Education Reform in Wales: A Perspective on Primary Humanities
The article explores the implications of national identity and the curriculum in Wales, focusing on educational reforms introduced since the late 20th century. It discusses the emphasis on Welshness in teaching, changes in the national curriculum between 1995 and 2008, and the pedagogical shifts towards a skills-based approach. The challenges and complexities of curriculum changes are also highlighted, with a particular focus on primary humanities education in Wales.
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Primary humanities: a perspective from Wales Sarah Whitehouse Senior Lecturer in Primary Humanities. University of the West of England, Bristol.
Introduction Identity a starting point for the article Background teaching in a time of change Welshness
National Identity- Curriculum Cymraeg All levels of education from 3-19 Common requirements-cultural, economic, environmental, linguistic, and learning in Wales To promote Welshness so that all children living in Wales share the common experiences of living and learning in Wales ONS (2002) 87% of people born in Wales identify themselves as Welsh rather than British- in England the figures were much lower 15%
Educational reform in Wales National Curriculum changes- 1995-1996, 2000, 2008 Welsh Government have greater autonomy of education in Wales The Learning Country : Vision into Action (WAG 2005) changed the rhetoric around Wales and saw a radical change for education Since 2000s to build on education practice founded in early years provision to have a distinct provision for Welshness Foundation Phase 3-7 (no Key Stage 1) phased in between 2008-2011 no discreet teaching of humanities subjects Taylor et al., (2015)reported that where foundation phase pedagogies were being used had a positive outcome. Pedagogic shift? 3-19 Skills Framework- teachers encouraged skills development and to combine subjects under thematic delivery National Literacy and Numeracy Framework Key Stage 2 Estyn s 2011 report found that few schools were planning a skills based curriculum at KS2 where subject planning remained a priority Concerns curriculum changes, pedagogic practice, prescription, complexity and relevance (Donaldson, 2015)
Curriculum 2008 Big Picture Ages 3-19 Curriculum is made up of the following 7 areas: 1. The Foundation Phase 2. Skills development 3. The national curriculum 4. Personal and social education 5. Sex education 6. Careers and the world of work 7. Religious education. Foundation Phase (3-7) 1. Seven areas of learning (personal and social development, wellbeing and cultural diversity, language, literacy and communication skills, mathematical development, Welsh language development in English medium schools, knowledge and understanding of the world, physical development creative development) 2. National Literacy and Numeracy Framework (LNF) 3.non-statutory Skills Framework (3-19) 4. religious education (RE) (5-7-year-olds) Key stage 2 (7-11) 1. National Curriculum subjects (core English, Welsh in Welsh-medium schools, mathematics, science; foundation art, design technology, geography, history, information and communication technology, music, physical education (PE), Welsh second language in English-medium schools) 2. National Literacy and Numeracy Framework (LNF) 3. Non-statutory Skills Framework (3-19) 4. RE 5. Personal and social education (PSE) 6. Sex education
Humanities Choices and Challenges (1) The Foundation Phase Increased theoretical and research based understanding of the relationship between early years education and educational achievement Longitudinal research by Feinstein (2003) and the Field Report (2010) suggest that increased life chances linked to development in birth to 5. Hand in hand with excellent early years provision- saw the introduction of Flying start a programme for 0-3 to target areas with high levels of deprivation Early Years provision extended to include 5-7 years, geography, history now incorporated into Knowledge and Understanding of the World Emphasis on child initiated, child led, play based, adult directed experiential learning Interpreted differently in different schools
Humanities Choices and Challenges (2) Key Stage 2 Geography at KS2 (National Curriculum, 2008 (7-11) Pupils develop their geographical skills, knowledge and understanding through learning about places, environments and issues. Pupils should be given opportunities to study: -living in Wales: their local area* and an investigation of at least one aspect of the geography of the whole of Wales, e.g. national parks, where people live -living in other countries: two contrasting localities* in countries at different levels of economic development outside the United Kingdom -living in my world: caring for places and environments and the importance of being a global citizen (DCELLS, 2008e)
Humanities Choices and Challenges (2) Key Stage 2 Estyn (2015) most teachers using a topic based approach Locally agreed syllabus for RE agreed by the SACRE Challenges for learners first time they have come across discreet subjects for the humanities Teacher assessments increased from 77% to 90% (statistics for Wales 2015) unclear about what sort of history and geography Balance of skills and knowledge
Geography at Key Stage 3 At Key Stage 3, learners build on the knowledge, understanding and skills that they have already acquired at Key Stage 2. Geography develops and stimulates learners interest and fosters a sense of wonder about the variety of places and the complexity of the world. Through a study of Wales, Europe, other countries, different environments and issues in the news, learners extend their locational knowledge and understanding of how processes shape both natural and human landscapes. They carry out investigations, use maps, gather data, and analyse and synthesise information. They apply their knowledge and skills to explain relationships between places and patterns of activity at a range of scales from local to global. Learners are encouraged to make informed judgments about everyday issues and develop and reflect on their own views and opinions. They develop an understanding of why countries are interdependent, how people interact with their environments and the importance of sustainability. They are encouraged to develop a sense of responsibility for the environment and their role as global citizens
Initial Highlights of the Donaldson Report Initial Highlights of the Donaldson Report The Curriculum should be based on 4 Key Purposes to develop children and young people as: ambitious, capable learners, ready to learn throughout their lives enterprising, creative contributors, ready to play a full part in life and work ethical, informed citizens of Wales and the world healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
Successful Futures (Donaldson 2015) Independent review of the curriculum and assessment Strengths- Foundation Phase and the Welsh dimension Recommendations for change which resulted in a new curriculum for Wales 3-16 A Curriculum for Wales- A Curriculum for Life Organised into 6 Area of Learning and Experience (AoLE) with three cross curriculum responsibilities (literacy, numeracy and digital competence) Humanities as one of the (AoLE) Not centrally imposed but made in Wales through a partnership team of Pioneer Schools (initially 68 Pioneer schools- 41 primaries) September 18 due in schools with full implementation by 2021.
