Welcome to SHP Curriculum PATHS
The SHP Curriculum PATHS Council would like to welcome you to the Curriculum PATHS web page.
SHP Curriculum PATHS was founded by the Schools History Project (SHP) at Leeds Trinity University. SHP Curriculum PATHS is a community of people who are committed to improving the quality of history education by ensuring ethics remain at the heart of curriculum decision making. These ethical considerations are enshrined in our “Ethical Principles for Curriculum Construction in History“, which can be accessed via the links.
Curriculum PATHS is rooted in the belief that meaningful change happens, not from the top down, but through the efforts of classroom practitioners up and down the country. Curriculum PATHS is therefore designed to empower classroom teachers to craft and share their own, principle-driven curriculum units. We believe this is how the profession gets stronger.
Spotlight Unit Paths
- Spotlight: How equal has Britain become since 1945?Today’s featured Unit Path comes from Becky Carter, whose thematic unit explores equality in Britain post-1945. Becky’s unit links very
- Spotlight: How can material objects help us to understand Britain’s role in the world?Today’s featured Unit Path comes from Sasha Smith & Dr. Sarah Longair, who were keen to develop pupils’ understanding of
- Spotlight: Settler Colonialism and Survivance – Teaching 19-20th Century Dakota History in KS3Today’s spotlight Unit Path was developed by Alex Ford (Leeds Trinity), Chris Jacques (Horsforth School) and Ross Miles (Horsforth School).
Join Us
You can join Curriculum PATHS for free by following the link here: www.membermojo.co.uk/curriculumpaths. Alternatively, you can just follow our blog for updates on our work: https://curriculumpaths.schoolshistoryproject.co.uk.
SHP Curriculum PATHS is open to all teachers of history, as well as those who support history teaching in schools. It is free-to-join and democratically accountable to its members.
Our Aims
We firmly believe that history educators who are serious about providing a ‘powerful’ curriculum for their pupils would be best served thinking more robustly about the ethical justifications of their curriculum content selections, pedagogical approaches, and assessment choices. We have therefore created, ratified and shared our framework of Ethical Principles for curriculum construction in history.
The Ethical Principles are designed to empower teachers of history to:
- Plan their own ethically grounded history units and curriculum overviews.
- Share curricula and curriculum units, alongside clear explanations for their ethical underpinnings.
- Integrate ethically grounded curriculum units or curriculum overviews, shared by others, meaningfully into their school contexts.
- Have opportunities to work with other teachers of history, across multiple contexts and age phases, and be active in discussing about what makes an empowering history education.
You can find out more about our Ethical Principles and how to get involved by clicking the links on this page.
Ethical Principles for Curriculum Design
