Secondary Key Stage 3

It is the Branch’s intention to act as a mediator between schools and experts on particular periods, events and themes so that a range of scholarly interpretations can be examined alongside some relevant sources. Links will be provided also to resources available on the Historical Association’s own website.

This stage can, in theory, retain some of the flexibility of Key Stages 1 and 2, and does not have as many constraints as Key Stage 4 during which, if History is chosen as an examination subject in whatever form it is offered, stricter syllabus discipline would have to be followed.  However, as far as the national curriculum is concerned, this is a structure that does not have to be followed by academies and free schools. Nevertheless, just a glimpse of the topics listed will show that a considerable but potentially fascinating swathe of content can be taught and learnt. One problem that schools are experiencing is the loss of one year’s study at KS3 because of the demands of GCSE, and that means that only a part of the syllabus will be taught. For the curriculum, see details here:  https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study/national-curriculum-in-england-history-programmes-of-study

These however are the basic topics: the development of Church, state and society in Medieval Britain 1066-1509; the development of Church, state and society in Britain 1509-1745; 

ideas, political power, industry and empire: Britain, 1745-1901; challenges for Britain, Europe and the wider world 1901 to the present day; a local history study; the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066; and at least one study of a significant society or issue in world history and its interconnections with other world developments [for example, Mughal India 1526-1857; China’s Qing dynasty 1644-1911; Changing Russian empires c.1800-1989; USA in the 20th century]. Meaningful experiences for students will probably revolve around depth-studies where individual research enquiries can be conducted. Some sharing of these, or external input into them from experts, or advice about how to use national museum, gallery, library or archival websites might be good starting points where this website might help.