3 Table of Contents 1 What exactly is the Key Stage 3 Strategy ... - SfE

Exciting History at Key Stage 3Table of Contents1 What exactly is the Key Stage 3 Strategy?..........................................71.1 How can these generic materials be applied to Key Stage 3 History? .....91.2 Finding a useful place to start ................................................................ 101.3 What are the issues for us in our department? ...................................... 111.4 Using the training materials in a realistic and manageable way............. 121.5 Other ways of evaluating your existing schemes of work....................... 141.5.1 Conducting a scheme of work audit... so how good is ourscheme of work?............................................................................ 141.6 Sample answers to help demonstrate the kind of departmental talkthat could be generated ......................................................................... 161.6.1 The Middle Ages scheme of work evaluation sheet, July 2003....... 161.7 An alternative way to mark and evaluate the scheme of work ............... 202 Determining the Impact of the KS3 Strategy in the Classroom ....... 222.1 Pupil survey example 1..........................................................................232.2 Pupil survey example 2..........................................................................243 The Crucial Planning Stage: Getting KS3 Right in the MediumTerm ......................................................................................................263.1 Filling the almost-empty vessels…where shall we start? ....................... 274 Using the KS3 Strategy to evaluate your current schemesof work ..................................................................................................285 Can You Spot the Potentially Dodgy Exam Questions?................... 325.1 Year 9 exam questions .......................................................................... 325.2 Year 7 exam questions .......................................................................... 326 A whole KS3 Plan: Creating Resonance with ConceptualThemes and Deliberate Question Type Patterns (TH 99) ................. 376.1.1 Year 7 ............................................................................................. 376.1.2 Year 8 ............................................................................................. 376.1.3 Year 9 ............................................................................................. 386.2 Cunning Plan for teaching Tudors in Year 8: why did Tudormonarchs want to get married?.............................................................. 397 What does Effective Progression Look like in a Real HistoryClassroom? ..........................................................................................428 How Can Departments Make Effective Use of the CitizenshipOrders to Make History Really Fizz with Excitement?...................... 468.1 What are the Citizenship Orders… the specific knowledge and skills?.. 478.1.1 Citizenship and the role of History at Key Stage 3.......................... 488.2 Cunning (ham’s) plan for Britain 1750-1900 .......................................... 488.3 Cunning plan for ‘a world study after 1900’............................................518.3.1 How similar are democracies and dictatorships?............................ 513

Exciting History at Key Stage 38.4 A case for cumulative resonance yet again!!!......................................... 538.5 Using resonance planning with history and citizenship in mind ............. 548.5.1 Concepts and citizenship................................................................ 548.5.2 The concept of Parliament…an example of planning forprogression within Citizenship ....................................................... 548.5.3 Planning across the Key Stage to ensure coverage ofmeaningful citizenship issues......................................................... 558.6 On a related theme using Key element 3 (interpretations over theKey Stage 3 course) to help deliver citizenship...................................... 588.7 Planning to ensure that citizenship does not become meaningless…the enquiry approach .............................................................................588.8 Using the ‘forgotten key element’ (2e Significance) to help sharpenCitizenship with Key Stage 3 History ..................................................... 598.8.1 How important is the Industrial Revolution to our lives today?........ 628.8.2 Reasons why the study of the slave trade and its abolition isimportant........................................................................................ 658.9 Some generic Moral/Social and Political examples of blendinghistorical content with Citizenship requirements ....................................668.9.1 The ideal life for a Medieval villein ..................................................668.10 Four moral dilemmas resonating through the Key Stage ....................... 708.10.1 Planet Thera ................................................................................... 718.11 Final thoughts: the wall of relevance...................................................... 738.12 Some useful addresses to help with the provision for Citizenshipwithin History.......................................................................................... 748.13 Some useful websites to help you get planning ..................................... 779 Ensuring Exciting Literacy within History means more thanjust Word Walls and Writing Frames..................................................799.1 What do pupils find difficult about writing? .............................................809.2 Strategies to help pupils improve their selection and synthesisingof historical details ................................................................................. 8010 Approaches to Writing ........................................................................ 8811 Approaches to Reading History ......................................................... 9111.1 Using DART exercises to improve pupils’ ability to read texts ............... 9111.2 Using DART activities and word processors ..........................................9211.3 Using Encarta to study long and potentially difficult source materialin a structured way.................................................................................9211.4 Getting pupils to ‘tell and suggest’ with confidence in Year 7 ................ 9611.5 Building lessons around words .............................................................. 9711.5.1 Plan for lesson 2 using CV Wedgwood extract ............................... 9712 Approaches to Speaking and Listening in the HistoryClassroom .......................................................................................... 10112.1 What types of talk do we plan to improve? .......................................... 10212.1.1 Blank chart for use in your department. ........................................ 1044

Exciting History at Key Stage 313 Listening in History ........................................................................... 10513.1 Six golden rules for rigorous speaking and listening in the historyclassroom............................................................................................. 10713.2 Activity one: a debate of historians ...................................................... 10813.3 Activity two: contemporary attitudes.................................................... 11013.3.1 Developing this activity towards real interpretations work............. 11213.4 Activity Three: Pupils as direct participants in a past situation............ 11213.4.1 Procedure ..................................................................................... 11313.4.2 Gaskell extracts ............................................................................ 11413.4.3 Ure extracts .................................................................................. 11613.5 Further suggestions to encourage active listening in history lessons... 11714 Making History Exciting… Some Conclusions................................ 1205