CASTLE

CURRICULUM

This series is most suitable for students aged 11-14 (Key Stage 3 in England, Northern Ireland and Wales) since the subject matter (medieval history) most closely matches the curriculum requirements for this cohort. However, the style of presentation makes it suitable for anyone over 11, including adult students following medieval history courses.

SERIES AIMS

• To illustrate the central role of castles in medieval history
• To emphasise that castles had both a domestic and defensive function
• To look at some of the key events of the Middle Ages by using the concept of castle as a focus
• To demonstrate the range of evidence available to students of this period.

CURRICULUM RELEVANCE

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England, Wales, Scotland and Northern Ireland

History is statutory at Key Stage 3 all over the UK, with the current emphasis on concepts and skills rather than specific historical events. For example:

• The use of evidence to investigate events
• Understanding chronological timescales
• Looking at changing political power
• Understanding relationships between Wales, Scotland, England and Ireland
• Understanding cause and effect in historical events
• Using historical vocabulary
• Understanding how historians and other experts come to conclusions.

Explanatory notes

Historical enquiry: This includes structured enquiries into different kinds of historical questions and issues. Pupils should begin to devise and refine their own questions to structure an investigation, developing their own hypotheses and selecting and deploying evidence to reach and justify their own conclusions. Pupils can either use their acquired knowledge and understanding to suggest hypotheses, or can suggest hypotheses at the start of the topic based on their own assumptions and values, which they then test against the evidence.

Using evidence: Knowledge of the past is based on evidence derived from sources and depends on the questions asked and the sources available rather than making prior assumptions about the validity and reliability of the historical sources used. This includes evaluating the value and reliability of evidence by studying the provenance, purposes and language of sources.

Communicating about the past: Pupils develop writing, speaking and listening skills as they recall, select, classify and organise historical information, use historical terminology and language appropriately and accurately, and provide well-structured narratives, explanations and descriptions of the past. Pupils should use existing and emerging technologies where appropriate.

Find out more

For details of the actual curriculum requirements in each country, use the following curriculum guidance sites:

History education
www.history.org.uk
Information and resources for teachers and other professionals involved in History education in primary and secondary schools and in higher education.

England and Northern Ireland
http://curriculum.qca.org.uk/subjects
Outlines what schools should provide in terms of History education.

Wales
http://new.wales.gov.uk
Outlines what should be included in History in schools.

Scotland
www.ltscotland.org.uk/5to14/curricularareas
Information on what schools should teach as part of History in Scotland.