History at key stage 3

There are 22 units in this scheme of work. These units can be combined to cover the requirements of the programme of study for history at key stage 3. This scheme is made up of several different types of units:

• an introductory unit for possible use at the start of year 7;
• units that are designed to correspond with aspects of the six studies outlined in the key stage 3 programme of study, such as unit 2 'Medieval monarchs' and unit 19 'The Holocaust';
• depth studies such as unit 17 'Divided Ireland' and unit 22 'The role of the individual', which supplement the work covered in some of the standard units;
• overview or thematic studies such as unit 7 'Images of an age 1500-1750' and unit 21 'Scientific discoveries', which can be used either to broaden the coverage of history with a particular year group, or to make links across various units in the scheme of work;
• units that cross the timespans allocated to the history studies, such as unit 15 'Black peoples of America'.

'Coverage of the programme of study' shows how each unit in the scheme relates to the programme of study. 'Example long term plans' shows examples of the different ways in which the units can be combined. These are only examples. It is up to schools to decide whether they wish to use this model in full, or to customise individual units or combinations of units to suit their own circumstances and their pupils' needs and the time available. However, departments should take care not to undermine the coherence of the units as historical enquiries.

Departments may want to create their own units and link these to some of the units provided in this scheme of work or even replace them entirely. Throughout, historical coherence and progression should determine selection and sequencing of units.

The scheme of work contains three units that relate to a world study before 1900 and they provide examples of how aspects of this study might be approached in different year groups. They are: unit 6 'Islamic civilisations 600-1600', unit 13 'Mughal India 1526-1827' and unit 15 'Black peoples of America'.

A different strategy has been adopted to exemplify a European study before 1914. There is one discrete unit, unit 10 'France 1789-94' and links have been built into other units such as unit 5 'Elizabeth I' and unit 6 'Islamic civilisations 600-1600'.

Departments selecting only one world unit may wish to consider the balance of time spent on the different aspects of history. When deciding how to combine the units, teachers may wish to consider the following.

Schools may wish to:	Notes
construct a plan that combines units from those provided with others developed by the school	Care is needed to ensure the programme of study is covered fully and the scheme of work draws on the characteristics of good planning (see Principles for constructing a scheme of work in history).
decide where in the key stage to teach a particular part of the programme of study	For example, unit 8 'The civil wars' could be taught immediately before unit 10 'France 1789-94'. Opportunities to make comparisons could be reinforced through the insertion of an additional school-based unit or by amending some of the existing activities.
make a comparative study of two contrasting societies by bringing together two units from different periods	For example, unit 16 'The franchise' could be taught at the end of year 8 or in year 9. Teachers would need to take into account prior learning and pupils' understanding.
use the ideas and approaches set out in a particular unit and adapt them to cover different content	For example, unit 11 'Industrial changes' addresses the topic through local history. This approach could be used, if the relevant material was available, in unit 3 'Medieval people' and unit 12 'Middle-class life 1900'. Ideas from unit 13 'Mughal India 1526-1857' could be adapted for another world study.
use a particular unit to provide depth and/or to extend another unit	For example, unit 22 'The role of the individual' is specifically designed so it can be adapted for use with any other unit. It could support, for example, a study of Winston Churchill in unit 18 'Twentieth-century conflicts'.
use a particular unit to provide the basis for a school-designed study	For example, unit 4 'Medieval church' could be extended into a depth study of the Reformation. In this case, unit 5, 'Elizabeth I' would need to be amended to reduce or remove the teaching activities relating to the Reformation. For example, unit 18 'Twentieth-century conflicts' could have embedded within it a study of the Western Front 1914-18, or Dunkirk 1940. Reference to the Optional tests and tasks (SCAA, 1996) might be helpful here.

Time allocation

The units vary in length, with the shortest having a suggested teaching time of 3-6 hours and the longest 10-15 hours. This time allocation is based on recommendations in the 1995 review of the curriculum and QCA's research on the range of times allocated by schools to history. The times are indicative only; they do not constitute a recommended time for history.

In order to achieve breadth and balance across key stage 3, departments should carefully consider the time allocated to each of the six studies identified in the programme of study: Britain 1066-1500; Britain 1500-1750; Britain 1750-1900; a European study before 1914; a world study before 1900; and a world study after 1900.

Teaching and learning approaches

Each unit is a structured enquiry made up of a sequence of smaller questions that lead towards a final activity that draws together pupils' learning. A range of approaches to teaching and learning are used in the units including:

• direct teaching, through whole-class and small-group sessions;
• opportunities for group and class discussions, including role play;
• opportunities for pupils to research aspects of a topic with varying amounts of teacher direction;
• opportunities for pupils to communicate their knowledge and understanding of history using a range of techniques.
• the approaches may need to be adapted to meet pupils' needs.

