Learning and Teaching History in a C hanging Educational Landscape

1. Learning and Teaching History in a Changing Educational Landscape

2. Learning and Teaching History in a Changing Educational Landscape

3. Curriculum 2014 – KS3 History • Coherent knowledge and understanding • Britain’s past and the wider world • Inspire pupils’ curiosity to know more • Ask perceptive questions, think critically • Weigh evidence, sift arguments • Develop perspective and judgement • Complexity of… people’s lives, the process of change, the diversity of society and relationships • Understand their own identity and the challenges of their time

4. What should History have contributed to a child’s education by the time she/he leaves school?

5. What should History have contributed to a child’s education by the time she/he leaves school? • Citizen of the UK, EU, world? • Member of local communities • To a history degree • To other further or higher education • To the world of work • ….

6. What should History have contributed to a child’s education by the time she/he leaves school? History – it’s the only (or one of the only) sources of this History – contributes with other parts of school life Skills? Capabilities? Dispositions? Attitudes? Knowledge? Concepts? …?

7. What should History have contributed to a child’s education by the time she/he leaves school? Left = History must do it Right = generic contribution Skills? Capabilities? Dispositions? Attitudes? Knowledge? Concepts? …? • Coherent knowledge and understanding • Britain’s past and the wider world • Inspire pupils’ curiosity to know more • Ask perceptive questions, think critically • Weigh evidence, sift arguments • Develop perspective and judgement • Complexity of… people’s lives, the process of change, the diversity of society and relationships • Understand their own identity and the challenges of their time

8. What our students need from us + • Second order concepts such as: • continuity and change • cause and consequence • chronological understanding • use of evidence • judging historical interpretations • evaluating historical significance • KS3 content: • Britain 1066-1509 – church, state and society • Britain 1509-1745 – church, state and society • Britain 1745-1901 - ideas, political power, industry and empire • 1901-present - challenges for Britain and the wider world (incl. the Holocaust) • Local history • British theme before 1066 • Non-British society or issue as part of a world development • First order concepts such as: • revolution and counter-revolution • civil war • independence • nationalism, • communism, • decolonisation, • cold war • welfare state • perestroika

9. What outcomes do we need along the way to make sure that our students leave us with what they need? + What our students need from us! • Second order concepts such as: • continuity and change • cause and consequence • chronological understanding • use of evidence • judging historical interpretations • evaluating historical significance • KS3 content: • Britain 1066-1509 – church, state and society • Britain 1509-1745 – church, state and society • Britain 1745-1901 - ideas, political power, industry and empire • 1901-present - challenges for Britain and the wider world (incl. the Holocaust) • Local history • British theme before 1066 • Non-British society or issue as part of a world development • First order concepts such as: • revolution and counter-revolution • civil war • independence • nationalism, • communism, • decolonisation, • cold war • welfare state • perestroika

10. Now we know where we are going and the outcomes we need along the way… • What enquiries, in which combination, shall we include in our KS3 Scheme of Work? • What are our assessment criteria for measuring whether we are achieving the outcomes we want? • What are our strategies for responding to the results of our assessment?

11. Learning and Teaching History in a Changing Educational Landscape • We can seize the moment! • We can reinvigorate and re-inspire! • We can support each other!