Learning Progression in the Humanities: Identifying tensions in articulating progression in Humanities in Wales.

Hughes, Sioned and Makara, Kara and Stacey, Dave (2020) Learning Progression in the Humanities: Identifying tensions in articulating progression in Humanities in Wales. Curriculum Journal. ISSN 0958 5176

[img] Text
Hughes, S. , Makara, K. , and Stacey, D. (2019) Learning progression in the Humanities - Identifying.pdf - Accepted Version
Restricted to Repository staff only until 29 January 2022.
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (241kB) | Request a copy
Official URL: https://onlinelibrary.wiley.com/journal/14693704#p...

Abstract

The paper explores tensions in the articulation of progression in learning across the Humanities disciplines. Informed by our review of research in the Humanities disciplines, international curricula on progression in these areas, and reflections from professional activity within the newly defined Humanities ‘Area of Learning and Experience’ (AoLE) in the new Welsh curriculum, this paper describes how learning progression in Humanities has been conceptualised within the new curriculum and then delineates and critically reviews four challenges that emerged when identifying and describing progression in learning in the new Humanities curriculum. Tensions include the relationship between disciplines; the balance between knowledge, skills and values; the differences between underlying models of progression in Humanities; and balancing the complexity of learning with practical considerations for a national curriculum. Underpinned by the Integrity Model of Change, this paper makes a contribution, through providing new insights on broad aspects of learning progression in Humanities and highlighting potential benefits and challenges of taking particular decisions within each of these four tensions. Implications for curriculum planning and future research are offered, including the fundamental role of professional learning in curriculum development and enactment.

Item Type: Article
Additional Information: "This is the peer reviewed version of the following article: Learning Progression in the Humanities: Identifying tensions in articulating progression in Humanities in Wales, which has been published in final form at https://doi.org/10.1002/curj.28. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived versions
Uncontrolled Keywords: humanities; social studies; conceptualisation of progression in learning; learning progression; interdisciplinary; curriculum planning
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions: Institutes and Academies > Institute of Education and Humanities > Academic Discipline: Teacher Education
Depositing User: Sioned Hughes
Date Deposited: 14 Jan 2020 14:44
Last Modified: 30 Apr 2020 11:08
URI: https://repository.uwtsd.ac.uk/id/eprint/1150

Actions (login required)

View Item View Item