KS3 History


Our ambitious KS3 History curriculum furnishes students with knowledge of key historical processes such as the appreciation of evidence that has shaped our understanding of the past and how concepts such as revolution shape the world as it is now experienced. 

Curriculum sequence



Term 1

Term 2

Term 3

Term 4

Term 5

Term 6


Year 7


Mysteries and conquest


Core skills such as chronological ordering.

The Norman Conquest.

Assessment covers the battle of Hastings.


Archaeology, the state and dissolution

Richard III mystery.

Henry VII and the restoration of order.


State and crisis


Henry VIII and the subsequent Mid-Tudor Crisis.

A changing dynasty


The Stuart dynasty.

The clash between Parliament and crown with James I and Charles I.



Restoration and Revolution


The Restoration.

The Glorious Revolution.



The French Revolution


The close of the rural age and the application of the Enlightenment to this revolution.


Year 8


The Industrial World


Define a Revolution. In part revisiting from Year 7.

Industrial Revolution DOMESTIC system overthrow.

Impact of urbanisation.

Transport. Revolution assessment.




To establish what is meant by empire. How did the British Empire develop?

Triangular Trade.

What is the legacy of Empire and Industrialisation.

Source assessment.    

World War One


World War One: Industrial War. (Experience of the soldiers).

What led to the outbreak of World War One. Trench competition.

World War One


World War One: Industrial War. (General’s perspective).

Verdun / Somme.

General Haig assessment.

Treaties, the rise of Fascism


The Treaty of Versailles.

Tensions in the 1920’s and the rise of the Nazi Party. World War Two.

World War Two and the Holocaust


The concept of total war.

Wider war atrocities / racial issues.

The Holocaust.

National curriculum links

We cover a wide variety of topics that are mapped in the History National curriculum. Most pertinent is the disclosure for key topics such as the development of the state in the early modern period and the mandatory units of the slave trade triangle from Africa to the Americas and the Holocaust. The intention is here to present these seminal events, not only with the due gravitas that a young person would need to equip them for adult life, but also to provide an awareness of the consequences of such grave events as the abolitionist movement and the Declaration of Human Rights that preceded the genocide of the Second World War. Equally, the curriculum explores the impact of these events upon the local area such as William the Conqueror’s invasion leading to the building of Oxford Castle.

Meeting the needs of SEND and Pupil Premium students

In accordance with school policy, History teachers place SEND and Pupil Premium students at the heart of their lesson planning.  This is evident in high levels of teaching wherein questioning, a sincere checking for understanding and the provision of tailored feedback using the CAR feedback system enables students to take ownership of their learning.

In History we provide for the progress of SEND and Pupil Premium students by:

  • Providing topic key word and checklist sheets within books.
  • Starter tasks allow for retrieval and the opportunity to show prior learning.
  • Assessments provide a clear structure that enables a student to see their progress.
  • Writing frames are utilised within lessons and during assessments as applicable.
  • Students receive learning episodes that are structured to the school’s Gold / Silver and Bronze differentiation policy- this allows learners to access their needs but also encourages ambition to strive for the highest outcomes.
  • Seating plans are used and adapted to benefit the needs of a learner.


Retrieval practice is embedded into department planning and frequently forms starter activities.


In Key stage 3 students receive one piece of homework every fortnight or a large piece of project homework.


Students are assessed using formal assessments for every topic area. These assessments reflect the Gold / Silver and Bronze framework of lessons and the levels are linked to skill levels such as the requirement for evaluation skills to be applied to higher level source analysis. Students are provided with CAR feedback from assessments.

Mr Gregory


GCSE History

This course provides a framework that allows students to explore an extensive period of History that involves both the modern and medieval world. This provides both a thematic study for the development of Medicine but also an appreciation for the events that have shaped the world in which we live.

Course outline

The course is divided into four sections of equal value, each of which is examined in at the end of Year 11.

Paper 1: Understanding the modern world. (50% of the GCSE)

What’s assessed?

In Section A there is a choice of four period studies, each with a focus on two key developments in a country’s history over at least a 50 year period.

In Section B there is a choice of five wider world depth studies. These focus on international conflict and tension.

How it’s assessed

  • Written exam. 1 hour 45 minutes.
  • 84 marks (including 4 marks for spelling, punctuation and grammar.
  • 50% of GCSE

Paper 2: Shaping the Nation. (50% of the GCSE)

What’s assessed?

In Section A there is a choice of three thematic studies, which look at key developments in Britain over a long period.

  • This will be the Health and the People C1000 to the present.

In Section B there is a choice of four British depth studies incorporating the study of a specific historic environment.

How it’s assessed

  • Written exam. 1 hour 45 minutes.
  • 84 marks (including 4 marks for spelling, punctuation and grammar.
  • 50% of GCSE​

Assessment and Progression

Examination Board:  


Grading system:

1-9 (9 is highest)


2 final examinations

Paper 1 – Understanding the modern world

1hr 45 minutes

Paper 2 – The Challenge of the Human Environment

1hr 45 minutes

Exam questions are a mix of Source based questions, short and long answers.

Progression to Post-16:

A-Level History

Future career links:




Current Affairs


Mr Gregory


Miss Froud-Davis


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