Transcript history changes

The New Secondary Curriculum
Regional Subject Briefing
History Changes
The Aims
The curriculum aims to enable all young people
to become:
successful learners who enjoy learning, make
progress and achieve
confident individuals who are able to live safe,
healthy and fulfilling lives
responsible citizens who make a positive
contribution to society
Subject programmes of study
Less prescribed content
A new look at subjects
but an increased focus
on subject discipline…
the key ideas and skills
that underpin a subject.
Importance
Why the subject
matters and how it
contributes to the
aims
The Importance Statement
History fires pupils’ curiosity and imagination, moving
and inspiring them with the dilemmas, choices and
beliefs of people in the past. It helps pupils develop their
own identities through an understanding of history at
personal, local, national and international levels. It helps
them to ask and answer questions of the present by
engaging with the past……
Key Concepts:
Chronological Understanding
Cultural, ethnic and religious diversity
Change and continuity
Causation
Significance
Interpretation
Key Processes:
Historical enquiry
Using evidence
Communicating about the past
Range and Content:
a. The study of history should be taught through a combination of
overview, thematic and depth studies.
b. … give pupils a secure chronological framework, the choice of
content should ensure that all pupils can identify and understand the
major events, changes and developments in British, European and
world history covering at least the medieval, early modern, industrial
and twentieth-century periods.
c. Appropriate links should be made to some of the parallel events,
changes and developments in British, European and world history.
Balance
Local
National
European
World
Make LINKS between these
British history
d. the development of political power from the Middle Ages to the twentieth
century, including changes in the relationship between rulers and ruled over time, the
changing relationship between the crown and parliament, and the development of
democracy
e. the different histories and changing relationships through time of the peoples of
England, Ireland, Scotland and Wales
f. the impact through time of the movement and settlement of diverse peoples to,
from and within the British Isles
g. the way in which the lives, beliefs, ideas and attitudes of people in Britain have
changed over time and the factors – such as technology, economic development,
war, religion and culture – that have driven these changes
h. the development of trade, colonisation, industrialisation and technology, the
British Empire and its impact on different people in Britain and overseas, precolonial civilisations, the nature and effects of the slave trade, and resistance and
decolonization
European and world history
i. the impact of significant political, social, cultural, religious,
technological and/or economic developments and events on past
European and world societies
j. the changing nature of conflict and cooperation between
countries and peoples and its lasting impact on national, ethnic,
racial, cultural or religious issues, including the nature and impact
of the two world wars and the Holocaust, and the role of European
and international institutions in resolving conflicts.
A new look at subjects: curriculum opportunities
• The curriculum should provide opportunities for pupils
to:
• explore the ways in which the past has helped shape
identities, shared cultures, values and attitudes today
• investigate aspects of personal, family or local history
and how they relate to a broader historical context
• appreciate and evaluate, through visits where possible,
the role of museums, galleries, archives and historic
sites in preserving, presenting and influencing people’s
attitudes towards the past
• use ICT to research information about the past,
process historical data, and select, categorise,
organise and present their findings
• make links between history and other subjects and
Disciplined innovation
"The best approach would allow for experimentation. As we also
report today, there are concerns that many initiatives in
education are pursued without being tested properly. Ministers
should encourage different schools to engage in different
strategies for motivating children at this sensitive age, pool
the results and adjust accordingly. There is no merit
whatsoever is replacing uniform teaching with anarchy.“
The Times 2007 5th Feb 2007
Inclusion
Planning an inclusive key stage 3 means thinking about shaping the
curriculum to match the needs and interests of the full range of learners.
These include:
The gifted and talented
Those with special educational needs and disabilities
Pupils who have English as a second language
The different needs of boys and girls
Pupils in the school will also bring a range of cultural perspectives
and experiences, which can be reflected in the curriculum and used to
further the pupils' understanding of the importance of the issues of
diversity.
Some key messages:
Plan with a clear rationale/philosophy (what are you doing and
why?)
Plan as a three year experience [ or two year]
Plan for progression: Concepts and processes
The rationale should arise in part from an audit of the strengths,
weaknesses and omissions with existing provision against the new
History order – and allow for pupil voice
Plan as part of the whole school planning
Make appropriate links between curriculum areas
Plan history’s contribution to the wider curriculum (personalised
learning, thinking skills and learning beyond the classroom)
Key messages, continued.
Plan for meaningful learning. Enquiries and content
should be meaningful to today’s learners, help them
understand the world today, stimulate and broaden their
knowledge and curiosity about the world.
Plan structured enquiries into historical questions.
Pupils should also have the opportunity to devise their
own enquiry questions to investigate.
Plan for real outcomes.
And finally…….
BUILD ON EXISTING GOOD PRACTICE!!!!!!