History Curriculum Update: Key Concepts, Subjects, and Importance

1. The New Secondary CurriculumRegional Subject BriefingHistory Changes

2. The Aims • The curriculum aims to enable all young people to become: • successful learners who enjoy learning, make progress and achieve • confidentindividuals who are able to live safe, healthy and fulfilling lives • responsible citizens who make a positive contribution to society

3. Subject programmes of study skills and ways of thinking Key processes Range and content opportunities Curriculum Key concepts knowledge and understanding essential ideas contexts for learning A new look at subjects Less prescribed contentbut an increased focuson subject discipline… the key ideas and skillsthat underpin a subject. Importance Why the subject matters and how it contributes to the aims

4. 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……

5. 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

6. 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. 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.

7. Balance Local National European World Make LINKS between these

8. 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, pre-colonial civilisations, the nature and effects of the slave trade, and resistance and decolonization

9. European and world history i. the impact of significant political, social, cultural, religious, technologicaland/or economic developments and events on past European andworld societies j. the changing nature of conflict and cooperation between countriesand peoples and its lasting impact on national, ethnic, racial, cultural orreligious issues, including the nature and impact of the two world warsand the Holocaust, and the role of European and international institutionsin resolving conflicts.

10. 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 areas of the curriculum, including citizenship.

11. 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

12. 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.

13. 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)

14. 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!!!!!!