QCA scheme of work
Key stage 3
A further five units have been written for the DfES/QCA scheme of work for key stage 3 history. The first two units have been designed to encourage more schools to extend their teaching of the key stage 3 history national curriculum World Study after 1900 into the second half of the twentieth century. The remaining units have been designed to supplement the guidance on developing pupils’ knowledge and understanding that can be found on this website in the section on Improving Learning.
Units on post-1945 history
How and why is the legacy of British rule in the Indian subcontinent interpreted in different ways?
This unit looks at India in the twentieth century, building on the earlier units in the DfES/QCA scheme of work (unit 13 ‘Mughal India and the coming of the British’ and unit 14 ‘The British Empire’). Pupils study why India was such an important part of the British Empire, the life of key individuals connected to the struggle for independence, the events leading up to independence and the effects that partition had on the Indian subcontinent. In a case study, pupils study how the legacy of empire impacted on the newly independent India, Pakistan or Bangladesh and consider the extent to which they are still influenced by their past.
How has Germany moved from division to unity 1945 to 2000?
This unit looks at events in Germany after 1945 and focuses on the reasons for division of the country at that time and reunification after 1989. It builds on the earlier unit in the QCA/DfES scheme of work (unit 18 ‘Hot war, cold war: why did the major twentieth-century conflicts affect so many people?’) and is designed to help schools look at some of the key developments in the history of modern Europe.
Units on chronological knowledge and understanding
Chronology at the beginning of year 7
This unit picks up on history topics from key stage 2 in order to value pupils’ previous knowledge as they begin key stage 3. In particular, it reminds them of the vocabulary of chronological understanding and the sequence and names of periods. The tasks provide some formative assessment of pupils’ chronological knowledge and understanding. The unit then lays out an overview of the key stage 3 course and its British, European and world chronologies.
Chronology at the end of year 8
This unit builds up an overview of important topics, placing them in the chronology of year 8 and the key stage 3 course as a whole. It provides progression in understanding of the vocabulary and concepts of chronology and gives opportunities for assessment of chronological understanding and knowledge of events, people and changes. It goes on to set key stage 3 topics in a wider chronological and historical context.
Chronology at the end of year 9
This unit looks back over the whole of key stage 3, developing an overview of the key features of the course studied. It reinforces knowledge and understanding of the chronology of the course. It raises awareness of significant people, events and themes in the course and so develops understanding of the criteria for significance and how interpretations of significance can differ. By examining these issues, pupils have their residual learning reinforced and are prepared for further encounters with history, whether in school or beyond.
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