wiltshire history conference 2009

Wiltshire History Conference

KS3 Curriculum Developments – sharing ideas session

Abbeyfield SchoolHumanities Learning Area

KS3 Curriculum Development

Phase 1 – 2008/9

Where are we now?

Where are we going at KS3?

The New KS3 National Curriculum

Aims to promote:

Increased flexibility to make the curriculum more coherent for learners

Opportunity to tailor/customise/localise to make more impact on the learner

Whole curriculum design (aims, subjects, skills, personal development, cross-curricular dimensions)

It's all about developing our students to be:

Successful learnersConfident individuals

Responsible citizens

Does anyone know what we are aiming for?

? KS3

Highway

Abbeyfield School - Humanities Learning Area

With this in mind there are three core questions we need to ask ourselves:

• What are we trying to achieve?

• How can we organise the learning?

• How are we achieving our aims?

?

We call ourselves 'Humanities' but

where are the links?

So, lets get back to the bare bones

+

What do we want students to learn?

How do we ensure we are delivering the PeLTS?

Vision for KS3 Geography, History and Philosophy & Ethics (RS)

at Abbeyfield School

Provide interesting, stimulating and enjoyable learning experiences for students (ECM - Enjoy and

Achieve, Positive Contributions)

Make the inter-relationships between the three subjects explicit

Provide continuity for students so they are clear about where they have been and where they are going on their

learning journey

Provide flexibility within the Humanities curriculum to promote collaborative planning to provide students with

high quality learning experiences

Integrate PeLTS into all lessons

How do we deliver the curriculum in a managable fashion?

Stage 1Decide on a curriculum

model

How about a themed approach? Themes that tie the

three Humanities subjects together

across the Key Stage

Term 1Dangerous World

Term 2Diverse World

Term 3Shrinking World

Term 4Moving World

Term 5Changing World

Term 6Contradictory World

Humanities

How about a themed approach?

Term 1Dangerous World

Term 2Diverse World

Term 3Shrinking World

Term 4Moving World

Term 5Changing World

Term 6Contradictory World

Humanities

Integrating the PeLTS

Dangerous World

Diverse World

ShrinkingWorld

Moving World

Changing World

Contradictory World

Independentenquirers

Effectiveparticipators Reflective

learners

Self-managers

Creativethinkers

Teamworkers

Abbeyfield Humanities KS3 Learning Wheel

Dangerous World

Diverse World

ShrinkingWorld

Moving World

Changing World

Contradictory World


Effectiveparticipators

Reflectivelearners

Self-managers

Creativethinkers

Teamworkers

Abbeyfield Humanities KS3 Learning Wheel

Dangerous World

Diverse World

ShrinkingWorld

Moving World

Changing World

Contradictory World



Reflectivelearners

Self-managers

Creativethinkers

Teamworkers

Theme

Primary PeLTS

Dangerous World

Diverse World

ShrinkingWorld

Moving World

Changing World

Contradictory World



Reflectivelearners

Self-managers

Creativethinkers

Teamworkers

How would it work?

Year 7 Geography

Wild Weather

Dangerous World

Diverse World

ShrinkingWorld

Moving World

Changing World

Contradictory World



Reflectivelearners

Self-managers

Creativethinkers

Teamworkers

How would it work?

Wild Weather

Year 7 History

1066 and all

that

Dangerous World

Diverse World

ShrinkingWorld

Moving World

Changing World

Contradictory World



Reflectivelearners

Self-managers

Creativethinkers

Teamworkers

How would it work?

Wild Weather

1066 and all

that

Why is there

suffering?

Year 7 Philosophy &

Ethics

Dangerous World

Diverse World

ShrinkingWorld

Moving World

Changing World

Contradictory World



Reflectivelearners

Self-managers

Creativethinkers

Teamworkers

How would it work?

Wild Weather

1066 and all

that

Why is there

suffering?

Once in place, existing units can be revised or replaced like pieces of a jigsaw, but within a clear framework to ensure a

consistency of approach

Dangerous World

Diverse World

ShrinkingWorld

Moving World

Changing World

Contradictory World



Reflectivelearners

Self-managers

Creativethinkers

Teamworkers

How would it work?

Wild Weather

1066 and all

that

Why is there

suffering?

