1. Humanities: The journey so far
A Curriculum for Wales: Turning the corner
Humanities: The journey so far
Sonja Barnard, Rhydypenau Primary School
James Kent, EAS

2. ‘A Curriculum for Wales’
Successful Futures 2nd generation ‘New Curriculum’ (Priestley & Biesta, 2013)
Features:
Learner at the centre
Relaxation of input regulation (specification of content)
Balance of knowledge, skills and experiences
Emphasis on school & practitioner autonomy
The new curriculum is different
Thinking
Practices
Curriculum development is a process, not a one off product to be delivered

3. Curriculum development: the approach
Co-construction model with pioneer schools at the heart
Facilitated by Welsh Government and Regional Consortia Leads
Supported by experts: Estyn, Qualifications Wales, CAMAU, academic experts, AoLE specific experts, NNEM & NEST
Design and development via monthly 2-day workshops since January plus extensive research including international approaches / best practice / lessons learnt

6. Health and Well-being AoLE:
Of equal importance to the other AoLEs: positive health and well-being is the enabler of effective learning
Importance of developing:
understanding of a range of influences on health and well-being and
the skills to manage these and
a challenging consideration of the wider social and ethical issues which arise
Importance of developing an AoLE with scope for challenge and rigour, in particular towards the end of the continuum of learning
Positive health and well-being of learners and staff depends on a whole school approach, which is broader than the AoLE (pioneers will identify implications)
Wider opportunities to promote health and well-being across the AoLEs through the Four Purposes
What matters in Health and Well-being:
Our decision making and subsequent actions impact on the quality of our lives (inc. nutrition, risks and personal care)
Experiences impact on our thoughts, feelings and physical state. (inc. managing emotions)
Our physical, social and cultural environments are connected to our health and well-being (inc. identity and environment)
Relationships connect us with each other and the world
Being physically literate and active has considerable lifelong benefits to health and wellbeing

7. ‘A Curriculum for Wales’: The Four Purposes
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

8. Humanities AoLE: The Four Purposes
Pupils will:
understand historical, geographical, political, economic, religious 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.

9. Humanities AoLE: The Four Purposes
Through exploring ‘what matters’ 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 build, communicate and apply effectively, a solid base of knowledge and understanding of different times, places and beliefs, in order to become ambitious, capable learners.
They will develop a range of skills and dispositions, to become enterprising, creative contributors, in order to improve the everyday lives of people in their local community, Wales 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, ready to lead fulfilling lives as valued members of society.

10. Scope and boundaries
The Welsh Humanities Area of Learning and Experience will include a study of the disciplines of history, geography, Religious Education, business and social studies within a series of over-arching concepts. Through exploring ‘what matters’ in the humanities, pupils will have opportunities to experience elements of citizenship, classics, economics, law, philosophy, politics, psychology and sociology. Literacy, Numeracy and Digital Competence skills will be developed meaningfully throughout these contexts.

11. Distinctive nature of Humanities AoLE
It provides fascinating contexts for children and young people to learn about people, place, time and belief.
It will give learners an understanding of historical, geographical, political, economic and societal factors and provide opportunities to engage in informed discussions about ethics, beliefs, religion and spirituality.
Children and young people will learn to consider how these different factors interrelate, and develop an understanding of themselves and other people, their own locality, Wales and the world in a range of times, places and circumstances.

12. Importance
The Humanities Area of Learning and Experience provides rich opportunities for learning beyond the school walls, for example through exploring the local environment and learning from the experience of people and organisations and businesses in the community.
Children and young people will also gain the knowledge and skills to understand and contribute to the communities in which they live and engage with societal issues.

13. Current Thinking: Autumn Objectives
How to structure / present the AoLE?
Big Ideas / What Matters key concepts
Progression Framework

14. Current Thinking: What Matters
A series of titles for the ‘what matters’ key concepts for each AoLE
Statements rather than a question or a single word
For each ‘what matters’ concept an explanatory narrative to be included which will outline
A rationale regarding why the concept ‘matters’
Whether the key concept is appropriate to be taught across the continuum of learning.
An indication of the start and end point
Any implications for overlap within and across AoLEs

15. Current Thinking: What Matters
‘Our world is constantly changing’
‘People’s interactions shape our world’
‘There are many challenges facing humanity’
‘People interpret and represent the world in different ways’
‘Developing inquiring minds allows people to make sense of the world around them’
‘We all have a part to play as active and responsible citizens’

16. Current Thinking: What Matters
There are many challenges facing humanity
Pupils will become aware of the difficult and ultimate questions that challenge all human beings. Pupils will identify, understand and engage with relevant contemporary issues that impact on their lives, the lives of others and the wider world. They will ask questions, research, critically evaluate, and develop informed and considered responses to the challenges facing humanity. They will be able to respond empathetically, to the beliefs, actions and values of others in order to solve problems and resolve conflict. In doing so, pupils will develop resilience and an attitude of open-mindedness and respect where appropriate, when engaging with the viewpoints and lifestyles of others. They will show their commitment to the sustainability of the planet, our local, national and global societies.

17. Current Thinking: Spring Objectives
Working with CAMAU, design and develop the detailed content and progression (first draft of new curriculum)
Note:
The existing definition of curriculum - the lessons and academic content taught in a school or in a specific course or programme.
New definition of curriculum – “all the learning experiences and assessment activities planned in pursuit of agreed purposes of education” (Successful Futures p.106 / 114) - an appropriate balance of knowledge, skills, attitudes, competences, dispositions, pedagogy and assessment

18. Diolch yn fawr iawn Further information:
Link to Strand 2 Executive Summaries: story-so-far-en-v2.pdf
Curriculum for Wales Blog:
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