[Lesley Ann]

Dafydd Humphreys, on Nov 17 2007, 12:49 PM, said:

And squeezing KS3 down to two years, with half the timetable time we used to have as well!

So yours will be a shot glass than Dafydd

[Lesley Ann]

I've made a start on a planning grid...that will weave historical stories, events and people overtime.

I've started to think about the strands what I want by the end of Key Stage 3.
I have not decided what year to teach what yet, but just starting to get my head around this!

[Dan Lyndon]

I have planned a Programme of Study which integrates a multicultural curriculum throughout, any feedback would be most useful. The first page is the overview and the rest are the key enquiry questions.

Attached File(s)

•  draft1.doc (67K)
  Number of downloads: 428

This post has been edited by Dan Lyndon: 18 November 2007 - 10:55 AM

[Norman Pratt]

Personally, Dan, I like the weighting you've given to world history alongside British History. And the list of specific empires you've chosen, if I may say so! African history is changing very rapidly, but I think for many schools just to establish the point that tbere were African empires is important. I have recently read 'Africa - a biography of a continent' by John Reader, who makes the point that one of Africa's contributions to civilization was developing ways of life that didn't depend on empire or even states as we normally understand them. This may be a problem with 'Empire' as a theme, in that focussing on empire may implicitly belittle ways of life that aren't empire. Anyway, I see visions of black armoured cavalrymen patrolling the Sahel ..... I wish I could teach your scheme of work!

This post has been edited by Norman Pratt: 19 November 2007 - 12:49 PM

[Chris Garratt]

Forgive me if I sound like I'm from the stoneage but I have a question - not a criticism of some of the excellent ideas presented, but a genuine question:

If we stick to the idea of themes such as 'Rulers and Ruled' in yr 7 and in it look at, say, the Normans, the English Civil War et al. and then we look at another theme, say, 'Religion' in Year 8 where we look at the power of the church in Medieval period and the Reformation, how do we not confuse the pupils by jumping from one period to another and then back again? I understand that the individual themes will be looked chronologically but as a broader picture is it not confusing to the pupils / staff teaching it? Does anyone already ignore the traditional chronological approach of Yrs 7, 8 and 9, and if so, how does it work?

I offer below my first intitial thoughts and request feedback. I've stuck to a more traditional approach in terms of 7, 8 and 9 following a chronological route whilst tackling the themes more subtly. I'm not sure at all that this is the right way though. I shudder at the thought of resourcing a theme with Medieval stuff for Yr 9 that at present we do in Yr 7!!

Attached File(s)

•  New_KS3_Prog_Study.doc (38K)
  Number of downloads: 400

[Chris Garratt]

Chris Garratt, on Jan 9 2008, 03:04 PM, said:

Forgive me if I sound like I'm from the stoneage but I have a question - not a criticism of some of the excellent ideas presented, but a genuine question:

If we stick to the idea of themes such as 'Rulers and Ruled' in yr 7 and in it look at, say, the Normans, the English Civil War et al. and then we look at another theme, say, 'Religion' in Year 8 where we look at the power of the church in Medieval period and the Reformation, how do we not confuse the pupils by jumping from one period to another and then back again? I understand that the individual themes will be looked chronologically but as a broader picture is it not confusing to the pupils / staff teaching it? Does anyone already ignore the traditional chronological approach of Yrs 7, 8 and 9, and if so, how does it work?

I offer below my first intitial thoughts and request feedback. I've stuck to a more traditional approach in terms of 7, 8 and 9 following a chronological route whilst tackling the themes more subtly. I'm not sure at all that this is the right way though. I shudder at the thought of resourcing a theme with Medieval stuff for Yr 9 that at present we do in Yr 7!!

Hmmmm....

[Lesley Ann]

Have schools had the information through about the FREE training on the changes to KS3?
I only ask because I have had nothing official at school (and neither have my colleagues in other departments/subjects). The only reason I know about the conferences is through this forum.

To register for your free training see this link:
http://dom.cfbt.com/...nscmap?openpage

[debs]

Lesley Ann, on Jan 11 2008, 12:08 PM, said:

Have schools had the information through about the FREE training on the changes to KS3?
I only ask because I have had nothing official at school (and neither have my colleagues in other departments/subjects). The only reason I know about the conferences is through this forum.

To register for your free training see this link:
http://dom.cfbt.com/...nscmap?openpage

Hi
I was informed via email yesterday that I had got a place on the South West History session to be held in Bristol 14th February. My Geography colleague also go an email yesterday informing him that he could attend the Geography session.

[Gorbash]

Can somebody have a look at my initial ideas please and then let me know where I'm going wrong / what I've missed out etc...

I'm going to be presenting it to my HoF on Monday so if anybody has anything to say please say it quickly!

