Key stage 3. Pupils should extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning. Pupils should identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time.
The origins of the Industrial Revolution. The Industrial Revolution in Britain brought huge technological advances, which had a big impact on peopleâs lives. However, not all of these changes
Key stage 3. Pupils should consolidate and extend their knowledge of the worldâs major countries and their physical and human features. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time. In doing so, they should become aware of increasingly complex geographical
3) William now had to attack if he wanted to become king. The Battle of Hastings was fought on October 14th, 1066. Williamâs army was well-trained and had lots of knights. Harold had about the same number of soldiers but they were all tired foot soldiers. 1) William tried archers first, then spearmen and then knights.
With many schools operating a 2-year Key Stage 3 curriculum, it is important to offer a few quick overviews of topics youâd love to teach in greater depth, but simply donât have the time. Rather than work through the topic chronologically and then run out of time, the approach with the full enquiry is to range over the last 160 year period
Margaret Parsons, âAsking the Right Questions: A Study of the Ability of Key Stage 2 Children to Devise and Use Questions as Part of their own Researchâ, PH 26, October 2000. âAddressing the Issues of Knowledge, Skills and Understandingâ , PH 25 special edition: effective practice in the primary history curriculum 2000.
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key stage 3 history topics
