Keep Calm and Carry On!. Amanda Moore Katy Melville Education Officers Warrington Museum and Art Gallery. Reaction so far. In July emailed five Heads of our regular user schools for feedback re the proposals and if they would be changing their history curriculum
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Warrington Museum and Art Gallery
many Heads will ignore the new orders especially for the non core subjects. So advised us to not panic or react too quickly!
In Key Stage 1 there are FOUR subject content areas
In Key Stage 2 there are NINE subject content areas
Four areas are prescribed and take British History chronologically from Stone Age to 1066. Within each area there is no expectation of coverage, just several non-statutory examples
Two areas are non-prescriptive, one a local study and the other national in focus from 1066
Three areas are prescribed World History areas with specific choices but no statutory coverage
History feeds into the development of:
Developing a critical mind
Forming opinions & challenging ideas
Using observation skills
Devising valid questions
Using a range of sources to build up knowledge
Presentation of information and ideas
The WOW factor (loans and visits) for a Learning Challenge driven curriculum where children initiate & steer learning through their own questions/enquiry- RE-ENERGISE topic based learning
Reassurance, guidance & direction for teachers that a chosen theme is a “valid” interpretation of an area (teachers can cling to non-Statutory guidance)
Advice for clusters of schools in authorities where there are no subject specialist advisors- Breakfast Briefing for Heads/Senior Leaders in Warrington- Deputy Heads usually have responsibility for the curriculum
Artefacts & archive material supports all AIMS/KEY SKILLS in History and across all curriculum areas
Specific intervention projects- use Pupil Premium funding (£900 per child who has been in receipt of free school meals in the last 6 years- set to rise)- literacy programmes, behaviour etc
“The arts are the highest form if human achievement. Through art we not only make sense of ourselves and the world, we also make our lives enchanted. Art allows us to celebrate our common humanity and communicate across boundaries. Artistic endeavour marks us out from the rest of nature as creators and celebrators of beauty.”
(Foreword by RT HON Michael Gove MP and Ed Vaizey MP)
“The new national curriculum will be in schools this autumn for first teaching in 2014. Creating a slimmer, high-quality curriculum in these subjects (cultural) will improve cultural education as schools and teachers use their new freedoms to design and adapt their provision to match the needs and interests of their pupils. (museums and art galleries specifically mentioned as part of access to a high quality cultural education) page 37
Ofsted recognises the role the Arts play as a vehicle for raising achievement –especially in disaffected teenagers and in very young learners- BUT no hard data to support/measure the impact of arts programmes- need this to embed provision. Pupil Premium is being spent on arts programmes and in disadvantaged children accessing cultural visits- schools have to outline expenditure on website.
Part of the Cultural Education Review is this project with English Heritage with £2.7 million invested to 2015. Aims to enable children to spend more time learning outside the classroom making use of local heritage resources. Two thousand teachers to take part in training programmes across 190 schools to make them confident in making effective use of local heritage resources in delivering the curriculum.
The THREE aspirations are:
Embedding the local historic context within the school’s curriculum
Nurturing children’s pride in where they live
Developing children’s understanding of how their local heritage relates to the national story.
These aspirations may influence what we all provide for schools.
‘Moving English Forward, Ofsted rep. 2012