Learning progression in the humanities: identifying tensions in articulating progression in humanities in Wales

Hughes, S., Makara, K. and Stacey, D. (2020) Learning progression in the humanities: identifying tensions in articulating progression in humanities in Wales. Curriculum Journal, 31(2), pp. 276-289. (doi: 10.1002/curj.28)

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.

• Item Type: Articles
• Additional Information: This research was part‐funded by the Welsh Government.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Makara Fuller, Dr Kara
• Authors: Hughes, S., Makara, K., and Stacey, D.
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > People, Place & Social Change
• Journal Name: Curriculum Journal
• Publisher: Wiley
• ISSN: 0958-5176
• ISSN (Online): 1469-3704
• Published Online: 29 January 2020
• Copyright Holders: Copyright © 2020 British Educational Research Association
• First Published: First published in Curriculum Journal 31(2): 276-289
• Publisher Policy: Reproduced in accordance with the publisher copyright policy