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NEW Blog: Planning for the new KS3 - The Norman Conquest

1/9/2014

3 Comments

 
Picture
So I have spent quite a lot of time over the last 6 months planning for the new curriculum. As a department we have begun to suggest the key units we might like to cover and have begun debating which key questions we want to answer (see attachment below). This process is far from complete, but at least we have a rough outline to begin with. 

Now the outlines are almost complete, the next big issue will be creating the schemes of work and assessments which form the core of our new curriculum. This is the bit where I tend to feel a bit unwell. Images of thick, inpenetrable schemes of work starting running through my head and I get tired thinking about churning out lessons after lesson for a plan that no-one will end up using.

So here is the big issue. We have very limited time to write our new schemes of work and we want to make this the best curriculum we have ever taught. So how do we best use our time? Building on Michael Fordham and Jamie Byrom's recent articles in Teaching History (Curriculum Evolution Supplement, 2013), I think there are 3 areas which will need the most attention:

1) Agreeing on a "gold standard" for History - this has largely been done through previous work here
2) Setting meaningful enquiries - a work in process but nearly there
3) Creating meaningful assessments which enable students to address the enquiry and demosntrate the gold standards of History. I am particularly keen on divorcing such assessments from any generic mark schemes - making the marking specific to each assessment.

With this in mind, I am trying to devise an appropriate planning format, which prioritises the above. I have attached a sample SoW for the Norman Conquest Y7 unit and would be interested to know what people think. The main differences between this and previous SoW I have written are:

* I have been much more rigid in defining substantive concepts to cover - I am hoping to incorporate a mixed approach to assessment which also includes regular checks of knowledge and chronology
* I have spent the majority of the time planning the assessment and mark scheme so that it is specific to the task.
* I have not stipulated indiviudal lessons, leaving this down to teachers.

I would be very interested to get any feedback on this approach. Do you think it works? Is there enough detail? Is it too open/restrictive? Are you doing something similar or do you have a different approach? Again I think this is a great time for debate and discussion. I look forward to any responses.

Alex

2014_ks3_rationale.docx
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progression_model_for_history.docx
File Size: 188 kb
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sow_-_norman_conquest.docx
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assessment_-_william__hastings.docx
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3 Comments
sally howgate
6/24/2015 08:26:20 am

Have just been reading through all the information on progress and attainment and you have cystallised my thinking for me !!! Thank you!

Reply
Alex Ford
6/25/2015 01:04:40 am

I am glad it has been useful. I have some more up to date resources in the 2014 KS3 section under "core documents" as well

Reply
cv-service link
12/28/2020 02:47:00 pm

Everything related to the Second World War has always interested me very much. This is what happens now. Please write more such interesting articles. I will be very grateful.

Reply



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