A curriculum for Wales a curriculum for life (2015-2021) Big Picture Ages 3 -16 Curriculum is made up of: 1. Common Areas of Learning and Experience (AoLEs) 2. Progression reference points at ages 5, 8, 11, 14 and 16 3. Three cross-curriculum responsibilities Each AoLE should include, where appropriate, a Welsh dimension as well as an international and UK perspective. Schools will be able to use the AoLEs to determine their own curriculum and how it should be organised (WAG, 2015a, p10). A Curriculum for Wales a curriculum for Life ( 3-16) 1.The purposes of the curriculum in Wales should be that children and young people develop as: ambitious, capable learners, ready to learn throughout their lives enterprising, creative contributors, ready to play a full part in life and work ethical, informed citizens of Wales and the world healthy, confident individuals, ready to lead fulfilling lives as valued members of society 2. Six Areas of Learning and Experience, as follows: Expressive arts Health and well-being Humanities (to include RE) Languages, literacy and communication Mathematics and numeracy Science and technology 3. Cross-curriculum Responsibilities of literacy, numeracy and digital competence
Humanities AoLE Update July 2017 1. How the AoLE promotes the four purposes The Humanities working group has developed a statement outlining how the Area of Learning and Experience (AoLE) promotes the four purposes: Through exploring big ideas about the Humanities, pupils will study the past and present, and by imagining possible futures, will learn about people, place, time and beliefs. Pupils will: understand historical, geographical, political, economic and societal concepts. explore their environment to further develop their sense of place and well-being. engage in learning experiences about rights, values, ethics, beliefs, religion, philosophy and spirituality. consider, explore and make informed choices regarding sustainability and the impact of their actions. positively contribute to their community and critically engage with local, national and global issues to become a responsible citizen of Wales and the wider world. By exploring big ideas, pupils will gain a solid base of knowledge and understanding of different times, places and beliefs to become ambitious, capable learners. To become enterprising, creative contributors, they will develop enterprising skills and dispositions, in order to improve the everyday lives of people in their local community and in the wider world. Through understanding and respecting different beliefs and understanding how to exercise their democratic rights and responsibilities, pupils will become ethical, informed citizens. By developing personal stances on matters of faith, spirituality, sustainability and social inclusion they will become healthy, confident individuals.
The Curriculum should be based on 4 Key Purposes to develop children and young people as: ambitious, capable learners, ready to learn throughout their lives enterprising, creative contributors, ready to play a full part in life and work ethical, informed citizens of Wales and the world healthy, confident individuals, ready to lead fulfilling lives as valued members of society.
2. The scope and boundaries for the AoLE including its central concerns, how it is distinct from other areas and why it is important for the education of each child and young person As outlined in Successful Futures, the Humanities AoLE will include the study of history, geography, Religious Education, business and social studies. The group proposes that through exploring big ideas and key concepts in the humanities, learners will also be able to draw on opportunities to explore elements of citizenship, classics, economics, law, philosophy, politics, psychology and sociology. The importance of learners acquiring knowledge about, exploring, experiencing and contributing to aspects of society at a local, national and global level will be reflected in the content of the AoLE going forward. We will return to the scope and boundaries of the AoLE on a regular basis as we develop the detail of its content from September onwards.
3. How best to present the various component subjects and/or strands within the AoLE; The Humanities working group has considered a variety of international curricula models and other key papers and literature. As a group, we feel that the big ideas /what matters approach as exemplified within Wynne Harlen et al s Working with Big Ideas in Science would provide an organising construct that would deepen learners understanding within the stated disciplinary domains, whilst allowing sufficient flexibility for these big ideas /what matters key concepts to exist across a number of disciplinary areas (and potentially beyond in to the other AoLEs). The four purposes of the curriculum will be core to all concepts. The group has outlined a planning methodology to develop the AoLE by identifying the key knowledge/concepts, skills and competencies for each discipline within the Humanities and then building the AoLE by identifying overarching big ideas /what matters key concepts that will be drawn across the disciplines. Some may also remain within disciplinary boundaries.
4. A commentary on the presumed levels of specificity throughout the AoLE and reasoning behind this. The group has had some initial discussions in relation to this task and has developed some principles as a starting point for future work. The group s approach will ensure a good balance between knowledge, skills and the development of the four purposes. It will also ensure less specification in relation to disciplinary range and a greater choice for practitioners to select appropriate disciplinary content to reflect their school s/setting s context. During the Autumn term, we will continue to consider the most appropriate ways of embedding the Welsh dimension, international perspectives and the cross-curriculum responsibilities and wider skills (as outlined in Successful 12 Futures) within the Humanities. Further discussions will also be had across AoLEs to ensure a consistent approach. As we develop the Humanities AoLE, consideration will be given to the professional learning opportunities and sample resources that practitioners will need to deliver the new curriculum.
