Ken Stimpson Academy

History

Ken Stimpson Academy offers three core subjects under the umbrella of Humanities. Both History and Geography are offered at Key Stage 3, GCSE and A Level. Religious Education is offered at KS3 and GCSE.

Key Contacts

Head of Subject: Mr Gale - o.gale@kenstimpson.org.uk

Key Stage 3

Key Stage 3, Year 7 and 8
Pupils study a range of historical topics, gaining knowledge and understanding of significant events, changes and developments in British, European and World History. These topics are explored via enquiries based on History’s second-order concepts: causation, change and continuity, diversity, significance and interpretations.

Year 7
Autumn Term 1	Autumn Term 2	Spring Term 1	Spring Term 2	Summer Term 1	Summer Term 2
What is History? (Pre-historic study)	The Norman Conquest	Meet the Tudors	Religious Rebellion	The English Civil War	Plague, Witches, Fire
Key concepts: Introduction to key skills, sources, interpretation & chronology. Reaching judgements through historical investigations	Key concepts: Cause and consequence, chronology. Compare accounts from different sources. Analysing interpretations.	Key concepts: Significance Study religious change through the lives of significant individuals.	Key concepts: Comparing the motivations behind the Gunpowder Plot in the seventeenth century to present day religious rebellions.	Key concepts: Causation Changes in power between monarchy and parliament. Wider contextual knowledge of the seventeenth century.	Key concepts: Source analysis. Causation Prioritization Examine beliefs and behavioural characteristics of people during the seventeenth century.
Link to National Curriculum The study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 A local history study	Link to National Curriculum Development of Church, state and society 1066-1509	Link to National Curriculum Development of Church, state and society 1509-1745	Link to National Curriculum Development of Church, state and society 1509-1745	Link to Nation Curriculum the development of Church, state and society in Britain 1509-1745	Link to National Curriculum the development of Church, state and society in Britain 1509-1745

Year 8
Autumn Term 1	Autumn Term 2	Spring Term 1	Spring Term 2	Summer Term 1	Summer Term 2
Democracy	Empire	Black Peoples of America	Industrial Revolution	Rise of the Nazis/WWII	Holocaust
Key concepts: Understanding change and continuity The changing power relationship between the monarchy and Parliament	Key concepts: Causation – the impact of the British Empire. Interpretation – Was the empire a good or a bad entity?	Key concepts: Exploring a sensitive issue and the importance of empathy, tolerance and understanding of other cultures and traditions by learning lessons from the past. Diversity	Key concepts: Understand how the Industrial Revolution changed the way people lived and worked. Understand how the Industrial Revolution affected the future.	Key concepts: Examining causation, changing ideologies from an absolute authority, Rise of a dictatorship.	Key concepts: Context of Nazi policies Empathy, tolerance. Case study
Link to National Curriculum Development of Church, state and society 1066-1509 Development of Church, state and society 1509-1745 Ideas, political power, industry and empire 1745-1901	Link to National Curriculum Ideas, political power, industry and empire 1745-1901 At least one study of a significant society or issue in world history and its connection with wider world developments	Link to National Curriculum At least one study of a significant society or issue in world history and its connection with wider world developments	Link to National Curriculum Ideas, political power, industry and empire 1745-1901	Link to National Curriculum Challenges to Britain, Europe and the wider world 1901 to present day	Link to National Curriculum Challenges to Britain, Europe and the wider world 1901 to present day (including the Holocaust)

Key Stage 4

We offer the following courses in this area at KS4:

See more information and courses on our KS4 Pathways process here

Post 16

We offer the following courses in this area at Post 16:

See our full range of Post 16 courses here

Life After Levels

KS3 Scheme of Learning and Assessment

In 2014 the government abolished National Curriculum Levels for KS3. Therefore, students in Key Stage 3 at Ken Stimpson Academy are assessed using a transitional model that allows students to progress from Key Stage 2 (Primary school) to Key Stage 4 (GCSE).

Each student has a target grade for the academic year in each subject which is derived from KS2 prior attainment. This target grade translates to one of the following descriptors:

Beginning - I can demonstrate understanding by identifying, reducing and transforming key information
Developing - I can demonstrate understanding by describing, deconstructing and deriving key information
Securing - I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.
Advancing - I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.
Excelling - I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.

Each subject has a specific scheme of learning and reflection every half term designed to allow students to be introduced to and practice the skills required for GCSE. Therefore, making progress at KS3 will allow students to significantly enhance their performance at KS4.

Students’ homework and assessments throughout the year will be assessed using the descriptors above. Additional subject specific comments will also be made to show students how to progress to the next level.

Phase One Assessment: Life After Levels – competency descriptors

Descriptor	Teaching and Learning: Blooms / Thinking hard	Assessment: Subject specific statements
Beginning	I can demonstrate understanding by identifying, reducing and transforming key information	I can identify and understand examples of cause and consequence, significant individuals and events and change and continuity over time. I can identify and understand relevant evidence from sources and interpretations of the past.
Developing	I can demonstrate understanding by describing, deconstructing and deriving key information	I can describe examples of cause and consequence, significant individuals and events and change and continuity over time. I can make a simple judgement. I can select and describe relevant evidence from sources to answer an enquiry question. I can make simple inferences from sources and describe how the past has been interpreted in different ways.
Securing	I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.	I can explain examples of cause and consequence, significant individuals and events and change and continuity over time. I can make a simple judgement with some justification. I can select and explain relevant evidence from sources to answer an enquiry question. I can make supported inferences from sources and support them with evidence. I can explain how the past has been interpreted in different ways.
Advancing	I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.	I can analyse examples of cause and consequence, significant individuals and events and change and continuity over time. I can make supported judgements by prioritising key information. I can prioritise relevant evidence from sources to answer an enquiry question. I can analyse interpretations of the past.
Excelling	I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.	I can evaluate examples of cause and consequence, significant individuals and events and change and continuity over time. I can make supported judgements based on my evaluation of key information. I can evaluate how useful sources are based on their content, context and their nature, origin and purpose. I can evaluate interpretations of the past.