Pearson Edexcel KS3 History Scheme of Work Version 1.0
Contents Changes to GCSE...3 Introducing the Edexcel KS3 History Scheme of Work...3 Edexcel KS3 History and the National Curriculum...4 Historical Content...4 The 2-Year and 3-Year versions...6 Alternative units...6 Progression in the Edexcel KS3 History Scheme of Work...7 Flightpaths...7 Delivery...10 Pearson Education Ltd 2017. 2
Changes to GCSE GCSE History has changed. The content that s must now study at KS4 and the skills they are expected to demonstrate are substantially different to the requirements of the old GCSE qualifications from before 2016. Changes to content include: l All s are now required to study a thematic unit. l All s are now required to study some medieval and early modern history. l All s are now required to study a Historic Environment. l There are now five examined elements and no controlled assessments. Changes in the assessments include: l Students are expected to produce analytical narratives. l Students are required to assess why interpretations differ. l Students must write their own historically valid questions and suggest how they would follow up a source. New 9-1 grading has also been introduced to differentiate better between s of different abilities. Fewer grade 9s will be awarded than A*s. Students will need to demonstrate greater knowledge and skill to get a grade 9 than previous cohorts had to, to get an A*. And with Progress 8, there s a greater need than ever to ensure every is on track to achieve their target grades throughout KS3 and KS4. Introducing the Edexcel KS3 History Scheme of Work Changes to GCSE have implications for KS3. In order to support teachers in better preparing s to tackle the content and demands of the new Edexcel GCSE (9-1) History course, we have created this Scheme of Work. The Scheme aims to provide a 2-year and a 3-year route through KS3 that will equip s with the knowledge and skills they need to dive straight into the new GCSE content, while still providing a balanced and enjoyable KS3 History experience. After all, history is not just about the final exam! The Edexcel Scheme of Work balances the following needs: l To cover the substantive knowledge that will best help s understand the Edexcel GCSE (9-1) History topics they will encounter at KS4. l To progress s with differing abilities at the rate needed for them to start GCSE working at the level they need to be at to reach their target grade. This rate of progress is based on the Pearson Progression Scale. l To build up skills towards those required by GCSE questions, especially providing support for new elements like writing analytical narrative. l To give s the opportunity to look at history across a range of timescales, preparing them for depth, breadth and thematic units at GCSE. 3
l To provide a coherent and balanced KS3 History course that leaves s with a good understanding of important periods and events in British and World History. (For example, we have included some British political History after 1605, even though it s not directly relevant to GCSE!) l To ensure the content includes people of different genders, faiths and cultures. l To include content that will help s understand the modern world and current events. l To include some tried and tested KS3 topics that s love and with which teachers are very familiar. Edexcel KS3 History and the National Curriculum You may notice that covering the requirements of the National Curriculum are not included in the aims above. With so many schools now academies, and therefore free to not follow the National Curriculum, this has become less of a priority for many teachers. However, by following the stated aims above, the resulting course does in fact cover almost all of the National Curriculum requirements. If you teach at a school that still needs to cover the National Curriculum, all you need to do is find time in your schedule to add a local study. Local history helps to engage s with historic environments and link national and global events to their own locality. Even if you do not need to cover the National Curriculum in full, it is beneficial to include a local study at KS3. Historical Content Half-term Topic Assessment focus* Included because: Baseline (all strands) Year 7 Autumn 1 The Norman Conquest Autumn 2 Religion in medieval England Analytical narrative Spring 1 The Crusades Change and continuity Spring 2 The problems of medieval monarchs Summer 1 The Black Death Change and continuity Summer 2 Migration Familiarity for teachers Relevant to Anglo-Saxon and Norman England Core to understanding Medieval History Relevant to all Medieval GCSE options, including Medicine and Crime. Opportunity to study a non-british medieval society Relevant to Richard and John GCSE option. Important overview of Medieval British History. Relevant to Richard and John, and Warfare GCSE units Some important substantive knowledge for Tudors. Chance for a depth study. Relevant to Medicine GCSE unit Introduction to Thematic History *Significance is covered within the Change and Causation assessment focuses (looking at significant changes, causes and s). Similarity and difference is covered within the Change strand. 4
