What might a knowledge-rich ‘humanities’ curriculum look like in the primary school?
Written by: Robbie Burns
6 min read
When curriculum is focused on knowledge that takes students beyond their everyday experience, it has the potential to contribute to an increase in social mobility and higher educational outcomes (Young et al., 2014). Acknowledging these claims, Ofsted’s new Inspection Framework (2019) is attempting to measure the intent and implementation of the curriculums of schools across the country, in the hope of forming a broader quality of education judgment.
With this in mind, I discuss the basis and benefits of a subject-based approach to the humanities (which I narrowly define as history and geography).
A starting point for curriculum intent: Substantive and disciplinary knowledge
Phase 3 of Ofsted’s (2019) research on curriculum outlined some of the key findings of their statistical model. The 25 indicators of curriculum quality could all be linked to two main underpinning factors: ‘intent’ and ‘implementation’. The intent is concerned with the setting out of curricular aim
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This article was published in May 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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