What do you think?

Where do we go from here?

Phase 2

Designing the Curriculum Model

Humanities KS3 Curriculum 2009

Summary of KS3 Curriculum model for Abbeyfield School - September 2009

Divers

e

World

Eff

ectiv

ep

articip

ato

rs

Ind

ep

en

den

ten

qu

irers

Dangerous

World C

ontra

dicto

ry

World

Changing

World

Moving W

orld

Sh

rinkin

g

World

Reflective

learners

Self-

managers

Creative

thinkers

Team

work

ers

1066: Battle of

Hastings

Islamic

Civilisation

1348

: The

Bla

ck

Dea

th

Castle

s

Roman Britain:

Caerleon

Wild

Weather

Rom

an

Em

pir

ePeo

ple

Ever

ywher

eEcon

om

ic

ch

an

ge

Where do we

live?

Settlement

Th

e

En

viro

nm

en

t

Changing &

Belonging

Creat

ion

God

Suffering

Project A:

Caerleon

Link

Map

pin

g

Con

nectio

ns

Hap

pin

ess

Humanities Year 7Curriculum Wheel

Term 1

Term 2

Term

3

Term 4

Term

6Term

5

Diverse

World

Eff

ectiv

ep

articip

ato

rs

Independent

enquirers

Dangerous

World C

on

trad

icto

ry

World

Changing

World

Divers

e

World

Moving W

orld

Sh

rin

kin

gW

orl

d

Reflective

learnersSelf-

managers

Cre

ati

ve

thin

kers

Team

work

ers

Elizabeth & the

Armada

Ind

ust

rial

Revolu

tion

The

Slav

e

Trad

e

Med

icine th

roug

h

time

Victorian Towns &

Disease

Flood Disaster

The British

Empire

EU /

Compar

ing

count

ries

Ecosyste

ms

Kenya - an

investigation

Pre

judice

Relationship

s

Deat h Religious

Pluralism

Conflict

Project B: m

apping

Mob Phone recep

Loca

l actio

ns -

Glo

bal e

ffects

Peac

e


Term 5

Term 2

Term 1

Term

3Term

6

Term 4

Effective

participators

Ind

ep

en

den

ten

qu

irers

Dangerous

World

Contradictory

World

Ch

an

gin

g

Worl

d

Div

ers

e

World

Moving W

orldShrinking

World

Reflective

learners

Self-

managers

Creative

thinkersTeamwork

ers

Causes of World

War One

Imm

igra

tion

The Hol

ocau

st

Terroris

m

Chang

ing

role

of

wom

en

Deadly

Geography

World War

Two

Austr

alia

:

Should

I

emig

rate

?

Tourism:

Good/Bad?D

evelo

pm

ent

Issues

Intr

od

uct

ion

to

Isl

am

Belie

ving in

GodP

roje

ct

C:

Coast

al?

Mapping

Connections:

Revisited

Believing in

God


Matters of

Life and

Death

Term

6Term

5

Term 1

Term 2

Term

3

Term 4M

arria

ge a

nd th

e

fam

ily

Marriage and the

family

The table below identifies the units of work across all three subjects and the relative stage of their development.

In most cases, even those subjects identified 'Green' would require some adapting however this could easily be done by the teacher as they are teaching. For example, the 'Battle of Hastings' unit is generally a 10 lesson unit that can be taken straight from the book. A way of reducing this could be to focus less on the events of the battle and more on the reasons behind the 3 contenders claims.

Those in 'Amber' might need specific work on them prior to teaching but the units in generalare theones present in the current schemes of work.

Those in 'Red' are completely new and need writing and resourcing, in general, from scratch.

1. Themed approach curriculum2. Lessons are skills led using PeLTS3. Lessons address/identify Key Concepts and Key

Processes in line with new KS3 National Curriculum.4. Units are based on a terms teaching

IMPORTANT:

We do not want units rolling over into new term as this conflicts with our theme.

Not feel the need to re-write every scheme of work before September.

Where are we?

What will our individual Topic plans (Schemes of work) look like?

The next page has an exemplar using the Wild weather unit, delivered in the Dangerous World Theme in Term 1.

