DRAFT 9/7/98. Scottish History in the 5-14 Curriculum. 1 Introduction

Transcription

1 DRAFT 9/7/98 Scottish History in the 5-14 Curriculum 1 Introduction 1.1 In 1997 the Scottish Consultative Council on the Curriculum (CCC) issued Scottish History in the Curriculum: a Statement of Position from Scottish CCC. The Statement of Position placed the teaching of Scottish history in the context of the teaching of history in general. It set out Scottish CCC s perspective on the nature and value of historical enquiry, the purpose of history in the school curriculum and the general characteristics of effective history education. These derived from a broad consensus in the teaching profession and built on statements in the arrangements documents for Standard Grade, Revised Higher and Higher Still history courses. It made clear the requirement that the historical experience of pupils should not be narrowly focused but should embrace a wide range of geographical areas and chronological periods, as well as covering different types of human experience: cultural, economic, political, social. 1.2 The Understanding People in the Past component of the National Guidelines for 5-14 Environmental Studies takes a similar approach. The difference here is that 5-14 is concerned to deliver a common range of experiences to pupils, with no element of pupil choice. Scottish history is one aspect of that common range of experiences which has recently come under scrutiny, and there is a perceived need for more explicit guidance on the content which pupils should experience. Scottish History in the 5-14 Curriculum is a response to that need. 1.3 The 5-14 Guidelines provide clear guidance on attainment targets, strands and levels. They give broad points of reference for the selection of content. In its Statement of Position, the CCC committed itself to further work to expand and elaborate the ideas of the report, addressing the ways in which Scottish history should feature in the school curriculum, with the focus on P1 - S2 The main purpose will be to promote a progressive experience of Scottish history within the compulsory years of studying People in the Past (page 13). The CCC also committed itself to providing illustrative models. 1.4 This paper is based on that further work; it aims to provide helpful advice in the selection of content in order to provide coherent coverage of Scottish history within the teaching of history and the overall curriculum for pupils from 5-14.

2 2 Guidance on Content 2.1 This document takes as its starting point the case made for the study of Scottish history contained in the Statement of Position. It offers guidance on the main aspects or topics of Scottish history which all pupils should have the opportunity to study between P1 and S The selection of topics should be made on the basis of the key features defined in the 5-14 Guidelines (studying people, events and societies of significance in the past; understanding change & continuity, cause & effect; understanding time & historical sequence; understanding the nature of historical evidence; and considering the meaning of heritage and the influence of the past upon the present). Illustrations of these key features can only be addressed meaningfully through concrete reference to dates and events, places and people; pupils should develop an appreciation of these key features through a sound knowledge and understanding of content. 2.3 Choice of content should also take into account the quality of the available evidence and resources. Most importantly, history is a story and the study of history should be fun; it should excite the imagination and enthusiasm of young people. History is essentially about people, and people are intrinsically interesting (Statement of Position, page 10). 2.4 Guidance on what may be regarded as significant in terms of Scottish history is offered below in the form of a series of six key aspects of Scottish history (see section 3). Each aspect may be experienced through one or more topics. Equally, topics may range across aspects so long as all aspects are paid adequate attention. This structure combines flexibility of delivery with clear guidance on matters of content. 2.5 Professional judgement is involved in the design, preparation and delivery of courses which address the issues set out in the 5-14 Guidelines and the guidance on content offered in this document. There will be variation across the country in the circumstances in which history is taught. Variable factors include the time available in Primary or Secondary school, the level of integrated studies at different levels in Primary, the degree of integration or co-ordination of the social subjects curriculum in Secondary, the availability of resources and the interests and enthusiasms of teachers. Even so, the quality of pupils experience of Scottish history can be enhanced by good Primary/Secondary liaison in curricular planning and in the transfer of information concerning pupils, enabling Secondary schools to build effectively on the prior learning of pupils in Primary schools.

