Learning and Teaching History in a Changing Educational Landscape

Learning and Teaching History in a Changing Educational Landscape

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

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

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• ….

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? …?

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

What our students need from us +First order concepts such as:• revolution and counter-revolution• civil war• independence• nationalism,• communism,• decolonisation,• cold war• welfare state• perestroika

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

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

+ What our students need from us!

What outcomes do we need along the way to make sure that our students leave us with what they need?

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?

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!