ERIC Number: EJ1316040
Record Type: Journal
Publication Date: 2021-Sep
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-0610
EISSN: N/A
They Sometimes Clashed, and Ultimately Blended: Planning a More Diverse and Coherent Year 7 Curriculum
Olivey, Jacob
Teaching History, n184 p22-31 Sep 2021
In this article, Jacob Olivey describes his department's efforts to both diversify their Key Stage 3 curriculum and secure greater curricular coherence. Building on a large body of research and practice, Olivey sought new forms of curricular coherence through the selection and sequencing of substantive content across the curriculum. He reflects on the challenges such decision-making entails and shows how he drew on historical scholarship to find practical solutions. In setting out his rationale and approach, Olivey also responds to the potential critique that in searching for substantive coherence pupils will inevitably be presented with a teleological grand narrative.
Descriptors: History Instruction, Teaching Methods, Departments, Course Content, Curriculum Development, Decision Making, Criticism, Barriers, Grade 7, Secondary School Students, World History, Medieval History, Lesson Plans, Course Descriptions, Foreign Countries
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A