Advisory Page for the New National Curriculum

“Historia (Inquiry); so that the actions of of people will not fade with time.”
– Herodotus (485-424 B.C.)

“The historian should be fearless and incorruptible; a man of independence, loving frankness and truth; one who, as the poets says, calls a fig a fig and a spade a spade…he should bow to no authority and acknowledge no king. He should never consider what this or that man will think, but should state the facts as they really occurred.”
– Lucian (A.D. 120-200)

“The most effective way to destroy people is to deny and obliterate their own understanding of their history.” 
– George Orwell

“Those who cannot remember the past are condemned to repeat it.”
– GEORGE SANTAYANA, The Life of Reason

“History will be kind to me for I intend to write it.”
– Winston Churchill

 

This site has been produced to help teachers and teacher educators plan for the implementation of the proposed 2014 National Curriculum Framework.

The first message we would like to pass onto teachers is a calming one. Whilst there are changes in the the new curriculum, not least a skewing towards earlier historical periods,   there are also many things that stay the same. The new curriculum offers an exciting opportunity to build on the good practice that you are already providing for your school.

When using this site we advise that you initially select the planning tab. When you click this option we will ask you some questions  that we wish you to consider.

Here is a question to start with:

Which statement would you agree with?

History is:

  • who we are and why we are the way we are
  • an argument without end
  • gossip well told

A link to the new curriculum framework can be found HERE.

What’s new?

Here is a brief synopsis of the new areas of the history National Curriculum framework:

  • Overviews and relating topics to the Big Picture of the past – e.g. at KS1 the emphasis is more upon comparing times when significant people lived and relating topics to local, national, world and chronological context more explicitly.
  • ‘These islands’ –  the curriculum goes beyond looking at English History!
  • Some topics are new –  e.g. pre–history, options such as Islamic Civilisations.
  • Creative Curriculum? – linked learning  is not  indicated. There is still a strong case for making rich links between subjects, but you need to consider how well topics enhance or obscure subject learning? What approaches are most appropriate?
  • Slight skewing of topics to earlier periods – however not as much as you may at first think: there is still a post 1066 area and the local study could be post 1066.  What is more, if you relate any topic to its bigger picture it may well include looking at the more recent past, especially as a means of relating it to the children e.g. a study of the Anglo Saxons could be related to an overview of people who have come here from earliest times to the present day.
What has stayed the same?
  • An enquiry focus and use of  a range of resources, skills and concepts
  • Most topics remain
  • Local, national and world topics from different times in the past

Click HERE to access a useful synopsis of the differences between the old and new curriculum by Anne Moor.

Authored by The National Expert Group for History:

Paul Bracey, Senior Lecturer in Education, University of Northampton/Secretary of the Midland History Forum.

Linda Cooper, Senior Lecturer in Primary Education (Humanities), University of Chichester.

Steve Day, Senior Teacher Consultant (History), Entrust Education, Staffordshire.

Barbara Hibbert, Humanities Curriculum and Assessment Lead, Teach First and Freelance History Education Consultant.

Hilary Morris, Subject Leader for Primary History, University of Brighton.

Matt Sossick, Primary PGCE Leader and History Lecturer, Kingston University.

Alf Wilkinson, CPD Manager Historical Association.

For comments and questions about this site please email l. cooper@chi.ac.uk

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