Thanks

Paul

Attached File(s)

•  Key_Stage_Three_History_2008_onwards__Draft_proposal.doc (66K)
  Number of downloads: 398

[Chris Garratt]

Gorbash, on Feb 20 2008, 04:57 PM, said:

Can somebody have a look at my initial ideas please and then let me know where I'm going wrong / what I've missed out etc...

I'm going to be presenting it to my HoF on Monday so if anybody has anything to say please say it quickly!

Thanks

Paul

Interesting - seems good to me. I like your enquiry questions - straightforward. You've also left yourself plenty of room to include some genuinely exciting stuff in all year groups. I've not gone as thematic as this but I could follow this well. Only proviso - are the Year 9 topics around Options Choices time (whenever that is at your place) interesting enough to stimulate optors?

Also, is there enough on the impact on Britain from immigration over time?

Seems like a lot of people are doing leisure through time-type-thing - anyone pioneering with resources yet??

This post has been edited by Chris Garratt: 20 February 2008 - 05:20 PM

[Dan Lyndon]

Hi Gorbash

Can you guess what I am going to say .... I think there is more opportunity for studying diversity in there, don't forget that this is now part of the NC levels which students are to be assessed on so they will need to be able to

Quote

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

There does seem scope for introducing either individuals such as Cuffay, th Black Chartist, Davidson the radical who was executed for his role in the Cato St conspiracy in your sections on rebels, and Walter Tull, footballer and army officer in your units in year 9. You also seem to be glossing over the role of the atlantic slave trade a bit, why not do a case study on Equiano to look at africa before the europeans, the middle passage and the abolitionist campaign?

Don't mean to be negative, but you asked ...

[Gorbash]

Dan Lyndon, on Feb 20 2008, 06:23 PM, said:

Hi Gorbash

Can you guess what I am going to say .... I think there is more opportunity for studying diversity in there, don't forget that this is now part of the NC levels which students are to be assessed on so they will need to be able to

Quote

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

There does seem scope for introducing either individuals such as Cuffay, th Black Chartist, Davidson the radical who was executed for his role in the Cato St conspiracy in your sections on rebels, and Walter Tull, footballer and army officer in your units in year 9. You also seem to be glossing over the role of the atlantic slave trade a bit, why not do a case study on Equiano to look at africa before the europeans, the middle passage and the abolitionist campaign?

Don't mean to be negative, but you asked ...

Dan,

You're not being negative at all....you're offering constructive criticism and it is much appreciated! I can guess how I'm spending tonight now...need to clarify what I've written and expand a few bits out!

I'll see what else I can add in to my 1st draft! (Not bad for 5 or so hours work...I tell you its amazing what you can achieve when your other half goes to see her parents for a day or two!). No doubt I'll post my 2nd attempt soon enough.

[Dave Wallbanks]

Fabulous set of proposals which will have quite a lot of influence on my own schemes of learning (if I ever get round to writing it) At a quick glance I didn't see any mention of local history in your outline and I'm sure it's a central element that you need to cover. I'm thinking about how to put together a 2 yr KS3 and my head's just spinning wildly in search of inspiration.

[Gorbash]

Dave Wallbanks, on Feb 20 2008, 08:09 PM, said:

Fabulous set of proposals which will have quite a lot of influence on my own schemes of learning (if I ever get round to writing it) At a quick glance I didn't see any mention of local history in your outline and I'm sure it's a central element that you need to cover. I'm thinking about how to put together a 2 yr KS3 and my head's just spinning wildly in search of inspiration.

Dave,

I feel flattered by your compliment. I have no doubt that you will make liberal use of my humble efforts (inspired in part by other people's offerings on here I must admit!).

I do acknowledge the lack of local history in the proposal so far but that is something to be worked on (not being a local to the area where I work!). I have no doubt that the workhouse in Kettering (written about by Dickens), the Tresham family (involved in the Gunpowder Plot as financiers) and the Cecil family (Lords Burghley and Tudor/Stuart advisors) at Stamford will all make paper appearances somewhere. No doubt too the shoe industry, Kettering Town Football Club and God only knows what else will make their way into the proposal when I put my brain properly into gear.

[Gorbash]

Okay folks

Here is draft #2. Added to the original document are mapping grids for Black/Ethnic/Minority/Local History with some intitial ideas. As well as this I've included Lesley Ann's breakdown of the new NC attainment targets (muchos gracias for those btw...!).

What is still missing? Owt or nowt???? Again brickbats & bouquets requested from the braintrust on here.

Paul

ps- Slightly off topic I'm still concerned by the fact that the new attainment target levels start at L4. Bearing in mind previous Y7 intakes we'll have approx 4/5ths of year 7 doing History and not being able to be assessed by the correct attainment targets as they'll be below the threshold designated as minimum entry level by the government...! Looking at the KS2 targets I cannot see how we can fit them neatly into the new course.

Attached File(s)

•  Key_Stage_Three_History_2008_onwards__Draft_proposal.doc (118.5K)
  Number of downloads: 355