Coherence and progression should always inform the selection and sequencing of units. The examples show how this is taken into account when selecting and locating different European and world studies.

In order to fit these schemes of work into time schools have available it is likely that some of the teaching activities in the units will have to be adjusted. However, this should be done without undermining the coherence of the units as historical enquiries. The recommendations for the units can be found on the front pages of the units. The units vary in length from 3-6 hours to 10-15 hours.

Model 1: world study in year 7
Model 2: world study in year 8
Model 3: world study in year 9
Model 4: two world studies
Model 5: using the Roman Empire as the context for a European study before 1914

Model 1: world study in year 7

Year 7	Unit 1 Introductory unit Unit 2 Medieval monarchs Unit 3 Medieval people Unit 4 Medieval church Unit 5 Elizabeth I Unit 6 Islamic civilisations 600-1600 plus school-developed unit or unit 22 The role of the individual
Year 8	Unit 7 Images of an age 1500-1750 Unit 8 The civil wars Unit 9 From Glorious Revolution to the '45 Unit 10 France 1789-94 plus school-developed unit or unit 22 The role of the individual Unit 11 Industrial changes Unit 12 Middle-class life 1900 Unit 14 The British Empire
Year 9	Unit 16 The franchise Unit 17 Divided Ireland Unit 18 Twentieth-century conflicts Unit 19 The Holocaust Unit 20 Twentieth-century medicine Unit 21 Scientific discoveries

In this model unit 6 on Islam is the world study before 1900. It has been inserted in year 7 where there are many links to the British units. The world study before 1900 could be enhanced by building in a depth study of a key individual in Islamic history (unit 22 provides a framework for this). It could also be supplemented by the development of a school-developed unit which expands on one of the themes relevant to the period.

The European study before 1914, unit 10 'France 1789- 94', has been put in year 8 because this links well to units 9 and 11 as well as maintaining a broadly chronological approach. Schools will need to consider ways of expanding aspects of it using similar ideas to those suggested for unit 6.

Model 2: world study in year 8

Year 7	Unit 1 Introductory unit Unit 2 Medieval monarchs Unit 3 Medieval people Unit 4 Medieval church Unit 5 Elizabeth I Unit 7 Images of an age 1500-1750
Year 8	Unit 8 The civil wars Unit 9 From Glorious Revolution to the '45 Unit 10 France 1789-94 plus school-developed unit Unit 11 Industrial changes Unit 12 Middle-class life 1900 Unit 13 Mughal India 1526-1857 plus school-developed unit or unit 22 The role of the individual
Year 9	Unit 14 The British Empire Unit 16 The franchise Unit 18 Twentieth-century conflicts Unit 19 The Holocaust Unit 20 Twentieth-century medicine Unit 21 Scientific discoveries

In this model both the world study before 1900 (unit 13 on India), and the European study before 1914 (unit 10 on the French Revolution), are included in year 8. The former has been expanded by attaching unit 22 'The role of the individual' and the latter by using a school-developed unit. Both unit 10 'France 1789- 94' and unit 13 'Mughal India 1526-1857' link well to the British unit in year 8 and, in addition, unit 13 provides a bridge to unit 14 'The British Empire' at the start of year 9.

Model 3: world study in year 9

Year 7	Unit 1 Introductory unit Unit 2 Medieval monarchs Unit 3 Medieval people Unit 4 Medieval church Unit 5 Elizabeth I Unit 7 Images of an age 1500-1750
Year 8	Unit 8 The civil wars Unit 9 From Glorious Revolution to the '45 Unit 10 France 1789-94 plus school-developed unit Unit 11 Industrial changes Unit 12 Middle-class life 1900 Unit 16 The franchise Unit 14 The British Empire
Year 9	Unit 15 Black peoples of America plus unit 22 The role of the individual Unit 17 Divided Ireland Unit 18 Twentieth-century conflicts Unit 19 The Holocaust Unit 20 Twentieth-century medicine Unit 21 Scientific discoveries

In this model the European study before 1914 appears in year 8, as in model 2. The world study before 1900, unit 15 'Black peoples of America', is placed at the start of year 9. Links can be made with units 14 and 16 at the end of year 8 and the units 17 and 19 in year 9. These studies are expanded by adding the study of the individual (unit 22) to unit 15 and by adding a school-developed unit to unit 10.

