Learning progression in the humanities: identifying tensions in articulating progression in humanities in Wales. Issue 2 (29th January 2020)

• Record Type: Journal Article
• Authors: Hughes, Sioned; Makara, Kara; Stacey, Dave
• Other Names: Power Sally guestEditor.; Taylor Chris guestEditor.
• Is Part Of: Curriculum journal. Volume 31:Issue 2(2020)
• Page Start: 276
• Page End: 289
• Publication Date: 2020-01-29
• Subjects: humanities -- social studies -- conceptualisation of progression in learning -- learning progression -- interdisciplinary -- curriculum planning; Education -- Curricula -- Great Britain -- Periodicals; Curriculum planning -- Great Britain -- Periodicals; 375.00941
• DOI: 10.1002/curj.28
• Languages: English
• ISSNs: 0958-5176

Abstract

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' 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 the 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 the 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.