a_history_of_school_history_1988-2010
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a_history_of_school_history_1988-2010
A History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reacting a_history_of_school_history_1988-2010 to changes all the time. History is quite good at adapting; it has had to.... In many schools, history remains the most popular optional subject, despite everything that is thrown at it. It is resilient in that sense.1 2 3The Origins of the History National CurriculumPrime Minister Jim Callaghan’s a_history_of_school_history_1988-2010speech at Ruskin College, Oxford on 18 October 1976 is generally taken to mark the start of a major shift in political attitudes to the school curricua_history_of_school_history_1988-2010
lum, formerly regarded as the ‘secret garden’ of teachers and academics.* The ‘Great Debate’ launched by Callaghan originated in global economic shiftA History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reacting a_history_of_school_history_1988-2010iderable investment (the school leaving age had been raised in 1973 and university education had been expanded). As Callaghan made clear, 'Public interest is strong and legitimate and will be satisfied. We spend £6bn a year on education, so there will be discussion.' For the first lime, a politician a_history_of_school_history_1988-2010 was addressing the 'goals of our education' explicitly and questioned whether ‘the new informal methods of teaching’ provided the skills school-leavea_history_of_school_history_1988-2010
rs needed for employment in a British economy which needed to compete with the rest of the world. Callaghan proposed a ‘core curriculum’ and ‘nationalA History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reacting a_history_of_school_history_1988-2010m’ mentioned by Callaghan would provide a basis on which the efficiency of the education system could be measured, especially in relation to certain basic skills such as literacy and numeracy. This would be done by the setting of benchmarks and testing of the subjects taught? Already, however, an al a_history_of_school_history_1988-2010ternative approach to curriculum reform was being developed by Her Majesty’s Inspectors of schools (HMI). This involved a ‘common curriculum’ for secoa_history_of_school_history_1988-2010
ndary education, which1Tim Lomas, oral history archive transcript of interview 30.03.2009,1HR (p.30).2The full text is available athttp:/'educanon.guaA History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reacting a_history_of_school_history_1988-2010ight? (Lewes: The Falnier Press. 1989). p. 106.N.Sheldon 31.03.20111https://khothuvien.cori!A History of School Historywould ensure all pupils were ‘entitled’ to certain areas of experience (they identified eight such areas). The inspectors set up an experimental project with schools in 5 local educ a_history_of_school_history_1988-2010ation authorities (LEAs) to co-ordinate their curriculum based on this common entitlement curriculum.4 The project continued with reviews from 1977-83a_history_of_school_history_1988-2010
.5 The inspectorate was seeking to address a number of issues, including the effects of comprehensive school reorganisation, the raising of the schoolA History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reacting a_history_of_school_history_1988-2010 mobile population would lead to a lack of coherence and real disadvantage for an increasing number of children in their education, given the differences between schools’ individual curricular offering.6 The inspectors referred to ‘the bewildering diversity of practice, the problems of lack of balan a_history_of_school_history_1988-2010ce within the curriculum, and the possibly adverse impact on pupils [ofj unacceptable differences in the quality and range of educational experience oa_history_of_school_history_1988-2010
ffered . ... Some common framework of assumptions is needed which assists coherence without inhibiting enterprise.’7 It could be argued that the storyA History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reacting a_history_of_school_history_1988-2010 and ‘enterprise’.The Department of Education and Science developed the ‘core curriculum’ idea implicit in Callaghan’s speech in two documents: A Framework for (he School Curriculum and The School Curriculum.8 The former listed a limited core of required subjects and even suggested the amount of tim a_history_of_school_history_1988-2010e which should be spent on them. The latter laid out the Secretary of State’s interest in the school curriculum, both its content and quality, thougha_history_of_school_history_1988-2010
it recognised that both the core and common curriculum ideas had validity.9 These were followed in 1985 by the white paper Better Schools, which set oA History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reacting a_history_of_school_history_1988-2010. 111.5Department of Education and Science DES. "Curriculum 11-16: Working Papers by Her Majesty's Inspectorate: A Contribution to Current Debate." (HMSO. March 1978).; Department of Education and Science DES. "Curriculum 11-16: Towards a Statement of Entitlement.'' (HMSO. 1983).6DES. "Curriculum 11 a_history_of_school_history_1988-2010-16: Working Papers by Her Majesty's Inspectorate: A Contribution to Current Debate." p.60 refers to 42 different CSE papers in one subject, 41 indivia_history_of_school_history_1988-2010
dual subjects at CSE and 50 at o level.■ Ibid., pp. 3-4.*Department of Education and Science DES, "A Framework for the School Curriculum," (HMSO, 1980A History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reacting a_history_of_school_history_1988-2010f School Historyworkforce by training and appraisal and to reform school governing bodies as overseers of school effectiveness.10 Speaking at a conference in Birmingham in 1986, Sir Keith Joseph, the Secretary of State, described Beiler Schools as a ‘far-reaching programme for improving the performa a_history_of_school_history_1988-2010nce of our schools’ focused on ‘ways of identifying the expectations against which we can measure educational achievements, and ways in which educatioa_history_of_school_history_1988-2010
nal achievements can be assessed’/1Joseph had already signalled the direction of policy in speeches the previous year given at the conferences of the A History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reacting a_history_of_school_history_1988-2010ent on the objectives of the school curriculum’. Within this, he made clear the commitment to history as ‘an essential component in the curriculum of all pupils’ which should feature in primary and secondary phases up to age 16.12 Sir Keith’s speech referred positively to the role of 'knowledge, und a_history_of_school_history_1988-2010erstanding and skills’ and the importance of offering children different interpretations of the past. He even included a consideration of the value ofa_history_of_school_history_1988-2010
empathy or ‘sympathetic understanding’ to children’s developing historical work in school.13 In these respects, he was reassuring the supporters of nA History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reacting a_history_of_school_history_1988-2010ry and the 'development of the shared values which are a distinctive feature of British society and culture’, though he also recognised the sensitivities involved in teaching pupils from ‘a variety of social, cultural and ethnic backgrounds’.14 15 The speech seems to have been well-received, but the a_history_of_school_history_1988-2010re is nothing in it to indicate how the ■widespread agreement’ on the history curriculum would be arrived at and it seems that Sir Keith had no workeda_history_of_school_history_1988-2010
-out plan for taking a national curriculum forwards.1310Department of Education and Science DES, Better Schools - a Summary (HMSO, 1985 Idled 16.04.20A History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reacting a_history_of_school_history_1988-2010r Schools: Evaluation and Appraisal Conference. Birmingham 14-15 November 1985," (HMSO, 1986). p. 178.12Sir Keith Joseph, "Why Teach History in School?," in Historical Association Conference (Senate House, London: 10 February 1984).13Ibid.14Ibid.; Robert Phillips, History Teaching, Nationhood and th a_history_of_school_history_1988-2010e State: A Study In Educational Politics (London: Cassell. 1998). pp. 38-9.15Kenneth Baker, The Turbulent Years: My Life in Politics (London: Faber ana_history_of_school_history_1988-2010
d Faber. 1993). p. 189.N.Sheldon 31.03.20113A History of School HistoryA History of School HistoryTHE NATIONAL CURRICULUM AND THE CHANGING FACE OF SCHOOL HISTORY 1988-2010We have mostly been on the defensive and reactingGọi ngay
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