3 3 Key aspects for content choice 3.1 This document proposes that pupils between the ages of 5 and 14 should study at least one topic, with history as its main focus, from each of the following six key aspects of Scottish history. The aspects have been selected to cover what may be regarded as significant developments in Scottish history. They match the chronological periods identified in the 5-14 Guidelines, with the addition of a key aspect focused on the local area. 3.2 Each key aspect of Scottish history has been subdivided into various topics which can be used to illustrate the broader aspect. The topics listed under each aspect include many commonly taught content areas in P1-S2 as well as some less commonly taught areas. In practice, the choice or design of actual topics taught may cover more than one of these topics in whole or in part, or range across the key aspects. However, it is important that the exploration of the individual topics within each aspect should be placed in the context of an overview of the aspect as a whole (for example, the Scottish Wars of Independence as a topic should be placed in the wider context of the Kingdom of Scotland in the Middle Ages). Some topics may naturally be addressed as part of an exploration of a wider British, European or global topics; in others, a wider theme will be illustrated by exploring a Scottish context (see below for further comment on balance). 3.3 Even in small clusters of schools there will be a significant minority of pupils whose experience does not follow the guidance offered here. A degree of diversity will naturally emerge as teachers working in different schools interpret this guidance in different ways. The guidance should not be taken as proposing a national curriculum, nor is revisitation of topics being proscribed. The important point is that curriculum planning should, wherever possible, involve co-ordination within and between Secondary schools and associated Primary schools, with due attention being given to matters of content.

4 KEY ASPECTS OF SCOTTISH HISTORY CONTENT 1. The local environment A study of key aspects of the history of the local area of the school. In P1 to P3 this is likely to consist of the use of the pupil s own experience and immediate geographical and social environment to develop a sense of the past and of the passing of time. From P4 to S2 it may consist of discrete studies of one or more aspects of these but it may also consist of the use of local examples during the study of other topics, seeded through the pupil s learning. 2. The Ancient World (pre-5 th Century AD) A study of the people who moved into what is now Scotland from the end of the Ice Age to the withdrawal of the Romans from Britain. Pupils may study the way of life of the different peoples and the nature of their impact on indigenous peoples. Study of one topic should be placed in the context of the period as a whole. The aspect may be illustrated through study of the following topics: Early people Picts Celtic peoples Romans. 3. The Kingdom of Scotland in the Middle Ages ( ) A study of the process by which Scotland became a unified and independent kingdom between the 5 th and 15 th Centuries and of the way of life of the different social groups during and after this process. Study of one topic should be placed in the context of the period as a whole. The aspect may be illustrated through study of one or more of the following topics: The Spread of Christianity The Vikings and Norsemen How Scotland became a unified kingdom The Scottish Wars of Independence Burghs and trade in the Middle Ages The Church in the Middle Ages Life in castles / countryside in the Middle Ages.

5 4. Renaissance, Reformation and the Age of Discovery ( ) A study of the impact on Scotland of the major European influences of the early modern period and of the process by which the relationship between Scotland and England changed from hostility to alliance and then to union. Pupils may study these developments through the dynastic history of the Stewarts or by exploring the religious and political beliefs and ways of life of different people in Scotland. Study of one topic should be placed in the context of the period as a whole. The aspect may be illustrated through study of the following topics: James IV and the Renaissance Mary Queen of Scots and the Reformation The Union of the Crowns and the later Stewart Kings The religious struggles of the 17 th Century The Union of Parliaments. 5. The Age of Revolutions ( ) A study of economic and social change between the early 18 th and the early 20 th Centuries. Pupils may study changes in rural and urban Scotland, in the highlands and lowlands, the links between these changes and their impact on people s way of life. Study of one topic should be placed in the context of the period as a whole. The aspect may be illustrated through study of the following topics: The Jacobite Rebellions The Agricultural Improvements in the Lowlands The Industrial Revolution Immigration & Emigration The Highland Clearances The transport revolution of the 18 th and 19 th Centuries The Scottish Enlightenment Scotland in Victorian times. 6. The Twentieth Century A study of Scotland at war and peace in the 20 th Century and the impact of the two world wars and other political, economic, social and cultural developments. Pupils may study continuities and changes between two different periods, including the present. Study of one topic should be placed in the context of the period as a whole. The aspect may be illustrated through study of the following topics: Study of any decade or pair of decades this century Scotland and World War I Scotland and World War II Changes in living and working conditions The changing role of women in society