Year 8 Autumn 1 Challenges to the Catholic Church Autumn 2 The English Civil War Spring 1 Changing ideas: 1660 to 1789 Change and continuity Interpretation Change and continuity Analytical narrative Spring 2 The Slave Trade Summer 1 Summer 2 The British Empire The Industrial Revolution Change and continuity Year 9 Autumn 1 Getting the vote Change and continuity Autumn 2 Spring 1 The First World War Conflict in the 20th Century Interpretation Analytical narrative Spring 2 The Holocaust Summer 1 The Middle East Change and continuity Summer 2 What s the best way to bring about change? Interpretation Vital background for understanding the two Tudor GCSE units. Important to maintaining narrative of British History. Relevant to Warfare GCSE unit. Important in maintaining narrative of British History. Relevance to Medicine GCSE unit Important background to British America and USA (Civil Rights) GCSE units. Important to understanding World History. Important in maintaining narrative of British History Important to understanding World History. Relevant to British America GCSE Unit Important in maintaining narrative of British History Relevant to Medicine and Crime GCSE units Important in maintaining narrative of British History Substantive knowledge relevant to all modern GCSE units (e.g. work on democracy) Important background to Germany and Russia GCSE units Relevant to Medicine GCSE unit. Important in maintaining narrative of British History Relevant to Superpower Relations, Germany, Russia, China and USA GCSE units. Compulsory in the National Curriculum Important in understanding World History Relevant to Germany and Middle East GCSE units. Relevant to Middle East GCSE unit. Important in understanding the modern world and current events. Important in understanding the modern world and current events. Relevant content for multiple GCSE units. 5
2-Year Scheme of Work overview: Half-term Topic Assessment focus Year 7 Autumn 1 The Norman Conquest Baseline (all strands) Autumn 2 Religion in medieval England Analytical narrative Spring 1 The problems of medieval monarchs Spring 2 Migration Summer 1 Challenges to the Catholic Church Change and continuity Interpretation Summer 2 Changing ideas: 1660 to 1789 Change and continuity Year 8 Autumn 1 The Slave Trade Autumn 2 The Industrial Revolution Change and continuity Spring 1 Getting the vote Change and continuity Spring 2 The First World War Interpretation Summer 1 Conflict in the 20th Century Analytical narrative Summer 2 The Holocaust 3-Year Scheme of Work overview: The 2-Year and 3-Year versions The content in the 2-Year version of the Scheme of Work is a cut-down version of the 3-Year Scheme of Work. Whole topics have been removed rather than attempting to cover all the topics in a shorter space of time. This allows sufficient depth of content to be retained and also means that each half-term is still a coherent topic with one coherent assessment at the end. In order to ensure each skill is assessed with enough regularity, the assessment focus of two of the units has been altered for the 2-Year version. These changes are highlighted in blue in the table. There are also minor changes to some units in order to make the content fit into the available weeks. Alternative units We know that all History teachers have their own favourite topics (and least favourite topics) and value choice in what they teach. In order to introduce an element of choice into the Scheme of Work, we are developing nine alternative units that can be switched with some of the units in the core scheme of work above. These will be added to later versions of the Scheme of Work. 6
The proposed alternative units are: l Medieval lives (as an alternative to Religion in medieval England) l The Hundred Years War (as an alternative to The Crusades) l The Renaissance (as an alternative to Migration*) l Witches (as an alternative to The English Civil War) l Revolutions in the 18th Century (as an alternative to Changing ideas) l The American Civil War (as an alternative to The British Empire) l The Second World War (as an alternative to Conflicts in the 20th Century) l Life during the Cold War (as an alternative to The Middle East) l Music as protest and propaganda (as an alternative to What s the best way to bring about change?). The units are best swapped with the suggested core units in order to preserve the progression in historical understanding and the balance of assessment focuses. *The Migration topic is required if you need to cover the National Curriculum. Progression in the Edexcel KS3 History Scheme of Work The Pearson Progression Map and Scale for History defines how s progress in History through KS3 and KS4. It draws on the new Edexcel GCSE mark schemes, the old National Curriculum levels and our research-based Thinking Historically pedagogy to create a unique view of how s make progress. There are 12 steps of progression, with Step 12 matched to the very top of GCSE attainment. Average learners are expected to enter Year 7 at around Step 3 or 4 and make one step of progress per year. More able s may enter at a higher Step and/ or make more rapid progress. The Pearson Progression Scale and Map are freely available from the Pearson website. Progression Flightpaths The Edexcel KS3 History Scheme of Work is based on the following models of progress: 3-Year KS3 Entry step End of Year 7 End of Year 8 End of Year 9 Projected end of GCSE Step Below average Average High achieving 3 4 5 6 8 4 5 6 7 9 5 6 7/8 9 11/12 7
