KS3 Humanities Development - Geography Subject Conference 2009

A bbeyfield School Humanities Learning Area

KS3 Curriculum Development

Phase 1

Where are we and 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)

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? It's all about developing our students to be: Successful learners Confident individuals Responsible citizens

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?

?

Does anyone know what we are aiming for? ? KS3 Highway A bbeyfield School - Humanities Learning Area

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 A bbeyfield 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 1 Decide on a curriculum model

How about a themed approach? Themes that tie the three Humanities subjects together across the Key Stage Term 1 Dangerous World Term 2 Diverse World Term 3 Shrinking World Term 4 Moving World Term 5 Changing World Term 6 Contradictory World Humanities

How about a themed approach? Term 1 Dangerous World Term 2 Diverse World Term 3 Shrinking World Term 4 Moving World Term 5 Changing World Term 6 Contradictory World Humanities

Integrating the PeLTS Dangerous World Diverse World Shrinking World Moving World Changing World Contradictory World Independent enquirers Effective participators Reflective learners Self- managers Creative thinkers Team workers

A bbeyfield Humanities KS3 Learning Wheel Dangerous World Diverse World Shrinking World Moving World Changing World Contradictory World Independent enquirers Effective participators Reflective learners Self- managers Creative thinkers Team workers

A bbeyfield Humanities KS3 Learning Wheel Dangerous World Diverse World Shrinking World Moving World Changing World Contradictory World Independent enquirers Effective participators Reflective learners Self- managers Creative thinkers Team workers Theme Primary PeLTS

Dangerous World Diverse World Shrinking World Moving World Changing World Contradictory World Independent enquirers Effective participators Reflective learners Self- managers Creative thinkers Team workers How would it work? Year 7 Geography Wild Weather

Dangerous World Diverse World Shrinking World Moving World Changing World Contradictory World Independent enquirers Effective participators Reflective learners Self- managers Creative thinkers Team workers How would it work? Wild Weather Year 7 History 1066 and all that

Dangerous World Diverse World Shrinking World Moving World Changing World Contradictory World Independent enquirers Effective participators Reflective learners Self- managers Creative thinkers Team workers How would it work? Wild Weather 1066 and all that Why is there suffering? Year 7 Philosophy & Ethics

Dangerous World Diverse World Shrinking World Moving World Changing World Contradictory World Independent enquirers Effective participators Reflective learners Self- managers Creative thinkers Team workers 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 Shrinking World Moving World Changing World Contradictory World Independent enquirers Effective participators Reflective learners Self- managers Creative thinkers Team workers 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 A bbeyfield School - September 2009

Diverse World Diverse World Effective participators Independent enquirers Dangerous World Contradictory World Changing World Moving World Shrinking World Reflective learners Self- managers Creative thinkers Team workers 1066: Battle of Hastings Islamic Civilisation 1348: The Black Death Castles Roman Britain: Caerleon Wild Weather Roman Empire People Everywhere Economic change Where do we live? Settlement The Environment Changing & Belonging Creation God Suffering Project A: Caerleon Link Mapping Connections Happiness Humanities Year 7 Curriculum Wheel Term 1 Term 2 Term 3 Term 4 Term 6 Term 5

Effective participators Independent enquirers Dangerous World Contradictory World Changing World Diverse World Moving World Shrinking World Reflective learners Self- managers Creative thinkers Team workers Elizabeth & the Armada Industrial Revolution The Slave Trade Medicine through time Victorian Towns & Disease Flood Disaster The British Empire EU / Comparing countries Ecosystems Kenya - an investigation Prejudice Relationships Death Religious Pluralism Conflict Project B: mapping Mob Phone recep Local actions - Global effects Peace Humanities Year 8 Curriculum Wheel Term 5 Term 2 Term 1 Term 3 Term 6 Term 4

Effective participators Independent enquirers Dangerous World Contradictory World Changing World Diverse World Moving World Shrinking World Reflective learners Self- managers Creative thinkers Team workers Causes of World War One Immigration The Holocaust Terrorism Changing role of women Deadly Geography World War Two Australia: Should I emigrate? Tourism: Good/Bad? Development Issues Introduction to Islam Believing in God Project C: Coastal? Mapping Connections: Revisited Believing in God Humanities Year 9 Curriculum Wheel Matters of Life and Death Term 6 Term 5 Term 1 Term 2 Term 3 Term 4 Marriage and the family 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 curriculum 2. Lessons are skills led using PeLTS 3. 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 Title 2. Unit Focus 3. Terms Theme 4. Terms PeLT 5. Individual Lesson Objectives 6. Key Process 7. Key Concept 8. 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, Finally Therefore, As a result, This means that, Consequently, because Whereas, 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 and

exploring ideas, making original connections. They

try different ways to tackle a problem, working with

others 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

(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.

(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.

(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.

(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.

(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.