On it are:

1. Unit Title2. Unit Focus3. Terms Theme4. Terms PeLT5. Individual Lesson Objectives6. Key Process7. Key Concept8. Additional PeLTS where appropriate to use.

How should we present our lessons to embed PeLTS and theme?

//09

Describe Explain Compare

Qu:

Starter:

Sentence starters and connectives:Firstly, Secondly, Also, In addition, Furthermore,

FinallyTherefore, As a result, This means that, Consequently, becauseWhereas, However, On the other hand, Alternatively, Similarly

Aim:

Today's PeLTS focus:

Personal, Learning and Thinking Skills(PeLTS)

Are people who think creatively by generating andexploring ideas, making original connections. They

try different ways to tackle a problem, working withothers to find imaginative solutions and outcomes

that are of value.

To be a creative thinker, you should be able to:

Generate ideas and explore possibilities Ask questions to extend your thinking Connect your own and others’ ideas and experiences in inventive

ways Question your own and others’ assumptions Try out alternatives or new solutions and follow ideas through Adapt ideas as circumstances change.

Poster created by <http://humanitiesastwiltshire.blogspot.com>Source: Qualification and Curriculum Authority


Are people who organise themselves, showing personal responsibility, initiative, creativity and enterprise with a

commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping

with challenges and looking for opportunities.

To be a self-manager, you should be able to:

• Seek out challenges or new responsibilities and show flexibility when priorities change

• Work towards goals, showing initiative, commitment and perseverance• Organise time and resources, prioritising actions anticipate, take and manage

risks• Deal with competing pressures, including personal and work-related demands• Respond positively to change, seeking advice and support when needed• Manage your emotions, and build and maintain relationships.



Are people who actively engage with issues that affect them and those around them. They play a full part in the life of their school,

college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves.

To be an effective participator, you should be able to:

Discuss issues of concern, seeking resolution where needed Present a persuasive case for action Propose practical ways forward, breaking these down into manageable steps Identify improvements that would benefit others as well as yourself Try to influence others, negotiating and balancing diverse views to reach workable solutions Act as an advocate for views and beliefs that may differ from your own.



Are people who work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to

and take account of different views. They form collaborative relationships, resolving issues to

reach agreed outcomes.

To be a team worker, you should be able to:

Collaborate with others to work towards common goals Reach agreements, managing discussions to achieve results Adapt your behaviour to suit different roles and situations, including

leadership roles Show fairness and consideration to others Take responsibility, showing confidence in yourself and your contribution Provide constructive support and feedback to others.



Are people who can process and evaluate information in investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have

different beliefs and attitudes.

To be an independent enquirer, you should be able to:

Identify questions to answer and problems to resolve Plan and carry out research, appreciating the consequences of decisions Explore issues, events or problems from different perspectives Analyse and evaluate information, judging its relevance and value Consider the influence of circumstances, beliefs and feelings on decisions

and events Support conclusions, using reasoned arguments and evidence.



Are people who evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor

their own performance and progress, inviting feedback from others and making changes to further their learning.

To be a reflective learner, you should be able to:

• Assess yourself and others, identifying opportunities and achievements• Set goals with success criteria for your development and work• Review progress, acting on the outcomes• Invite feedback and deal positively with praise, setbacks and criticism• Evaluate experiences and learning to inform future progress• Communicate your learning in relevant ways for different audiences.


Activities:

Today's PeLTS focus:

Theme:

http://abbeyfieldhumanities.blogspot.com

Unit of work:

http://abbeyfieldhumanities.blogspot.com/

Conclusion

• Clear Vision and Aims• Simple structure (Humanities Wheel)• PeLTS are integral• Taking risks encouraged• Manageable changes• Realistic about timings• Collaborative planning (in stages)

Interested?More information, along with this slideshow and

PeLTS posters, are available on my AST blog

Just type ‘Humanities AST’ into Google, it should be at the top of the list

Dave Drake

Humanities Advanced Skills Teacher

Abbeyfield School

http://humanitiesastwiltshire.blogspot.com

http://humanitiesastwiltshire.blogspot.com/

wiltshire history conference 2009

Education

world movingworld

diverse world term

changing world term

shrinking world term

moving world term

dangerous world term

contradictory world

humanities curriculum