Curriculum overview for Key Stage 3 History
National Curriculum programme of study: History
https://assets.publishing.service.gov.uk/media/5a7c66d740f0b626628abcdd/SECONDARY_national_curriculum_-_History.pdf

Curriculum intent – the knowledge, understanding and skills that students will learn
History is a subject that forms the bedrock of our understanding of the society in which we live, as well as the wider world around us. At Key Stage 3, our history curriculum is designed to spark students' natural curiosity about the past and to help them understand how history has shaped the world today. The study of history allows students to develop a strong sense of identity by enabling them to understand their place in the world, assess how and why society has changed, and appreciate the experiences of diverse groups throughout history.

Our curriculum promotes critical thinking by encouraging students to analyse historical sources, form interpretations, and question evidence. Through these activities, students develop the ability to assess causes and consequences, chart changes, and reflect on the continuity of key events and ideas. They will also learn to evaluate the significance of individuals and events, applying their own criteria to judge the impact of the past on the present.

By exploring local, national, and global events of historical significance, students gain a broad knowledge base, equipping them with a deep understanding of the world. They will be encouraged to draw connections between the past and present, recognizing the relevance of history in modern society. As they study the experiences of various groups, students will develop tolerance, empathy, and a more informed worldview, fostering a foundation that extends beyond their historical studies and into their wider lives.

A key focus of our curriculum is the development of essential historical skills, including the ability to use evidence to support reasoned judgments. By the end of Key Stage 3, students will be adept at identifying what has shaped our world, understanding how and why changes occurred, and recognizing the significance of continuity. These skills will not only enhance their historical understanding but will also empower them as thoughtful, critical, and informed citizens.

Curriculum implementation – teaching, learning and assessment strategies
Our History curriculum ensures that skills and knowledge are built on year by year, and sequenced appropriately to maximise learning for all students. It is important that our students develop the skills of a historian throughout their time at Blackfen School and do not just learn a series of facts about the past. In History, students use historical evidence to develop a sense of the time being studied, they weigh it up and reach their own conclusions. To be successful historians, our students will hone their skills to be able to confidently research, interpret evidence and reach substantiated judgements. Throughout Key Stage 3, students will develop the ability to think critically about history and communicate confidently in an appropriate style. They will also consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate evidence derived from a range of sources. 

Curriculum impact – intended outcomes for students 
Here at Blackfen we want to create Historians, not just students who study History. Students will develop their interest in and enthusiasm for History and gain an understanding of its value and significance. During their study of Key Stage 3 History, students will acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and that historical judgements can change depending on the society of the time. They will develop their use and understanding of historical terms, concepts and skills. Students will be able to make links and draw comparisons within, as well as across different periods and aspects of the past. They will be able to organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.

Assessment overview for Key Stage 3 History
In Key Stage 3, we assess students’ progress in History by using the second order concepts of evidential understanding, causation, change and continuity, significance and interpretation. These are the threads that weave together our curriculum. Common tasks that are used in lessons are source annotations, “PEE(L)” paragraphs and judgement lines. A variety of homework tasks are set such as research projects, reading ahead for lessons, summary paragraphs and memorisation quizzes.

Year 7
Evidential understanding: Students focus on making inferences from a range of sources to determine what life was like in the past. They supporting their inference using specific evidence from the source
Causation: Students describe a range of causes and say which are the most significant
Change and continuity: Students describe several changes or differences by comparing life at different times in detail. They sum up their overall impact and say which are the most significant
Interpretation: Students describe the views given in different interpretations and begin to test the validity of the view by applying their own contextual knowledge

Year 8
Evidential understanding: Students explain inferences from sources using details from the source. They support inferences using their own contextual knowledge. They explain the provenance of the sources and how this affects the utility of the source
Causation: Students explain the key causes of an event and their consequences in detail. They judge which of the causes are the most significant
Change and continuity:  Students explain and categorise similarities and differences by comparing life at different times for different people. They weigh up their impact on life, beliefs or ideas to say why some changes were more important than others.
Interpretation - Students describe different interpretations in detail and compare their views. They use detailed contextual knowledge to explain how valid the view is in the interpretation and judge which interpretation is the strongest. 

Year 9 
Evidential understanding: Students explain inferences, the impact of a source’s provenance and select which source or source type is the most useful to use when judging a historical enquiry
Causation: Students explain and group causes/consequences in detail. They make links between causes/consequences to judge why some are more significant than others.
Change and continuity: Students explain and group similarities and differences by comparing in detail life at different times for different people. Students judge the significance of changes by measuring how big an impact they had on different people at different times
Interpretation: Students explain the reasons for differences and similarities in a range of interpretations based on the values and context of the time in which they were created. They apply a clear criterion in their judgement of which interpretation they agree with

In addition to on-going formative assessment based on classroom and home learning, summative assessment of students’ progress in Key Stage 3 History takes place in line with whole-school arrangements for assessment. Please see the Curriculum and Assessment policy on the Curriculum website page for further details about Key Stage 3 formal assessment.