History at key stage 3

Evaluating an existing history scheme of work

How far does the department's scheme of work:

• provide a secure base from which teachers can plan lessons on a daily or weekly basis to meet the needs of all pupils in the class, and to meet the statutory requirements for history at key stage 3?
• show how historical knowledge, skills and understanding are built up in an organised, systematic and rigorous way based on learning that has already taken place?
• provide a programme for systematically building pupils' skills in selecting, classifying and organising historical information so that they come to generate ideas and arguments with increasing precision and independence?
• use a range of structured historical enquiries to develop knowledge, skills and understanding?
• make effective use of an activity to draw together pupils' learning?
• use an appropriate blend of overview and depth, ensuring overview knowledge supports depth and vice versa?
• identify what pupils are expected to learn, both within an enquiry and by the end of a specified period, and how pupils' learning may be assessed?
• provide opportunities to develop literacy, mathematics, ICT key skills and citizenship, and, where appropriate, links with other subjects and curriculum areas?
• include a range of approaches to teaching and learning including experiences outside the classroom?
• inspire pupils and motivate them to continue studying history?

Constructing a new scheme of work for history

There are several issues a department needs to consider when constructing a new scheme of work for history at key stage 3. These include:

• the time available for the subject, including homework;
• how to ensure continuity from key stage 2;
• how to ensure coherence and progression in knowledge, skills and understanding across the key stage;
• what time to allocate to each of the six studies (Britain 1066-1500, Britain 1500-1750, Britain 1750-1900, a European study before 1914, a world study before 1900, a world study after 1900) in order to achieve breadth and balance across key stage 3;
• whether to structure the long-term plan in a broadly chronological framework or whether to use the flexibility of the revised programme of study to devise a different framework;
• how to select and position the studies on Europe before 1914, the world before 1900 and the world after 1900 to ensure coherence and progression;
• how to plan an appropriate blend of overview and depth, ensuring that overview knowledge supports depth and vice versa;
• the implications of decisions for resources;
• how to prepare pupils for key stage 4, whether or not they choose to study history.