6 4 Principles of course design: progression, coherence, continuity, breadth & balance 4.1 When planning a series of topics, due account should be taken of previous advice on the structure and balance of the 5-14 curriculum. This advice applies to the study of People in the Past as it does to the curriculum as a whole. The present guidance on Scottish history does not imply any redesign of the curriculum overall. Progression 4.2 The pupil s experience of Scottish history should be progressive rather than random or repetitive; in other words, concepts and skills should be increasingly challenging year on year, along lines clearly laid out in the 5-14 Guidelines. The choice of topics at different ages and stages should allow pupils to progress in their understanding of the key features listed in the 5-14 Guidelines: change and continuity, cause and effect; time and historical sequence; the nature of historical evidence; the meaning of heritage; the influence of the past upon the present. 4.3 In Secondary school, teachers should take into consideration the progression in the pupils experience of history from S2 through to Standard Grade. Progression in key features of skills and concepts should be guaranteed. Due account should also be taken of the needs of those pupils who do not continue with the study of history beyond S2. Coherence 4.4 The pupil s experience of Scottish history should be coherent rather than haphazard. Coherence requires that the different content areas selected should relate to each other in ways that are intelligible to the pupils. Pupils should experience, between the ages of 5 and 14, all the main periods of Scottish history, as well as local history and the links between Scotland s past and wider British, European and global themes in history. The 5-14 Guidelines require that pupils learn about the ancient world, the middle ages, the age of the renaissance, reformation and discovery, the age of revolutions and the twentieth century. All of these periods are covered in the key aspects defined above. Continuity 4.5 It would be unrealistic to present all the topics studied from P1 to S2 in chronological order. However, by the end of S2 the pupil should, on a chronologically based map of the past, be able to relate the different content areas covered to each other, to their experience of history in general and to their wider learning. To this end, different chronological periods should be placed in their wider context but also linked together in ways that pupils can understand. This will familiarise pupils with sequence, continuity and change.

7 Topics chosen should relate to home, family, locality, nationality and state, as well as touching on the other aspects of identity: gender, class, ethnic group, language and religion. Balance & Breadth 4.6 Coverage of the six key aspects of Scottish history described in section 3 above should ensure a balance of content between the most significant themes in Scotland s past. At the same time, the overall design of People and the Past should include a balance between Scottish history and local/british/european/global history as well as between political, social, economic and cultural themes. In this way, pupils should develop an understanding of Scottish history in its wider context and see it as intimately bound up with the history of other places. 4.7 It may be argued that there are certain events and processes in British, European and global history which are so important that all young people should have an opportunity of studying them before the end of S2. Possible examples of these are the Roman Empire; the medieval world; the history of contact between Europe and the rest of the world since the 15 th Century; the Renaissance and Reformation in their European contexts; the study of aspects of the history of the USA since independence; the French Revolution; the Russian Revolution and its aftermath; and World War I and II. Some of these aspects can and should be explored in conjunction with aspects of Scottish history; others may be explored in parallel with other areas of the 5-14 curriculum while others still may require discrete study. 4.8 There are a number of ways in which Scottish history can be addressed in the context of 5-14 Understanding People in the Past. Pupils may be given Scottish exemplification of British history (e.g. the Clydebank Blitz), of European history (e.g. the Romans, the Reformation, the Enlightenment), or of non-european history (e.g. revolution, religious conflict). Where exemplification is difficult, contrast between the experience of people in Scotland and elsewhere may be a useful vehicle for understanding. Similarly, local history can be used to illustrate or contrast with the history of Scotland as a whole. 4.9 In addition, Scottish history is no different from British, European and world history as a context for developing both historical skills - such as interpretation of evidence, reconstruction of the past and debate about events - and understanding of key features, such as change and continuity or the meaning of heritage.

