All 21 entries tagged 14-19 Curriculum

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May 31, 2010

New schools History curriculum?

Writing about web page http://www.guardian.co.uk/politics/2010/may/30/niall-ferguson-school-curriculum-role

According to the Guardian Niall Ferguson has been given a role in re-writing the History curriculum for schools by the new Coalition government. In a presentation at the Hay Literary Festival, Ferguson commented that children should be taught that the history of the last five hundred years is one of 'western domination of the world'.

It remains to be seen if this overtly ideological approach to the teaching of history feeds through to teaching in schools.

The news has already attracted much attention (see: http://www.newstatesman.com/blogs/the-staggers/2010/06/history-british-ferguson) demonstrating that the school History curriculum will once again be an ideological battleground.


May 06, 2010

Young History Workshop Project

An exciting opportunity has arisen for early-career historians (includingdoctoral students) to work with school students as 'historian-mentors' in a London-wide history project.  Young History Workshop (YHW) is a strategic education project run by the Raphael Samuel History Centre in collaboration with the Historical Association, and funded by the Esmée Fairbairn Foundation.

YHW will involve students from eight state secondary schools in the Greater London area. The students will research, write and present historical projects of their choice relating to the broad theme of 'Them and Us'.  They will receive hands-on guidance at workshop sessions facilitated by at least one volunteer historian-mentor and the YHW Project Officer.  Archive and museum visits will support and complement the students' research, which will be presented at a day-long event (Young History Workshop Day) in March 2011.

YHW provides an excellent opportunity for academic historians to gain experience and skills in widening participation and public engagement, as well as forging collaborations with history teachers and workers in the archives and heritage sectors.  The project will require a maximum of three school visits, an internet-based presence, and attendance at Young History Workshop Day.  

For more information and/or to express an interest in taking part in this project, please contact Anna Gust, a.gust@ucl.ac.uk <mailto:a.gust@ucl.ac.uk>, before the end of May.


April 02, 2010

Over half of young women now go to University

Writing about web page http://news.bbc.co.uk/1/hi/education/8596504.stm

For the first time, a majority of young women are now attending university. The figure has reached 51% compared with 49% in 2007-08. 40% of young men are at university giving an overall figure of 45 per cent. Women overtook men in university attendance figures in the 1990s.


March 12, 2010

History is now learned from the TV

Writing about web page http://news.bbc.co.uk/1/hi/education/8557397.stm

David Dimbleby, veteran broadcaster and currently presenting a programme on the Seven Ages of Britain argues that the History curriculum is inadequate in schools and therefore the population are learning their historical knowledge from TV programmes. In an interview in the Radio Times he claims that this is why history programmes are so popular.

This is a controversial view and Dimbleby does not cite an evidence-base for his opinions (apart from the popularity of programmes such as his). However, the Historical Association are campaigning to increase the curriculum time given to History especially at Key Stage 3.

With an election and possible change of government looming, it seems certain that the battles over History education will again be at the forefront of debates about education in schools.


February 08, 2010

UCAS request for subject specialists to review qualifications

UCAS request for subject specialists to review qualifications

The Higher Education Academy has been approached by Richard Spencer of UCAS, who asks that the subject centres inform their subject communities of a request for assistance.  The details of the letter are below: please contact Richard directly if you are interested in getting involved: 

Dear colleagues

I am writing to ask your assistance.

I have responsibility for the development of the UCAS Tariff, including the management of the process of bringing new qualifications into the UCAS Tariff and reviewing qualifications already in the system. Any qualification seeking entry into the Tariff is considered against an appropriate benchmark qualification and, given the demands of conducting comparability studies, it is recognised that such work requires collaborative input and judgement from members of a panel of experts, including subject specialists from higher education.

We are currently seeking to widen the pool of HE subject-specialists to call upon to work with UCAS on comparability studies and wondered whether, given that HEA provides subject-specific support for 25 sector areas, you might be able to help find additional specialists. I would be happy to provide additional information about the Tariff process as necessary, but in the meantime, I summarise the key points below:

·        Experienced HE specialists are needed for all subject areas to join a pool of experts

·        All names sent to UCAS will be considered as expressions of interest at this stage and will not guarantee work.

·        We will contact interested individuals as and when/ if their subject specialism is required with a summary of timescales.

