February 2013
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Dire draft KS3 NC history

Well its what we all feared in our worst moments of despair. We knew that Gove’s plans would be bad but these are beyond belief.
Forget all history prior to 1688. That will ALL be done in KS2-yes, honestly it does say that!!
You come in at KS3 with ‘the rest’. What that leaves for GCSE is interesting espcially as Gove specifically doesn’t want overlap. If you think I’m guilty of wild exaggeration then I’ll show you chapter and verse of what Gove’s plans are, spelt out verbatim. The first bit sounds OK but wait til you get to the content.

Key Stage 3

Building on the study of the chronology of the history of Britain in Key Stage 2, teaching of the periods specified below should ensure that pupils understand and use historical concepts in increasingly sophisticated ways to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts. They should develop an awareness and understanding of the role and use of different types of sources, as well as their strengths, weaknesses and reliability. They should also examine cultural, economic, military, political, religious and social aspects and be given the opportunity to study local history. The teaching of the content should be approached as a combination of overview and in-depth studies.

Pupils should be taught about:
The development of the modern nation
 Britain and her Empire, including:
 Wolfe and the conquest of Canada
 Clive of India
 competition with France and the Jacobite rebellion
 the American Revolution
 the Enlightenment in England, including Francis Bacon, John Locke, Christopher Wren, Isaac Newton, the Royal Society, Adam Smith and the impact of European thinkers
 the struggle for power in Europe, including:
 the French Revolution and the Rights of Man
 the Napoleonic Wars, Nelson, Wellington and Pitt
 the Congress of Vienna
 the struggle for power in Britain, including:
 the Six Acts and Peterloo through to Catholic Emancipation
 the slave trade and the abolition of slavery, the role of Olaudah Equiano and free slaves
 the Great Reform Act and the Chartists
 the High Victorian era, including:
 Gladstone and Disraeli
 the Second and Third Reform Acts
 the battle for Home Rule
 Chamberlain and Salisbury

the development of a modern economy, including:
 iron, coal and steam
 the growth of the railways
 great innovators such as Watt, Stephenson and Brunel
 the abolition of the Corn Laws
 the growth and industrialisation of cities
 the Factory Acts
 the Great Exhibition and global trade
 social conditions
 the Tolpuddle Martyrs and the birth of trade unionism
 Britain’s global impact in the 19th century, including:
 war in the Crimea and the Eastern Question
 gunboat diplomacy and the growth of Empire
 the Indian Mutiny and the Great Game
 the scramble for Africa
 the Boer Wars
 Britain’s social and cultural development during the Victorian era, including:
 the changing role of women, including figures such as Florence Nightingale, Mary Seacole, George Eliot and Annie Besant
 the impact of mass literacy and the Elementary Education Act.
The twentieth century
 Britain transformed, including:
 the Rowntree Report and the birth of the modern welfare state
 ‘Peers versus the People’
 Home Rule for Ireland
 the suffragette movement and women’s emancipation
 the First World War, including:
 causes such as colonial rivalry, naval expansion and European alliances
 key events
 conscription
 trench warfare
 Lloyd George’s coalition
 the Russian Revolution
 The Armistice
 the peace of Versailles
 the 1920s and 1930s, including:
 the first Labour Government
 universal suffrage
 the Great Depression
 the abdication of Edward VIII and constitutional crisis
 the Second World War, including:
 causes such as appeasement, the failure of the League of Nations and the rise of the Dictators
 the global reach of the war – from Arctic Convoys to the Pacific Campaign
 the roles of Churchill, Roosevelt and Stalin
 Nazi atrocities in occupied Europe and the unique evil of the Holocaust
 Britain’s retreat from Empire, including:
 independence for India and the Wind of Change in Africa
 the independence generation – Gandhi, Nehru, Jinnah, Kenyatta, Nkrumah
 the Cold War and the impact of Communism on Europe
 the Attlee Government and the growth of the welfare state
 the Windrush generation, wider new Commonwealth immigration, and the arrival of East African Asians
 society and social reform, including the abolition of capital punishment, the legalisation of abortion and homosexuality, and the Race Relations Act
 economic change and crisis, the end of the post-war consensus, and governments up to and including the election of Margaret Thatcher
 Britain’s relations with Europe, the Commonwealth, and the wider world
 the end of the Cold War and the fall of the Berlin Wall

I’ll post my more considered thoughts when my boiling blood has cooled down, but leave you with a few questions:
1. Is this teachable even if it was desirable?
2. Will you be able to use any of your current Y7 and early Y8 material ever again?
3. How much time do you think it will take to build up pupils conceptual understanding given the patchy KS2 experience most pupils will have had?
4. Will SLT think that this can be covered in a 2-year curriculum now that so much of traditionally Y7 material has been given to KS2?
5. Is there any one amongst you who can let this pass without completing the consultation form?
6. Could this have been worse? It is in my opinion far, far worse than any version of any history National curriculum I have ever seen!

We will of course find clever ways of circumventing this nonsense should it ever get near the statute book, which I very much doubt.

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