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education than what can be measured by tests; and few things more important than children understanding what it means to be human and to care for each other and the world. Ofsted’s new School inspection handbook states (2019: para 174) that: 1. some schools narrow the curriculum available to pupils, particularly in key stages 2 and 3, and that this has a disproportionately negative effect on the most disadvantaged pupils; 2. in key stage 1, inspectors need to check that pupils are able to read, write and use mathematical knowledge, ideas and operations so they are able to access a broad and balanced curriculum at key stage 2; and 3. inspectors will be particularly alert to signs of narrowing in the key stage 2 and 3 curriculums. While the first statement is correct, it seems that a majority of primary schools narrow the curriculum, especially in Year 6, to concentrate on what is to be tested in literacy and numeracy, given the importance accorded to these tests. The third statement provides a great opportunity and encouragement for headteachers and teachers to give more emphasis to the humanities and the arts. I find the second statement somewhat worrying, since although literacy and numeracy are obviously important, focussing on the skills associated with these out of context is unlikely to embed these as deeply as applying them in a context which children find meaningful and engaging. Indeed, doing so frequently leads to boredom and disengagement for those children who spend much of their time working at what they find difficult and often pointless. However, Ofsted’s expectation for the curriculum to remain as broad as possible for as long as possible (2019, para 170) and that ‘in primary schools, a broad range of subjects … is taught in key stage 2 throughout each and all of Years 3 to 6’ (2019, para 197) are welcome. I believe that it would help if inspectors were required to make a specific judgement on whether schools are providing a balanced and broadly based curriculum, though this seems unlikely. We believe that the new Inspection Framework offers an opportunity for schools and teachers to consider how to provide the balanced and broadly-based curriculum
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which enables young children to thrive. Humanities 20:20 will try to encourage and empower schools and teachers to do so. We do not believe that such a curriculum should be available only in Key Stage 2 and subsequently. Indeed, we believe that it is especially important for younger children, especially those from disadvantaged backgrounds. We know that there is a great of wonderful learning and teaching in the humanities taking place in primary schools, often against the odds. We hope to encourage and share creative, imaginative and enjoyable (for children and adults) approaches and empoweer teachers to try these in their own schools and classrooms. But we are only a small group, although we have the support of many individuals and organizations, and can only do so much. Success will depend on hundreds and thousands of headteachers, teachers, parents and children working together to make this a reality at classroom and school level; and helping to shape the campaign and how it develops over the next year and a half, till the end of 2020. We hope you will wish to join us. Please look at the website www.humanities2020. org.uk to see the manifesto and the flyer, sign up to show your support and follow us on Twitter at Humanities2020. We would love to know your views, what you have done successfully and what you plan to do, so that you can act as an inspiration to others and vice-versa. If you would like to contribute a short case study about your work in the humanities, please contact info@humanities2020.org.uk or me at tony@ edperspectives.org.uk Please let other people, teachers, headteachers, teacher educators, parents, children everyone know about Humanities 20:20. And help turn this vision into a reality by trying out the sorts of approach described above and not being constrained by a narrow view of what education involves. In the end, we will make change happen by creating and taking the opportunities to provide the balanced and broadlybased curriculum to which all children are entitled. Together we can really make a positive difference to young children’s lives and their futures.