Impact Journal Logo

An integrated, collaborative approach to designing a humanities curriculum with an emphasis on sequencing, threshold concepts and challenge

6 min read
Context As a high school in a grammar school area serving a diverse community with high levels of economic and social disadvantage, we recognise that some students, particularly those who begin secondary school with low levels of literacy, face barriers in approaching a humanities curriculum. This can take time, effort and imagination to overcome. We are part of The Thinking Schools Academy Trust. These factors helped to inform our planning and pedagogy. The challenge The challenge was to rewrite our humanities curriculum so that it is challenging yet accessible, giving all students the chance to experience success and learn skills to prepare them effectively for the next stages of learning and life. In this case study, we outline the collaborative approach our department took to design the humanities curriculum. We sought to provide a learning journey focused on challenge for the students, building on prior learning at Key Stage 2. We wanted to create challenge not just through ac

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

References
  • Dawson I (2009) What time does the tune start? From thinking about ‘sense of period’ to modelling history at Key Stage 3. History 135: 50–57. London: The Historical Association.
  • Hopkin J, Gardner D, Kinder A et al (2020) A Progression Framework for Geography. Sheffield: The Geographical Association.
  • Lad N (2021) Shimamura’s MARGE Model of Learning in Action. Woodbridge: John Catt Educational Ltd.
  • Rawling E (2007) Planning Your KS3 Geography Curriculum. Sheffield: Geographical Association.
0 0 votes
Article Rating
0 Comments
Inline Feedbacks
View all comments

From this issue

Impact Articles on the same themes