2. Vision and philosophy
Encompasses history, geography, religious education, business studies and social studies.
Holistic, integrated and interdisciplinary approach.
Rigour and specialisation at Progression step 5 prepares learners for further studies.
Develops a sense of heritage and place through their cynefin, Wales and as part of the wider world.
Encompasses past, present and future, including the role of learners as citizens.
As identified in Successful Futures, the Humanities Area of Learning and Experience includes history, geography, religious education, business studies and social studies.
Cynefin – often translated as ‘habitat’; it is not just a place in a physical or geographical sense, but rather it is the historic, cultural and social place which has shaped and continues to shape the community which inhabits it.
Based on international curriculum model research, evidence and teachers experiences, the Humanities Area of Learning and Experience has been framed, and should be considered, in a holistic way. Therefore the what matters statements have been framed in an interdisciplinary and potentially integrated way.
At age 14 to 16 the Humanities Area of Learning and Experience envisages the maintenance of a degree of breadth, while also allowing for specialisation in one or more humanities discipline. To ensure that learners can access A level and higher education studies in specific subjects, disciplines become more visible at Progression step 5.
The Humanities curriculum also aims to encourage learners to develop a sense of belonging and place, and an understanding of their own locality and heritage.
The inclusion of social studies in the curriculum has led to increased focus in Humanities on citizenship and social action. These are key concepts in social studies. Indeed, across the whole Humanities curriculum the role of concepts is important. Key concepts should be regularly revisited with greater depth, complexity and sophistication. There is guidance for selecting content in the Humanities Area of Learning and Experience.

3. The rationale for change
Autonomy, flexibility and creativity leads to authentic learning.
Interdisciplinary approach supports development of knowledge and skills.
Connecting experiences, knowledge and skills brings rich opportunities.
Incorporates business and social studies.
Religious education in the curriculum allows for parity.
It is a principle of the Humanities Area of Learning and Experience that there should be autonomy for practitioners to decide on the specific content to be covered within Humanities. This autonomy allows for content to be adapted to suit the differing needs of learners allowing for flexibility and greater opportunities for learners’ input into shaping their learning. However, school curriculum design should ensure that learners’ locality and Welsh contexts and experiences are seen as significant and central to planning.  
The subjects within Humanities can be explored in every what matters statement. Schools should make connections between what matters statements and between the subjects in Humanities.
Business studies and social studies are new curriculum subjects that can enrich learners experiences in Humanities. Within the Humanities curriculum, business studies is largely defined as focusing on the role, impact and importance of businesses, and an individual’s potential and actual economic role. Social studies in this area of learning and experience has been defined to be dealing with current social issues, understanding social structures, social diversity, and the concepts of social action and citizenship.

4. How is it different? Holistic and interdisciplinary.
Disciplines more visible from Progression step 4.
Greater importance on authentic experiences.
Focus on global citizenship and participating in social action.
Earlier engagement with business studies and social studies.
Balance between local, Welsh/British and global studies.
Religious education included and statutory for learners aged 3 to 16.
The Humanities curriculum focuses on real-world contexts, contemporary and relevant issues, and provides the flexibility to respond to current affairs. Learners are entitled to enrich their learning through first-hand experiences.
Learners will have business studies/social studies concepts integrated into a broader curriculum from a far earlier age than at present.
Religious education is now included within the curriculum with accompanying framework.

5. What Matters in Humanities
These what matters statements are linked and are not intended to be taken in isolation.
Developing an enquiring mind enables learners to explore and investigate the world, past, present and future, for themselves.
Events and human experiences are complex and perceived, interpreted and represented in different ways.
Our natural world is diverse and dynamic, influenced by physical processes and human actions.
Human societies are complex and diverse, and are shaped by human actions and beliefs.
Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered, ethical and sustainable action.
What matters statements
These are linked and are not intended to be taken in isolation. A unit of work, or key question, is likely to cover several what matters statements.
Developing an enquiring mind … – This is about learning about, developing and applying the skills of enquiry, and the use of a range of evidence. This what matters statement is about the methodology of the Humanities subjects. However it is not purely about the process of enquiry. It should encourage a discovery and questioning approach including the willingness to ask ultimate and big questions about humanities.
Events and human experiences … – This is about understanding how and why different interpretations of people and events have emerged, consideration of the range of factors that influence how people form their own interpretations and opinions, and the different ways they are presented. It encourages learners to question the validity of interpretations, and develop a critical approach.
Our natural world is diverse and dynamic … – This is about understanding the inter-relationship between humans and the natural world. This includes the impact that the natural world has had upon us and the impact we have had on the natural world. It also encourages consideration of the moral and ethical questions about human responsibility for the natural world.
Human societies are complex and diverse … – This is about understanding the nature and dynamics of societies, how societies have changed over time, how people have lived in different ways at different times and in different places. It allows learners to explore religions and world views in a range of contexts. Key concepts include chronology, change and continuity, cause and consequences.
Informed, self-aware citizens … – This is about understanding the challenges that humanity faces, such as climate change, sustainability, extremism, conflict, and the opportunities we have to respond to these challenges. Most importantly it is about doing something about what has been learned – understanding our roles and responsibilities in society and taking informed and considered action to shape what could be, rather than passively accepting what is.

6. How did we get here? Approach
International curriculum models considered.
Papers commissioned from experts.
Common concepts, skills and themes identified.
Broad areas identified to inform the what matters statements.
Key concepts and disciplinary themes developed in the what matters statements.
Expert and stakeholder feedback.
CAMAU support on progression.
How did we get here?
International curriculum models considered.
Papers on each disciplinary area and on Humanities as a whole were commissioned from experts.
Common concepts, skills and themes were identified across the Humanities.
Broad areas were identified to form the basis of what matters statements.
Key concepts and disciplinary themes were developed within each overarching what matters statement.
Expert and stakeholder feedback was used to refine what matters statements and to develop progression.
CAMAU experts supported the group to develop progression.

7. Expert input Disciplinary experts
E Jones – The Essentials of History (2017).
C Sinnema – Social Studies in the Welsh Curriculum (2017).
C Jones – Business and the Economy in the Welsh Curriculum (2017); Nation Cymru (2018).
E Rawling – commissioned work on the geography curriculum (2017).
G Millar – Geographical association and its contribution to ‘Big Ideas’.
R Jones – Making Sense of Ourselves and Others (2017).
P Sutch – Politics and the Humanities (2018).
G Donaldson – Successful Futures (2015).
B Wintersgill – Big Ideas for Religious Education.
Standing Advisory Council for Religious Education (SACREs).
Estyn and Qualifications Wales.
The pioneers have used international curricula and input from experts. Experts have provided commissioned papers and also given feedback and advice to the group at times during the process.

8. Evidence and expert input
Consideration of other curricula:
Australia.
British Columbia, Canada.
Ontario, Canada.
Finland.
New Zealand.
Scotland.
Singapore.
The pioneers have used international curricula and input from experts. Experts have provided commissioned papers and also given feedback and advice to the group at times during the process.

9. Considerations for schools
How will your leaders, practitioners and networks be able to prepare for the next phase of co-construction and provide meaningful feedback?
What, if any, are the resourcing implications (national and local)?
How could you approach whole-school and/or inter-departmental approaches to both: – knowing about the new curriculum? – understanding how to do the new curriculum?