8 5 Planning the course in practice 5.1 Scottish history in the curriculum between P1 and S2 is defined in this paper as a series of key aspects, not closely defined content topics. In practice, there may be a wide range of factors to be taken into account in the choice of content within (or across) each key aspect of Scottish history. 5.2 This section addresses a number of commonly asked questions concerning practical course design in Primary and Secondary schools. What difference does the nature of the school make to the choice of content? 5.3 The structure of the particular schools and clusters must be taken fully into account. In Primary schools with composite classes, for example, it might be decided to address a rolling programme of topics differentiated between the year groups in a class, to avoid any pupils repeating content. In all schools, independent learning and differentiation can allow wider opportunities in the content pupils experience as well as the skills they develop. Through discussion between schools, a broadly common experience for all pupils, especially over the years P7 to S2, can be planned. However, even where content is different, pupils should be entitled to a common experience of skills and concepts. Should teachers be allowed to choose topics they are most comfortable with? 5.4 Teachers knowledge, confidence and enthusiasm will often provide support for effectively addressing content. This may apply to the vast majority of Primary school teachers who are not specialists in history as well as to those Primary and Secondary teachers who are. Teachers may be - or may become - familiar with certain topics which they feel they can teach particularly effectively. The guidance offered in this document is designed to allow teachers to apply their own professional judgement in consultation and collaboration with colleagues. Widespread adoption of the guidance offered in this document should encourage common experiences and greater mutual familiarity with content. Is major curricular change required? 5.5 Existing best practice should be the bedrock of any new developments. The proposals in this paper are not intended to bring about wholesale change in the content of history studied by pupils from 5 to 14. Likewise, no overnight changes are anticipated. There is already a degree of similarity between many schools in their choice of content. A study by the University of Paisley into content choice in three widely separated local authorities showed much consistency in existing practice, with topics such as the Ancient World taught in P3-5, the Middle Ages in P4-5, the Jacobites and Highland Clearances in

9 P5-6, Victorians in P6-7 and World War II in P7. These findings have been taken into account in the list of key aspects above. What new resources may be available? 5.6 Teachers - specialists as well as non-specialists - need to be confident that the materials they are using are of high quality and are presented at an appropriate level. In 1997, the CCC published a Resource Guide to Scottish History, in the form of a comprehensive and critical list of relevant resources in all types of medium. This guide will be regularly updated on the Scottish Virtual Teacher Centre web site. A number of commercial companies and public bodies are involved in developing new resources to support Scottish history. Areas identified for the development of new resources include simple stories and aspects of daily life for the early stages of Primary school, narrative and topicbased material on the periods before the Union of the Parliaments for the middle stages, and studies of little-taught periods such as the Scottish Enlightenment or Scotland and the British Empire. Teachers may also find it helpful to examine materials developed for other stages in school as historical resources can often be effectively adapted. Some, such as the CD ROMs being developed by the CCC on Scottish history (on the periods and ), are specifically designed for use with diverse age groups. The web site of the Scottish Association of Teachers of History (SATH) includes teachers reviews of useful resources for the study of all aspects of history. What are the implications for Primary/Secondary liaison? 5.7 The creation and delivery of a Scottish history course demonstrating coherence and progression will require that at each stage pupils learning is built on prior knowledge. Clear and thorough communication between teachers, between stages, between schools in a cluster and above all between Primary and Secondary schools are important. Where the choice of content in Scottish history is concerned, there can be no standard experience for all pupils, but effective communication can only benefit the quality of that experience. In cases where particular topics are revisited, teachers should nonetheless seek to ensure progression in terms of the key features.