·        If more than the required number of subject specialists express interest, UCAS reserves the right to prioritise upon merit based on their knowledge and previous experience

·        UCAS will enter into formal contracts with subject specialists for work on specific qualifications, for the period of the Tariff “project”

·        Subject specialists will need to undertake a set of tasks relating to the incoming and benchmark qualification and outline their findings to an Expert Panel

·        It is anticipated that each Tariff “project” will require approximately 3 days input (non-consecutive) – of which one day will be at UCAS offices in Cheltenham

·        Subject specialists will be recruited as a representative of their employing university/college, which must offer a suitable range of HE courses in appropriate subjects.

·        A flat fee of £1,000 will be paid to the employing institution upon completion of the work

Should you require any further information, please do not hesitate to contact me.

Kind regards

Richard

RICHARD SPENCER

POLICY OFFICER

POLICY AND EXTERNAL RELATIONS UNIT

POLICY AND PUBLIC AFFAIRS DEPARTMENT

UCAS

tel:       01242 544862

email:      r.spencer@ucas.ac.uk


December 01, 2009

Get involved in QCDA work on 14–19 Diplomas

Writing about web page http://www.qcda.gov.uk

The 14-19 Diploma team at the Qualifications and Curriculum Development Agency (QCDA) are currently looking for HE lecturers who would like to get involved in the focus groups that support their work in reviewing principal learning qualifications - the main component qualification of the 14-19 Diplomas, that awarding bodies are currently developing.  For more information about what is required from the role please see the attached file: details_of_the_role_of_a_he_lecturer_in_principal_learning_development.doc.

The feedback from HE lecturers has always been well regarded by awarding bodies and their involvement will help to ensure that the qualifications are as robust as possible.  This is the time to get involved for history as the principal lines of learning are being developed in 2009/10 for the Humanities and Social Sciences Diploma.

The deadline for expressions of interest from HE lecturers is 18th December.  All lecturers receive a £250 honorarium following completion of the review and attendance at the focus groups.

For further details see the QCDA website or contact Sian Joseph, Diploma Delivery Operations Team on 0870 238 8677 or Diploma.Development@qcda.gov.uk.    


November 26, 2009

Teach History in Schools in French or Mandarin

Writing about web page http://news.bbc.co.uk/1/hi/education/8380514.stm

The Specialist Schools and Academies Trust have suggested that mainstream subjects such as History should be taight in a foreign language to improve students' linguistic capabilities. According to research at one school, pupils still perform in line with expectations (and for below-average pupils above expectation).


November 19, 2009

British History to be compulsory part of Primary curriculum

Writing about web page http://www.dcsf.gov.uk/news/content.cfm?landing=major_reform_of_curriculum_at_the_heart_of_a_renewed_push_to_drive_up_standards&type=1

The Schools' Minister, Vernon Coaker, has confirmed that British history will maintain its place in the primary curriculum following the Rose report. The teaching of British history will be a compulsory part of  the historical, geographical and social understanding area of learning.

Clearly, the fact that history will continue to be taught as an essential part of the primary curriculum is to be applauded. But the privileging of British history will be seen by many to be a retrograde step.


November 12, 2009

History being squeezed out of timetable in schools

Writing about web page http://www.telegraph.co.uk/education/6539056/History-being-cut-from-timetables.html

David Laws, the Liberal Democrat Education spokesman has raised concerns about the reduction of time in the secondary curriculum for the teaching of History. Using the recent Historical Association survey he argued that "Dropping this subject at age 13 is bound to leave many young people ignorant about key events and issues in British and World history."


October 23, 2009

Mark Slouka's 'Dehumanized: When Math and Science rule the school'

Writing about web page http://www.harpers.org/archive/2009/09/0082640#

The International Society for the Scholarship of Teaching and Learning is currently taking place in Bloomington, Indiana. Among the many thought-provoking papers and panels was one on the contribution that Humanities might make to the scholarship of teaching and learning. During the session Mark Slouka's recent article in Harper's Magazine was discussed. Many of the issues raised by Slouka (the impact of Humanities' disciplines, the privileging of STEM subjects and the increasing importance of an employability agenda) will resonate strongly with UK audiences. The article is powerful and thought-provoking and deserves a wide academic readership.


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