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The New Secondary Curriculum
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Three questions driving curriculum design,
development and implementation
• WHAT are we trying to achieve?
• HOW do we organise learning?
• HOW well are we achieving our aims?
The Aims
The curriculum aims to enable all young people
to become:
successful learners who enjoy learning, make
progress and achieve
confident individuals who are able to live safe,
healthy and fulfilling lives
responsible citizens who make a positive
contribution to society
Futures agenda
Current concerns
Impact of technology
More space for personalisation
– challenge and support –
improved standards
New understanding
about learning
Less prescription – more
innovation
Globalisation
Greater engagement and
participation
Changes in society
Public policy
Securing essentials skills –
including wider skills for life
and work – personal
development
The new secondary curriculum
An opportunity for renewal
An increased focus on Skills
A new framework for Personal, learning and thinking skills
- emphasise the importance of personal development
and ECM in the curriculum.
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Independent enquirers
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participators
Functional skills
English, Maths and ICT
In POS
Embedded in GCSE and Diploma
Stand-alone qualifications
Cross-curriculum dimensions
The non-statutory cross curricular dimensions reflect the major
ideas and challenges that face society and have significance for
individuals. They can provide powerful unifying themes that give
learning relevance and help young people make sense of the world.
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Identity and cultural diversity
Healthy lifestyles
Community participation
Enterprise
Sustainable futures and the global dimension
Technology and the media
Creativity and critical thinking
The Importance Statement
History fires pupils’ curiosity and imagination, moving
and inspiring them with the dilemmas, choices and
beliefs of people in the past. It helps pupils develop their
own identities through an understanding of history at
personal, local, national and international levels. It helps
them to ask and answer questions of the present by
engaging with the past……
Key Concepts:
Chronological Understanding
Cultural, ethnic and religious diversity
Change and continuity
Causation
Significance
Interpretation
Key Processes:
Historical enquiry
Using evidence
Communicating about the past
Range and Content:
a. The study of history should be taught through a combination of
overview, thematic and depth studies.
b. … give pupils a secure chronological framework, the choice of
content should ensure that all pupils can identify and understand the
major events, changes and developments in British, European and
world history covering at least the medieval, early modern, industrial
and twentieth-century periods.
c. Appropriate links should be made to some of the parallel events,
changes and developments in British, European and world history.
Balance
Local
National
European
World
Make LINKS between these
British history
d. the development of political power from the Middle Ages to the twentieth
century, including changes in the relationship between rulers and ruled over time, the
changing relationship between the crown and parliament, and the development of
democracy
e. the different histories and changing relationships through time of the peoples of
England, Ireland, Scotland and Wales
f. the impact through time of the movement and settlement of diverse peoples to,
from and within the British Isles
g. the way in which the lives, beliefs, ideas and attitudes of people in Britain have
changed over time and the factors – such as technology, economic development,
war, religion and culture – that have driven these changes
h. the development of trade, colonisation, industrialisation and technology, the
British Empire and its impact on different people in Britain and overseas, precolonial civilisations, the nature and effects of the slave trade, and resistance and
decolonization
European and world history
i. the impact of significant political, social, cultural, religious,
technological and/or economic developments and events on past
European and world societies
j. the changing nature of conflict and cooperation between
countries and peoples and its lasting impact on national, ethnic,
racial, cultural or religious issues, including the nature and impact
of the two world wars and the Holocaust, and the role of European
and international institutions in resolving conflicts.
The curriculum should provide opportunities for pupils to:
• explore the ways in which the past has helped shape
identities, shared cultures, values and attitudes today
• investigate aspects of personal, family or local history
and how they relate to a broader historical context
• appreciate and evaluate, through visits where possible,
the role of museums, galleries, archives and historic
sites in preserving, presenting and influencing people’s
attitudes towards the past
• use ICT to research information about the past,
process historical data, and select, categorise,
organise and present their findings
• make links between history and other subjects and
Some key messages:
Plan with a clear rationale/philosophy (what are you doing and
why?)
Plan as a three year experience [ or two year]
Plan for progression: Concepts and processes
The rationale should arise in part from an audit of the strengths,
weaknesses and omissions with existing provision against the new
History order – and allow for pupil voice
Plan as part of the whole school planning
Make appropriate links between curriculum areas
Plan history’s contribution to the wider curriculum (personalised
learning, thinking skills and learning beyond the classroom)
Key messages, continued.