10 6 Illustrative Models 6.1 This section is intended as a practical guide for school and cluster curriculum planners. The models in this section are not prescriptive. They are intended as illustrations only. Schools and clusters should produce models which are based on their local needs. 6.2 How many topics should a pupil experience in Scottish history between the ages of 5 and 14? Obviously, this depends on how a topic is defined. Often in Primary schools, one historical topic per year is taught where historical content and the development of historical skills are the predominant focus. The study of aspects of the past can also feature in additional inputs which focus on other areas or components of the curriculum. 6.3 In many Secondary schools, two-four major topics are covered in each of S1 and S2. Of these, perhaps 40% may be primarily concerned with Scottish history, though they may also relate to other areas of history as well. 6.4 In order to make these models more useful in relating Scottish history to other areas of historical content, the Scottish history topics have been placed in the context of other history topics. Wider historical topics may still make reference to Scottish history or use Scottish or local examples. It will also be evident from the choice of topics that the distinction between Scottish and other history is often blurred in practice. 6.5 Numbers in brackets refer to the six key aspects of Scottish history defined above. Some topics chosen cover more than one of these. 6.6 Each of these models is intended to show how a particular group of pupils might experience Scottish history in the 5-14 curriculum. It is unlikely that a whole S2 class would all have studied the same content areas over the previous nine years. Revisiting topics at different stages is a useful aspect of many pupils experience. 6.7 Though it is helpful to the pupils understanding of chronology to teach topics in their historical order, this need not be an overriding concern. What should be achieved is that the pupils at the end of S2 have a concept of the chronological sweep of history, Scottish and otherwise; that they should have developed a mental map of the past; and that they can place within this the topics they have studied since P1. To this end, it can be very helpful to teach topics chronologically in S1 - S2 or in P7 - S2.

11 6.8 The numbers in brackets refer to the key aspects of Scottish history described above in Section Topics which are (or which will be) supported by a Scottish CCC CD Rom are marked with an *. Model 1 Model 1 is based on a curriculum which allows for one topic per year in Primary school with history as its main focus. In the Secondary school, the model assumes that three topics are taught in each of S1 and S2. Stage Topic P1 My grandparents days (1/6) (exploring how life was different in the recent past) P2 Digging up the past (1/2/3/4) (exploring the nature of historical evidence, such as artefacts, photographs and oral testimony) P3 *Transport through the ages (1-6) (a thematic study exploring the concepts of change and continuity over time) P4 The Romans (2) (examining aspects of the Roman Empire in its European, British and Scottish contexts) P5 Life in the castles & the countryside in the Middle Ages (3) (exemplifying aspects of political, social, economic and cultural life in the Middle Ages) P6 *Mary Queen of Scots (4) (examining the life and times of Mary Queen of Scots; the political and religious struggles of the 16 th Century and Scotland s links with England and Europe) P7 *The Victorians (5) (an exploration of social and cultural developments in Victorian Scotland and England) S1 Early People (2) (exploring social and economic life in ancient times and the nature of archaeological and historical evidence) Scottish Wars of Independence (2)

12 (examining the conflicts between Scotland and England in the time of Wallace and Bruce) *The Scots Abroad (4/5)* (covering such themes as Scotland s historical links with Europe; Scottish emigration to the New World; and the role of Scots in the British empire) S2 *The Industrial Revolution (5) (an examination of the transformation of the economy and society in Scotland and Britain during the Industrial Revolution) World War II (6) (exploring such themes as the rise of Nazi Germany, Britain s role in the war, the Holocaust and the aftermath of the war) The Kennedys and the USA in the 1960s (6) (exploring aspects of the nature of American society in the 1960s, such as the civil rights movement, and external issues, such as the missile crisis and the Cold War).

13 Model 2 Model 2 is based on a curriculum which allows two topics in each of S1 and S2, but identifies possible additional historical input from the study of other areas and components of the 5-14 curriculum. Stage Topic Additional input P1 Me and my family (exploring the concept of time) P2 My town (1) (exploring the local environment and how it has changed over time) P3 Skara Brae and Early People (2) (introducing the concept of archaeological evidence and how people lived in ancient times) P4 The Scottish Wars of Independence (3) (examining the conflicts between Scotland and England in the time of Wallace and Bruce) P5 *Explorers (4/5) (using individual explorers to examine the expansion of Europe from the late 15 th and the impact of trade, missionary work and conquest) P6 *James IV and the Renaissance (4) (a study of Scotland as a late medieval kingdom, highlighting the influence of European culture on Scotland) P7 *The French Revolution (3/4) Medicine through time (1-6) (examining the causes and course (a thematic study exploring of the French Revolution and its how health care and treatment impact on Scotland and Europe) have changed through the ages) S1 *18 th Century Edinburgh (5) *The Scottish Parliament (4-6) (exploring changes in social and (a study of the process which cultural life, art and architectureled to the re-establishment of in 18 th Century Edinburgh) a Parliament, reflecting the development of Scotland s pre institutions) The American Civil War (5) (analysing the causes, course and consequences of the American Civil War) S2 *The Industrial Revolution (5/6) *Prejudice & society (4-6) (an examination of the trans- (exploring discrimination and formation of the economy and prejudice towards women and

