The secondary curriculum review
The revised programme of study for history offers increased flexibility to schools so that they can devise a curriculum that will both challenge pupils and be responsive to their needs. The six studies in the old programme of study have been replaced with a broad framework made up of historical periods and strands. Pupils are required to study aspects of British, European and world history in the medieval, early modern, industrial and twentieth-century periods. In addition, the strands are designed to help schools plan historical enquiries that focus on key aspects of the past within and across these periods such as the changing development of political power from the middle ages to the 20th century, and the changes in the lives, beliefs, ideas and attitudes of people over time. This change to the programme of study removes the artificial barriers created by the six studies, which sometimes inhibited schools from making connections between them and from devising more creative approaches to their schemes of work.
Key aspects of British, European and world history are included in the programme of study and teachers should ensure that there is a balance between all three. To this end, the strands are designed to provide greater opportunities for schools to link the history of Britain to its European and wider-world context, and to develop additional enquiries that focus on events, individuals and developments in European and world history.
The revised programme of study places more emphasis on developing pupils' chronological understanding. By the end of key stage 3, pupils are expected to have developed a secure chronological framework of the past so that they are able to identify and understand some of the major periods, events and developments in British, European and world history.
The key concept of chronological understanding ensures people use dates, vocabulary and conventions that describe historical periods and the passing of time, the development of a sense of period, and develop the ability to make links and connections between past societies and periods.
The key concepts of significance and interpretation are critical to pupils' understanding of the past. Across the key stage, pupils should be taught to identify and assess the criteria and values used to attribute significance and to assess how they have been used in past and present historical descriptions and explanations. As pupils progress they should also be able to demonstrate an increasing ability to analyse and explain different types of historical interpretations.
In the revised programme of study, the key concepts and key processes have been separated to make planning easier for schools. The key processes are three distinct skills - historical enquiry, using evidence and communicating about the past. The focus on skills development and the use of appropriate enquiry techniques can enhance pupil capabilities and can help develop their personal learning and thinking skills through creative approaches to learning, critical and independent enquiry, and teamwork.
The specific requirement to use ICT in history, along with opportunities to carry out investigations of museums, galleries, archives and historic sites, will further broaden the pupils' skills development.
The increasing demands of an information-rich society require pupils to develop and use a widening range of techniques for testing the validity of what they read and are told. The revised programme of study includes the key processes of historical enquiry and using evidence. These skills enable pupils to improve as questioning and independent learners and as critical and reflective thinkers with curious and enquiring minds. They provide pupils with the ability to evaluate a wide range of written, visual and electronic sources to reach reasoned conclusions. In addition, the key concept of interpretation equips pupils with the ability to take a critical approach to a range of media.
The periods, events and developments in the revised programme of study enable schools to plan more coherent schemes of work for key stage 3 history. The periods cover a broad time span of British, European and world history, and the strands encourage links and connections to be made between them. Through a combination of studies in overview and depth, schools should be able to develop history courses that are innovative, challenging and engaging and that ensure that pupils have every opportunity to make progress in the key concepts and processes.
The revised programme of study provides opportunities for pupils' experience of history to be more connected to the modern world. Through the range and content of the curriculum and the key processes of historical enquiry, using evidence and communication about the past, pupils are encouraged to investigate a range of historical questions with greater independence, using a variety of resources and communicating their findings in creative ways. They are encouraged to draw links with issues of the present day. There are explicit requirements to study aspects of personal, family and local history and to find out about the work of museums, galleries, archives and historic sites. This provides valuable opportunities to engage with the local community and is one of many ways in which the pupils can see how the past is relevant in shaping their lives today.
The revised programme of study provides much greater opportunity for effective inclusion. It is easier to make relevant to the lives of the pupils, tailoring them in ways that will motivate pupils. Personalised learning approaches can be more easily developed, allowing teachers to draw on the wide range of experiences of their pupils. Pupils are put at the centre of the process.
