History KS3
‘History’ has become increasingly popular in recent years. This is largely because of media influences and the chance for many ‘parents and grandparents’ to re-visit the past in a way that they may not have been able to do when they were at school. We look at the past with the hope that it can provide wisdom in the journey forward and can keep alive the memories of a bygone. Local, national and global events are frequently analysed in a historical sense and we want our young people to have a chance to understand issues that arise. History is a skills-based subject and has considerable value in developing critical thinking for a modern world.
Our pupils will be encouraged to:
- Place events, people and changes within a chronological period
- Have a range and depth of historical knowledge and understanding
- Describe reasons for and the results of historical events and changes (causation)
- Assess the significance of the events/people/changes studied (consequence)
- Explain how and why historical events/people/changes have been reported differently (interpretation)
- Investigate independently using sources (analysis)
- Evaluate the usefulness of sources and their reliability (evaluation)
- Ask and answer significant questions (questioning technique)
- Reach conclusions (judgement)
- Organise and communicate knowledge and understanding of history (communication)
- Develop and retain the skill of extended writing (communication)
Appreciate the value and contribution of previous generations (empathy) - Encourage the consolidation of ‘History in our Environment’ (sustainable development)
- More importantly, (we study History ) to encourage (our students) them to (think critically), be able to reach their own opinions based on what they know to be (factual) because of the evidence.
- History has a role to play in understanding people very different from ourselves. Thus, in studying History we can foster a process of empathy, sympathy and mutual respect for different cultures, traditions and races.
What will your child study?
(Key Stage 3 Programme of Study is under review)
YEAR 8
In Year 8 we start with an introduction unit on ‘Time and Chronology’ which looks at aspects of sequencing and the value and nature of evidence. We then begin to test those skills by looking at a Unit on the ‘History of Medicine’ where the girls follow a theme through Prehistoric, Ancient Egyptian, Greek and Roman times with an (underlying) focus on ‘Change and Continuity’.
We then proceed to study the major topic of the year, namely the impact of the coming of the Normans to England, Ireland and, eventually, Ulster. We move this towards a local conclusion with a site visit to Carrickfergus Castle and a focus on the impact of John de Courcy.
After the summer exams we offer the opportunity to research a highly relevant project on the ‘History of Strathearn School’.
YEAR 9
In Year 9 We return to a broad study of England and Europe in the 16th and 17th centuries but dip into certain case studies which allow us to further develop their historical skills. This involves the Voyages of Discovery, the impact of the Protestant Reformation, Henry VIII and his wives, Mary Queen of Scots, Elizabeth I and others. Our examination of the 17th century follows in a similar fashion but allows us to take a careful look at the Plantation of Ulster and other controversial issues relevant to ‘local history’
YEAR 10
Year 10 is the last year of compulsory school history and we cover selected topics: in the first term the key issues around the Irish Famine is examined with a lead in to ‘Nationalism and Unionism’. After Christmas we look at the key events of the early 20th Century including ‘Old Industrial Ulster’ incorporating the Titanic story. At the moment the third main topic is a study of selected aspects of the First World War which is supported by an informative visit to the Somme Heritage Centre. All topics are presented still as (enquiry and investigation) and there is an increased use of source material. Thus in Year 10 a greater awareness and a need for interpretation are achieved, addressing issues of relevance, reliability and utility. This all serves as a useful platform for students who opt to take the study of History to GCSE.
How will your child be assessed?
There are three principles which we follow:
- Clear understanding about what each student should learn
- Substantial opportunities for each student
- Continued focus on the ability of each student to fulfil their potential
Homework is set on average once a week for all classes as a 30-minute exercise. It is intended to support work in the classroom by providing extra time in which to complete tasks set; to undertake associated tasks; to perform work which saves time in the classroom and to develop research skills.
