Years 7 – 9 History
Our aims for History for years 7 to 9 are to encourage and enable students to develop an interest in and enjoyment of history, an inquiring mind, and a sense of chronology.
Programme of Study
The Lower Secondary History programme at Uplands has been constructed to cater for the needs of a multinational group of students who arrive in Y7 from various academic backgrounds (PYP, International Primary Curriculum and Malaysian state schools to name a few) and have very different levels of knowledge and interests.
No single national curriculum for History can adequately provide the diversity and relevance of content that our students require, but the British KS3 programme with its emphasis on ‘concepts and processes’ serves as a useful framework. It is for this reason that several of the units are drawn from this programme and that student textbooks originate mainly from the UK. Other units of study are based on the Australian curriculum and some have been created at Uplands especially for our students.
Our aims for History Y7 to Y9 are to encourage and enable students to develop:
- An interest in and enjoyment of history
- An inquiring mind
- A sense of chronology
- Knowledge and understanding of some of the main periods and events in world history
- An understanding of change and continuity, cause and consequence, similarity and difference
- Basic skills in the use of historical sources.
- A respect and understanding of others’ perspectives, values and attitudes
- A sense of identity and understanding of the world around them.
Assessment throughout the year is both formative and summative and is based on the progress made in relation to the key concepts and processes detailed in the UK KS3 programme of study. These are:
- Chronological understanding
- Cultural,ethical and religious diversity
- Change and continuity
- Cause and consequence
Key Skills & Processes
- Historical enquiry
- Using evidence
- Communicating about the past
The criteria used to assess progress can be found in the Level Descriptors for History.
Formative assessment is an ongoing process throughout the study of the different units and is used alongside a series of formal assessment tasks (usually 3 per term). A wide variety of assessment strategies may be used including: quizzes, essays, presentations, creative projects (e.g. posters, guidebooks, speeches, stories), self-evaluation, among many others. Some of these tasks may be completed individually and others as part of group work.
At the end of each term, teachers will assess this collection of evidence (a ‘portfolio’) and will use it to evaluate the level of achievement for each student during this period. Parents and students should be aware that the system of levels requires teachers to look for a ‘best fit’ between the level descriptors and the work that the student has produced and that this is not an ‘exact science’ – students may show strong progress for some of the concepts and be weaker in others.