14 society in Scotland and Britain Jewish people from the 16 th to the during the Industrial Revolution) 20 th Centuries) The Russian Revolution (6) (exploring the causes of the Revolution and political developments in Russia after 1917).

15 Model 3 Model 3 draws on the experience of schools which teach two historical topics per year from P3-P7, with a further two topics per year in each of S1 and S2. P1 P2 P3 Me, my family and my town (exploring the family and the local environment and introducing the concepts of age and time) Photographs from the past (exploring how life has changed over time) The Celts (exploring the life and customs of the Celts and their relations with other peoples) The Native Americans of the Plains (exploring the life and customs of the Native Americans of the Plains and their relations with other peoples) P4 Medieval Burghs (exploring social and economic life in medieval towns, using a Scottish case study) *The Industrial Revolution (an examination of the transformation of the economy and society in Scotland and Britain during the Industrial Revolution) P5 The Scottish Wars of Independence (examining the conflicts between Scotland and England in the time of Wallace and Bruce) *James IV and the Renaissance (a study of Scotland as a late medieval kingdom, highlighting the influence of European culture on Scotland) P6 *Mary Queen of Scots and the Reformation (examining the life and times of Mary Queen of Scots; the political and religious struggles of the 16 th Century and Scotland s links with England and Europe) *The Union of the Crown and Parliaments (examining the political and economic relations which led up to and flowed from the Union of the Scottish and English Crowns and Parliaments) P7 *The Scottish Enlightenment (examining social and cultural life in Scotland and its links with Europe in the late 18 th and early 19 th Centuries)

16 *Scotland in Victorian Times (an exploration of social, cultural and economic developments in Victorian Scotland) S1 World War I (covering such themes as the causes and effects of global conflict, developments in the nature of warfare and the war s impact on the lives of soldiers and civilians) The Russian Revolution (exploring the causes of the Revolution and political developments in Russia after 1917) S2 Scotland and World War II (focusing on the role of Scots in different theatres of war, the Home Front and the long term effects of the war) The USA in the 1960s (addressing aspects of American politics and society in the 1960s, such as the civil rights movement, the missile crisis and the Cold War).

17 Appendix Scottish History in the Curriculum: A Statement of Position from Scottish CCC The Statement of Position on Scottish History in the Curriculum was submitted to the Minister of Education in 1997; at his request it was subsequently published and made widely available to schools and other interested parties. This document argued that history in the school curriculum had its own value and rationale. It proposed that a key purpose of history education should be to provide young people with a map the past which would help them to understand the inheritance and identity f their society and that of other societies. The Statement of Position proposed that Scottish history should be central to the history education delivered in Scottish schools. It advises a balance between local, Scottish, British, European and global themes, with an encouragement to young people to view the history of Scotland in its local, British, European and global contexts. It also proposes that a balance be achieved between political, economic, social and cultural themes, while recognising the practical challenges that this represents in the classroom. The report concluded with a series of recommendations on resources for Scottish history in the curriculum, staff development issues, Scottish history I the 5-14 curriculum and Scottish history Scottish history post-14. These recommendations are being actively pursued by Scottish CCC in collaboration with a range of other bodies and agencies. Copies of Scottish History in the Curriculum: A Statement of Position from Scottish CCC are available from the Scottish CCC, price 3.50.