wiltshire history conference 2009
DESCRIPTION
This is the presentation made to the Wiltshire History Conference in Melsham on 25th June 2009 by Dave Drake, Humanities ASTTRANSCRIPT
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
Independentenquirers
Effectiveparticipators
Reflectivelearners
Self-managers
Creativethinkers
Teamworkers
Abbeyfield Humanities KS3 Learning Wheel
Dangerous World
Diverse World
ShrinkingWorld
Moving World
Changing World
Contradictory World
Independentenquirers
Effectiveparticipators
Reflectivelearners
Self-managers
Creativethinkers
Teamworkers
Theme
Primary PeLTS
Dangerous World
Diverse World
ShrinkingWorld
Moving World
Changing World
Contradictory World
Independentenquirers
Effectiveparticipators
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
Independentenquirers
Effectiveparticipators
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
Independentenquirers
Effectiveparticipators
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
Independentenquirers
Effectiveparticipators
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
Independentenquirers
Effectiveparticipators
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
Humanities Year 8Curriculum Wheel
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
Humanities Year 9Curriculum Wheel
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
Personal, Learning and Thinking Skills(PeLTS)
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.
Poster created by <http://humanitiesastwiltshire.blogspot.com>Source: Qualification and Curriculum Authority
Personal, Learning and Thinking Skills(PeLTS)
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.
Poster created by <http://humanitiesastwiltshire.blogspot.com>Source: Qualification and Curriculum Authority
Personal, Learning and Thinking Skills(PeLTS)
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.
Poster created by <http://humanitiesastwiltshire.blogspot.com>Source: Qualification and Curriculum Authority
Personal, Learning and Thinking Skills(PeLTS)
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.
Poster created by <http://humanitiesastwiltshire.blogspot.com>Source: Qualification and Curriculum Authority
Personal, Learning and Thinking Skills(PeLTS)
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.
Poster created by <http://humanitiesastwiltshire.blogspot.com>Source: Qualification and Curriculum Authority
Activities:
Today's PeLTS focus:
Theme:
http://abbeyfieldhumanities.blogspot.com
Unit of work:
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