KS3 Curriculum Development Presentation made by Dave Drake - Humanities AST, to the Wiltshire Geography Subject Conference at Melksham PDC on 16th June 2009

2. 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)

3. 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

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

6. We call ourselves 'Humanities' but where are the links? So, lets get back to the bare bones

7. + What do we want students to learn?

8. How do we ensure we are delivering the PeLTS?

9. 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

10. How do we deliver the curriculum in a managable fashion? Stage 1 Decide on a curriculum model

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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?

22. Humanities KS3 Curriculum 2009 Summary of KS3 Curriculum model for A bbeyfield School - September 2009

23. 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

24. 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

25. 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

26. 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.

27. 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?

28. 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.

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

31. //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:

38. Activities: Today's PeLTS focus: Theme: http://abbeyfieldhumanities.blogspot.com Unit of work: