Page 12
                                      09 YR9
Chronological      Historical Enquiry,    Shaped identity
understanding      Evidence,              Use of ICT
Diversity          Communication          Links &
Cause/Consequences                        citizenship
Significance
Interpretations




Chronological       Historical Enquiry,   Shaped identity
understanding       Evidence,             Local history
Diversity           Communication         Use of ICT
Change & continuity                       Links &
Cause/Consequences                        citizenship
1.5 Significance
Interpretations




                      Communication       Shaped identity
                                          Local history
                                          Use of ICT
                                          Links &
                                          citizenship




                                      Page 13
                                            Attainment Targets
Attainment Levels

Level 4
Pupils show their knowledge and understanding of local, national and international history by describing some of the
main events, people and periods they have studied, and by identifying where these fit within a chronological
framework. They describe characteristic features of past societies and periods to identify change and continuity
within and across different periods and to identify some causes and consequences of the main events and changes.
They identify and describe different ways in which the past has been interpreted. When finding answers to historical
questions, they begin to use information as evidence to test hypotheses. They begin to produce structured work,
making appropriate use of dates and terms.
Level 5
Pupils show their knowledge and understanding of local, national and international history by describing events,
people and some features of past societies and periods in the context of their developing chronological framework.
They begin to recognise and describe the nature and extent of diversity, change and continuity, and to suggest
relationships between causes. They suggest some reasons for different interpretations of the past and they begin to
recognise why some events, people and changes might be judged as more historically significant than others. They
investigate historical problems and issues and begin to ask their own questions. They begin to evaluate sources to
establish evidence for particular enquiries. They select and deploy information and make appropriate use of
historical terminology to support and structure their work.
Level 6
Pupils show their knowledge and understanding of local, national and international history by beginning to analyse
the nature and extent of diversity, change and continuity within and across different periods. They begin to explain
relationships between causes. They begin to explain how and why different interpretations of the past have arisen
or been constructed. They explore criteria for making judgements about the historical significance of events, people
and changes. They investigate historical problems and issues, asking and beginning to refine their own questions.
They evaluate sources to establish relevant evidence for particular enquiries. They select, organise and deploy
relevant information and make appropriate use of historical terminology to produce structured work.
Level 7
Pupils show their knowledge and understanding of local, national and international history by analysing historical
change and continuity, diversity and causation. They explain how and why different interpretations of the past have
arisen or been constructed. They begin to explain how the significance of events, people and changes has varied
according to different perspectives. They investigate historical problems and issues, asking and refining their own
questions and beginning to reflect on the process undertaken. When establishing the evidence for a particular
enquiry, pupils consider critically issues surrounding the origin, nature and purpose of sources. They select,
organise and use relevant information and make appropriate use of historical terminology to produce well-structured
Level 8
Pupils show their knowledge and understanding of local, national and international history, constructing
substantiated analyses about historical change and continuity, diversity and causation. They analyse and explain a
range of historical interpretations and different judgements about historical significance. They suggest lines of
enquiry into historical problems and issues, refining their methods of investigation. They evaluate critically a range
of sources and reach substantiated conclusions independently. They use historical terminology confidently,
reflecting on the way in which terms can change meaning according to context. They produce precise and coherent
Exceptional performance
Pupils show a confident and extensive knowledge and understanding of local, national and international history.
They use this to frame and pursue enquiries about historical change and continuity, diversity and causation,
constructing well-substantiated, analytic arguments within a wide frame of historical reference. They analyse links
between events and developments that took place in different countries and in different periods. When exploring
historical interpretations and judgements about significance, pupils construct convincing and substantiated
arguments and evaluations based on their understanding of the historical context. They evaluate critically a wide
range of sources, reaching substantiated conclusions independently. They use historical terminology confidently,
reflectively and critically. They consistently produce precise and coherent narratives, descriptions and explanations.




                                                  Page 14

								
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