Model 4: two world studies

Year 7	Unit 1 Introductory unit Unit 2 Medieval monarchs Unit 3 Medieval people Unit 4 Medieval church plus unit 22 The role of the individual Unit 5 Elizabeth I Unit 6 Islamic civilisations 600-1600 plus unit 22 The role of the individual
Year 8	Unit 7 Images of an age 1500-1750 Unit 8 The civil wars Unit 9 From Glorious Revolution to the '45 Unit 10 France 1789-94 plus school-developed unit Unit 11 Industrial changes Unit 12 Middle-class life 1900 Unit 14 The British Empire
Year 9	Unit 15 Black peoples of America plus unit 22 The role of the individual Unit 16 The franchise Unit 17 Divided Ireland Unit 18 Twentieth-century conflicts plus unit 22 The role of the individual Unit 19 The Holocaust Unit 20 Twentieth-century medicine

Two world studies before 1900 are included in this model (unit 6 and unit 15), as well as a European study before 1914 (unit 10). This has been expanded to include a school-developed unit. This model tries to show that schools that do not restrict themselves to a single world study can still cover the statutory requirements.

Model 5: using the Roman Empire as the context for a European study before 1914

Year 7	Unit 1 Introductory unit School-developed unit on Romans plus unit 22 The role of the individual Unit 2 Medieval monarchs Unit 3 Medieval people Unit 4 Medieval church Unit 5 Elizabeth I
Year 8	Unit 7 Images of an age 1500-1750 Unit 8 The civil wars Unit 9 From Glorious Revolution to the '45 Unit 11 Industrial changes Unit 12 Middle-class life 1900 Unit 13 Mughal India 1526-1857 plus unit 22 The role of the individual
Year 9	Unit 14 The British Empire Unit 16 The franchise Unit 18 Twentieth-century conflicts Unit 19 The Holocaust Unit 20 Twentieth-century medicine Unit 21 Scientific discoveries

The requirement to include a European study before 1914 is covered in this model by insertion of a school-developed unit on the Roman Empire at the beginning of year 7.

Coverage of the programme of study

These tables show how the units cover the programme of study.

Table 1: coverage of content
coverage	main focus of the unit	overlap and possible coverage of aspects of the study
Britain 1066-1500	2, 3, 4	21, 22
Britain 1500-1750	5, 7, 8, 9	4, 21, 22
Britain 1750-1900	11, 12, 14, 16	13, 15, 17, 21, 22
Europe before 1914	10	4, 5, 6, 21, 22
World before 1900	6, 13, 15	14, 16, 21, 22
World after 1900	17, 18, 19, 20	15, 21, 22

Table 2: coverage of skills
	Knowledge, skills and understanding	Relevant units
1	Recognise and make appropriate use of dates, vocabulary and conventions that describe historical periods and the passing of time	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
2a	Describe and analyse relationships between characteristic features of periods and societies	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
2b	Social, cultural, religious and ethnic diversity of societies	2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
2c	Analyse and explain reasons for and results of historical events, situations and changes	2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
2d	Identify trends both within and across periods and links between local, British, European and world history	2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
2e	Significance of the main events, people and changes studied	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 16, 17, 18, 19, 20, 21, 22
3a	How and why historical events, people,situations and changes have been interpreted in different ways	2, 3, 4, 5, 7, 8, 9, 10, 11, 13, 14, 15, 17, 21, 22
3b	Evaluate interpretations	2, 3, 4, 5, 7, 8, 9, 10, 11, 13, 14, 15, 17, 21, 22
4a	Identify, select and use a range of appropriate sources of information	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
4b	Evaluate sources used, select and record information relevant to the enquiry and reach conclusions	1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
5a	Recall, prioritise and select historical information	2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
5b	Select and use chronological conventions and historical vocabulary	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
5c	Communicate knowledge and understanding using a range of techniques	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
	Breadth of study
7a	Significant events, people and changes from the recent and more distant past	2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
7b	Variety of perspectives including political, religious, social, cultural, aesthetic, economic, technological and scientific	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
7c	Aspects of the histories of England, Ireland, Scotland and Wales where appropriate	1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22
7d	Britain in its European and wider world context	1, 2, 3, 4, 5, 6, 7, 9, 11, 14, 16, 17, 18, 20, 21, 22
7e	Some aspects in overview (O) and others in depth (D)	1(D), 2(O/D), 3(O/D), 4(O), 5(O), 6(O), 7(O), 8(D), 9(D), 10(D), 11(O), 12(D), 13(D), 14(D), 15(O), 16(O), 17(O), 18(O), 19(D), 20(O), 21(O), 22(D)