2-Year KS3 Entry step End of Year 7 End of Year 8 Projected end of GCSE Step Below average Average High achieving 3 4 5 8 4 5 6 9 5 6 8 11/12 The Pearson Progression Map for History defines progress in 5 separate strands: l Evidence l Causation and l Change and continuity l Interpretations l Knowledge (including the sub-strands: Chronology, Historical Vocabulary and Analytical Narrative) NB: Significance is covered within the Causation and and Change and continuity strands, looking at what makes a cause, or change significant. Similarity and difference is covered within the Change and continuity strand. The above charts are expressed in the three understanding columns in the Scheme of Work. The text in these columns comes directly from the Pearson Progression Scale. Target understanding for all s This column shows the understanding that all s should ideally have gained at this point. It s based on the average progression above. This could be considered the mastery column. Additional understanding for some s This column shows the understanding that you would expect more able s to be able to demonstrate. Extra stretch understanding So that the progression model outlined above doesn t form a ceiling of attainment, extra levels of stretch are suggested for more able s. These columns are applied to each Enquiry question in the Scheme of Work. Each enquiry will have a primary strand of understanding (e.g. evidence, causation and, etc.) this will appear at the top of the columns. The primary strand is understanding that you should try to develop and move on in that enquiry. Longer enquiries will have one or more secondary strands these are opportunities to recap understanding that has previously been taught. 8
For example: Links to Edexcel GCSE (9-1) History units. This is the understanding you re aiming for all s to have by the end of the enquiry (this is a 2-week enquiry). The primary strand is listed first: Interpretations. Evidence is the secondary strand. So the enquiry should attempt to move s understanding of interpretations up to Step 5, and give opportunities for s to practice their evidence skills at Step 5. These two columns show two levels of stretch understanding for more able s. The final column shows the strands that should be assessed for this unit. The first column contains the historical content. This defines the knowledge to be taught. Weeks 36 37 Enquiry question: What drove people to migrate? Week 36 How big a factor was religion in causing migration to and from Britain? Jewish migration, expulsion and return St Bartholomew s Day massacre and the Huguenots Puritans and the Mayflower Week 37 The extent to which economics was a factor in causing migration to and from Britain Treatment of Irish immigrants in 1840s Experiences of Windrush generation migrants Political reaction to migrants in 1960s Rivers of Blood speech Background to: Spain and the New World British America, 1713 1783 Interpretations Target Step 5 Stretch to Step 6 Stretch to Step 7 Evidence Target Step 5 Stretch to Step 6 Stretch to Step 7 Interpretations Step 5: Learners can select and describe the key features of a historical interpretation and begin to talk about the messages that it might send to the people viewing it. They have a basic understanding that different interpretations (e.g. films, paintings, songs) are made to provide groups of people with a story about the past but cannot explain purpose beyond this. *(Reinforced) Evidence Step 5: Learners make generalised references to provenance (e.g. sources from witnesses are more reliable ). *(Reinforced) Interpretations Step 6: Learners can select and describe the key features of a variety of interpretations (e.g. visual, written, spoken) and explain the reasons for their construction (e.g. to entertain, to inform, to persuade). They will understand that this is linked to who made the interpretations, but will not be able to go beyond simple statements. Evidence Step 6: Begin to frame their own historically valid questions about sources or identify appropriate sets of sources. Interpretations Step 7: Learners are able to link the construction of different interpretations to the use of different sources. Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. *(Reinforced) indicates that this understanding has appeared in this column before. 9
The Scheme of Work assumes that s will forget a little over each summer holiday, and therefore the demand may briefly go back a Step in the first term of each year in order to allow consolidation. Delivery This version of the Scheme of Work represents an overview document showing suitable content for an Edexcel-focused KS3 course, and a suggested progression in understanding. This is currently defined at a weekly level, rather than at lesson level, as teaching time varies from school to school. The Schemes of Work are provided in Word format to enable you to easily adapt the material for your timetable. W349 Illustration by Lauren_Rolwing 10