Transcript An overview of National Curriculum History

Keep Calm and Carry On!
Amanda Moore
Katy Melville
Education Officers
Warrington Museum and Art Gallery
Reaction so far
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In July emailed five Heads of our regular user schools for feedback re the
proposals and if they would be changing their history curriculum
Feedback varied-one indicated that content in humanities had been streamlined already, another history in a state of flux & teachers concerned re
changes, another that adaptations as the year progressed but no major
changes, another has developed a new curriculum map for history and
geography tying into new curriculum
All keen to have our support, would benefit staff
Met Senior Advisor in Warrington (Warrington LEA in a rare position of still
having several advisors) said that Warrington schools are strongly
committed to a creative, skills driven curriculum and that
many Heads will ignore the new orders especially for the non core subjects.
So advised us to not panic or react too quickly!
An overview of National Curriculum
History
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
Key Stage 1 History
Subject Content
Warrington’s Offer
(Current and potential)
Changes within living memory
Grandparents toys and 1950s/60s
Kitchen/Time Tunnel gallery, “Seaside
holidays in the Past” session
Events beyond living memory that are
significant nationally or globally
Jubilees, anniversaries of World Wars
Lives of significant individuals in the past
who have contributed to national and
international achievements
Compare Queen Victoria and Queen
Elizabeth- clothing, household artefacts,
differences between rich and poor
William Shakespeare
Significant historical events, people and
places in their own locality
Our museum building- 1840s/50s,
Manchester Ship Canal, Railways &
Bridges, Ossie Clark fashion designer,
Lewis Carroll, role of Burtonwood Airbase,
Town Hall (1755) and development of
Bridge Street
Key Stage 2 History
Subject Content
Warrington’s Offer
Changes in Britain from Stone Age to Iron Age
New session using existing material & local
finds (St Philips idea to relate to “Stig of
the Dump”)
The Roman Empire & its impact on Britain
Existing session with local finds & Roman
legionary soldier loan box
Britain’s settlement by Anglo-Saxons and Scots
x
The Viking & Anglo-Saxon struggle for the Kingdom of England to the
time of Edward the Confessor
x
A local history study
In depth focus of any area above, Civil War,
Bridge Street, Railways, Manchester Ship
canal, Industrial Revolution, Town Hall
(1755), Museum & neighbouring buildings,
South Lancs regiment & street names
A study of an aspect or theme in British History that extends
chronological knowledge beyond 1066
Portraiture- paintings in gallery & use by
Elizabeth 1 (St Philips CE Primary idea),
Dissolution of Monasteries (Friary in
Warrington), Leisure (include local customs
such as Walking Day & existing seaside
session), Victorian Childhood (school loan),
Transport, WW1 and WW2
The achievements of the earliest civilisations- overview & in depthAncient Sumer, Indus Valley, Ancient Egypt, Shang Dynasty
Ancient Egypt- established session within
World Cultures gallery
Ancient Greece-study of Greek life & influence on western world
Use existing loan box & develop a town trail
looking at legacy within architecture
A non-European society that provides contrast with British history- one
from early Islamic, Mayan and Benin (AD 900)
Benin bronzes
Freedom!
• Choice in two areas (local study and
national theme)
• Scope to keep old favourites (Tudors,
Victorians & World War 2) but develop a
more honed (reduce coverage) thematic
focus
• Flexibility for schools to decide the depth
of a study- a “light touch” may be all that
some schools opt for eg. a homework task,
an Assembly or a literacy task
Skills Across the Curriculum
History feeds into the development of:
Reasoning skills
Articulating responses
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
What can museums/sites offer
schools?
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
Other Curriculum Areas
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Science- very specific, detailed progression of content for each year group. Identified
three aspects we offer sessions for- Yr 3 Rocks and Fossils, Year 4 Teeth & Diet,
Year 6 Evolution & Inheritance
Art & Design- content slimmed dramatically with focus on traditional mediasculpture and painting-in Key Stage 1 “be taught about the work of a range of artists,
craft-makers and designers” and Key Stage 2 “be taught about great artists,
architects and designers in history”-lots of scope
Design & Technology- “through evaluation of past and present design & technology,
develop a critical understanding of its impact on daily life and the wider world”-lots of
scope
Geography-often studied through history- Seaside Holidays for human/physical
geography, Settlement for local history around River Mersey- trade links & natural
resources- will fit in well with new prehistory session at Warrington- very general, no
order as to when taught
Music- in Key Stage 2 children “should be taught to develop an understanding of the
history of music”- virginal and recording
In English- Drama techniques such as improvisation, role play and DEBATE
mentioned specifically
PE- Dance has a very sketchy mention within PE- Olympic legacy means £150
million available over next two years to invest in PE/Sport & Dance.
Cultural Education Review 2013
“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.
The Heritage Schools programme
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.
Amanda Moore
New
Opportunities
New Workshops
Prehistory
• New content for 2014
• Make use of local collection
that is under used
• Can link with KS2 fiction (i.e..
Stig of The Dump)
• Links with KS2 Human and
Physical Geography
• Good resources available
Resources
• Historic Environment
Records. Held by all
Local Authorities.
• Relevant site reports,
maps, environmental
reports, photographs etc.
• Great examples for
creative storytelling like…
Boris the Bronze Age
Weevil!
Art Support
• Found and met with Arts advisor in WBC
• Discussed funded project using Art in a pilot project with
4 local schools
• Focus on speaking, doing, making and sharing
• Resulting in all participants gaining Arts Award ‘Explore’
Award after I train as an Arts Award Advisor
Art Pilot 2014
• Local emphasis
(Local artists and
designers)
• Literacy skills (Tours,
notebooks, presentation
night)
• Pilot to be rolled out
to all next year
More Talking please!
• Ofsteds new whole school inspection
framework places greater emphasis on
cross Curricular Literacy.
• “…in planning and drafting writing in English, for
example, should be capable of being extended
when the same teacher sets an extended piece
of writing in history or geography”
‘Moving English Forward, Ofsted rep. 2012
Re branding what we do
• Explicitly highlight opportunities for writing
and speaking / listening within
workshops.
• We have stopped using worksheets and
moved towards open ended booklets to
collect key thoughts, ideas, feelings and
facts.
Re Branding what we do
• Instructions for making a clay oil lamp
• Spoken discussions: Should we keep objects form
different countries here?
• Writing guides to exhibitions, galleries, the whole
museum
• Make and practice a short tour of the art gallery for the
class
• Etc. etc.
Contact Details
• Amanda Moore (Wed – Fri)
[email protected]
• Katy Melville (Mon – Tue)
[email protected]