‘The role of the humanities in a balanced and broadly based primary curriculum’, by Tony Eaude and Simon Catling was published in Impact, the Journal of The Chartered College of Teaching, Issue 6, Summer 2019, pages 59-61. While we cannot provide the file of the article until later this year, we have been provided with a link for you to access the article if you do not receive a copy of Impact: We are very grateful to the editorial team at Impact to allow this. Here is the link to the open access, online version of the article:
The article provides the key case for the value and pertinence of the humanities in primary education. It argues that the humanities are vital for primary children’s education, in terms of the principles which underpin the humanities whether they are taught through the subjects and areas of geography, history, religious education and citizenship or in a cross-curricular or integrated approach. It sets out why the humanities matter in primary schools and that they are essential in fostering humanistic and democratic citizenship perspectives. It notes ways to teach the humanities and the breadth and balance this area of the primary curriculum adds to children’s learning, knowledge and skills. It concluded by encouraging primary schools to link to the Humanities20:20 site through out twitter feed, to read the Manifesto and to develop the humanities in their schools.
In the same issue of Impact, if you have access to it, is a second article on the primary humanities. It focuses on geography and history and makes a stimulating comparative read. Robbie Burns, What might a knowledge-rich ‘humanities’ curriculum look like in the primary school? Impact, Issue 6, Summer 2019, pages 46-48.
Professor Simon Catling
Professor Emeritus of Primary Education,
School of Education, Oxford Brookes University, Oxford, UK