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St Edmund's Catholic School

A learning community - A faith community - A vibrant, forward looking community

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KS3

At Key Stage 3 all students study History for three lessons a fortnight. Our curriculum begins with a study of Medieval Britain and ends by analysing significant events of the 20th Century. History is taught chronologically and is designed to give a sense of ownership of society, of where we have been and where we are now. There is a substantial study of British history across time as well as an in depth study of some other countries and cultures in order to make the Key Stage 3 curriculum broad and balanced. Through the Key Stage 3 curriculum, we develop disciplinary literacy and the key skills required for the study of GCSE History and beyond. Assessment at Key Stage 3 focusses on testing the pupils’ historical knowledge but also provides a foundation for the skills of using historical sources.

 

YearCycle 1Cycle 2Cycle 3Cycle 4
7Anglo Saxons and Norman EnglandMedieval Life and Medieval KingshipMedieval Kingship and the CrusadesLate Medieval Kingship
8

Henry VIII and the Reformation

 

Later Tudors

Age of encounters

 

English Civil War

Commonwealth and Restoration

 

Georgian Britain

British Empire Transatlantic slave trade (including the abolition)
9

American Revolution

 

French Revolution

Industrial Revolution

 

Age of Reform

Victorian Empire

 

Causes/events WW1

Rise of the Dictators

 

WW2

 

Our Mission and Values

“Therefore learn as if to live forever; live as if to die tomorrow” (St Edmund of Abingdon)

Read Our Values & Ethos Statement

Trust Information

St Edmund's Catholic School is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Edmund's Catholic School is a business name of Kent Catholic Schools’ Partnership.

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