i was not aware of the inclusion of slavery in the cirriculum , this is definatley an achievement: it is about time as the growing diverseness within towns and cities cannot be ignored.
There has over the past 5 years in the UK alone been an increasining number of African born (families) children entering into the public school system, (local knowledge) and was heartbreaking to see how different the children including black british boys/girls responded to them.
So it is definalty promisiing to hear as from learning our history, they will learn the country of our birth are not the true lands of our origins. We are AFRICANS and should not be ashamed to admit that.
your words are informing, thank u.
Quote:
Originally Posted by Sekhmet
Greetings Graduate
In September 2007 the subject of 'slavery' entered the national curriculum for key stage 8/9. In September 2008 it goes 'live' for key stages 3/4. The teaching of this subject is something that parents should keep a very close eye on. Last year the community raised some concerns and some concessions were made to the wording of the government's criteria, i.e. the inclusiveness of all pupils - ourStory can be told for it is a part of WORLD history, its up to parents to see that it is ...
Slave Trade - Year 9 - SchoolHistory.co.uk
"Pupils in the school will also bring a range of cultural experiences and perspectives, which can be reflected in the curriculum and used to further pupils' understanding of the importance of the issues of diversity.
An inclusive curriculum is one where:
* different groups of pupils are all able to see the relevance of the curriculum to their own experiences and aspirations
* all pupils, regardless of ability, have sufficient opportunities to succeed in their learning at the highest standard."
Inclusion in history
History is to be taught from a 'world view'
"There are a number of key concepts that underpin the study of history. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.
1.1 Chronological understanding
1. Understanding and using appropriately dates, vocabulary and conventions that describe historical periods and the passing of time.
2. Developing a sense of period through describing and analysing the relationships between the characteristic features of periods and societies.
3. Building a chronological framework of periods and using this to place new knowledge in its historical context.
1.2 Cultural, ethnic and religious diversity
1. Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world".
History
This link is specifically for key stage 3/4 and recommended for teachers.
National Curriculum links | Understanding Slavery
As a parent here is a wonderful tool which you could give your child.
Timeline: Get 8000 Years of African and European History... On One Scroll!
Peace |