Plan for meaningful learning. Enquiries and content
should be meaningful to today’s learners, help them
understand the world today, stimulate and broaden their
knowledge and curiosity about the world.
Plan structured enquiries into historical questions.
Pupils should also have the opportunity to devise their
own enquiry questions to investigate.
Plan for real outcomes.
And finally…….
BUILD ON EXISTING GOOD PRACTICE!!!!!!
Making Cross curricular links in history
– why bother?
‘The emphasis on whole-curriculum design and
coherence is again a way of trying to increase
engagement, by removing content overlap – ‘we did this
already in geography!’ – and seeking synergies of
approach and consistency in delivering concepts and
processes.
We need to design a coherent history curriculum from 519 first and foremost, but also within the context of the
whole school curriculum.
That involves talking to colleagues in other subjects, and
having a clear vision of what we want our students to be
able to do by the time they leave school and enter the
world of work.’
Perhaps the biggest gain, as far as history is concerned, is
where cross-curricular links focus on the concepts and
processes involved in learning history.
Diversity, for example, is a concept in each and every
subject, and an obvious example for a common approach,
careful planning, and reinforcing of the concept in several
subjects.
Perhaps a cross-curricular group in your school could take
this - or any other concept – as a starting point, auditing
how and where each department introduces this concept
to students, how it is developed, and how prior learning in
one subject can be built on in others.
English
war poets
persuasive writing
Maths
casualties and deaths
probability
Art
war artists
form and shape
Science
gases
Drama
personal feelings
role play
and/or 'hot
seating'
HISTORY
Languages
French/German
role play in a
cafe/POW camp
WW1
the trenches
Design & Technology
motors and movement
PSHE
personal responsibility
volunteer or not?
Geography
places and physical
geography
RE
moral responsibility
We must seek to use our subject expertise to identify
opportunities to extend learning and understanding
but not replace that with a weaker mixture of
undefined context.
One way is to take advantage of the new flexible arrangements and
work with suitable partners to undertake a depth study.
Drop-down days, or ‘flexible Fridays’ are increasingly common – why
not put in a bid to lead a Holocaust Memorial Day, for instance, where
the whole year focuses for a day on the Holocaust?
Led by the history department this can be a powerful way to look indepth at a topic that often gets squeezed towards the end of Year Nine.
Or a day celebrating Black History Month? A perfect way to highlight a
topic that often doesn’t get its full share of curriculum time.
Students invariably enjoy such days, if they are carefully planned. They
don’t often get the opportunity to spend extended periods of time
concentrating on one topic.
And it introduces a feeling of ‘joined-upness’ that is often lacking in a
fragmented normal school day.
Some ideas for CPD to help you develop cross-curricular links
1. Produce an Audit
2. Form a whole school curriculum group
3. Link up with another department
4. Plan some Learning outside the Classroom [LOTC] activities
with other departments.
5. Make your schemes of work transparent and easily accessible
to other departments.
6. Try ‘speed-dating.’
Plan some Learning outside the Classroom
[LOTC] activities with one/more departments.
eg: a Battlefields trip re the First World War.
: History and Science trip to the Science Museum
: History and Art trip to a particular art exhibition which is relevant
to both subjects
: History and French trip to historical site in France
: History and German trip to historical site in Germany
: History and RE trip to a place of worship.
A Checklist to help you get started
Can I identify places in my scheme of work where I think it would be beneficial to link with other subjects?
Can I identify other subjects that I think will be interested in linking with history?
Can I identify areas in those subjects where my scheme of work supports what they are doing?
Am I prepared to switch around when I study a topic to fit in with other subjects schemes of work?
Do I know what my SMT’s attitude is to flexible timetabling?
Do I know who in the SMT to talk to about setting up a curriculum group to explore cross-curricular issues?
Are there any existing informal links I could begin to build on?
Are there any existing formal links I could begin to build on?
Are there similar concepts in other subjects that might form a basis for joint planning and/or reinforcing of
learning?
Are there similar processes in other subjectsthat might form a basis for joint planning and/or reinforcing of
learning?
What are my school’s priorities for the year ahead? How can I, and other subjects, work together to support
these?
What are history’s priorities for the year ahead? How can I, and other subjects, work together to support these?
New Opportunities
The new Secondary Curriculum: A curriculum for the future