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How does the content link with one or more of the Principles?

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How does the content link with one or more of the Principles?

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Principle 1 – this unit was created from feedback from students about wanting to know more about LGBTQ+ history, disability history etc – students have literally been the centre of this curricular decision

Principle 3 – this unit allows more students to ‘see’ themselves in history where they may not have done so before, and also helps foster understanding and respect towards marginalised groups within society

Principle 4 – this unit helps students to understand the historic struggles that marginalised groups have faced in recent history which has led to the current situation in society regarding equality, e.g. understanding the links between historic homophobia and modern homophobia. This also goes on to Principle 5, as understanding how these historic struggles continue today will allow students to respond to modern challenges regarding equality in Britain and the wider world.

Principle 6 – the unit is focused around marginalised stories and voices

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How do the pedagogical choices link with one or more of the Principles?

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How do the pedagogical choices link with one or more of the Principles?

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Principle 2 – the unit recommends areas for discussion and prioritising/categorising areas of change and continuity relating to historical thinking. There is a unit-long tracking sheet which encourages students to think critically about the amount/pace/direction of change over time for different groups.

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How do the outcomes / pupil responses link with one or more of the Principles?

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How do the outcomes / pupil responses link with one or more of the Principles?

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Students are encouraged to respond to the EQ referring to a group or groups of their choice (P1, P6) and enables them to show their understanding of change/continuity for that group over time (P2) but also with scope to include reference to intersectionality and the continued problems that exist today (P3/4/5)

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How equal has Britain become since 1945?

This unit is a thematic unit spanning the 20th and 21st centuries, looking at areas of equality – black people, LGBTQ+, disabled people, and women. The unit runs decade by decade, with a decade overview lesson followed by a specific case study lesson for that decade. It aims to get students used to looking at patterns, pace, and direction of change/continuity.

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A summary of the CPATHS Principles for History Teaching

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A summary of the CPATHS Principles for History Teaching

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Full details on each Principle can be found at the end of this section

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This video gives an overview of the unit and how it was approached.

Contact Rebecca.l.carter@hotmail.co.uk for the links to other materials.

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A rough outline plan is provided here. Please refer to the video to see how this was used.