Curious Cultures - Ripley's Believe It or Not!

CC
England and Wales
History
Key concepts
Pupils should be able to:
a Understand and use appropriately dates,
vocabulary and conventions
that describe historical periods and the
passing of time.
b Develop a sense of period through
describing and analysing the
relationships between the characteristic
features of periods and societies.
c Build a chronological framework of
periods and using this to place new
knowledge in its historical context.
Cultural, ethnic and religious diversity
a Understand the diverse experiences and
ideas, beliefs and attitudes of
men, women and children in past societies
and how these have shaped
the world.
Change and continuity
a Identify and explain change and
continuity within and across periods
of history.
Cause and consequence
a Analyse and explain the reasons for, and
results of, historical events,
situations and changes.
Pupils should explore cultural, ethnic and
religious diversity and racial equality.
Diversity exists within and between groups
due to cultural, ethnic, regional, linguistic,
social, economic, technological, political
and religious differences.
Cause and consequence: This includes
identifying and assessing the
relative importance of different factors
and making explanatory links
between causes and effects, considering
the relationship between causal
arguments, evidence and interpretations.
Key processes
Pupils should be able to:
a identify and investigate, individually and
as part of a team, specific
historical questions or issues, making and
testing hypotheses
b reflect critically on historical questions
or issues.
c identify, select and use a range of
historical sources, including textual,
visual and oral sources, artefacts and the
historic environment
d evaluate the sources used in order to
reach reasoned conclusions.
e present and organise accounts and
explanations about the past that are
coherent, structured and substantiated,
using chronological conventions
and historical vocabulary
Understand and evaluate
a explore the ways in which the past has
helped shape identities, shared
cultures, values and attitudes today
b appreciate and evaluate, through visits
where possible, the role of
museums, galleries, archives and historic
sites in preserving, presenting
and influencing people’s attitudes towards
the past
c make links between history and other
subjects, including citizenship.
Oddly Educational Curriculum Mapping
Geography
Key concepts
1.1 Place
a Understand the physical and human
characteristics of real places.
b Develop ‘geographical imaginations’ of
places.
1.2 Space
a Understand the interactions between
places and the networks created
by flows of information, people and goods.
b Knowing where places and landscapes
are located, why they are there,
the patterns and distributions they create,
how and why these are
changing and the implications for people.
1.3 Scale
a Appreciate different scales – from
personal and local to national,
international and global.
1.4 Interdependence
b Understanding the significance of
interdependence in change,
at all scales.
1.5 Physical and human processes
a Understand how sequences of events
and activities in the physical and
human worlds lead to change in places,
landscapes and societies
1.6 Cultural understanding and diversity
a Appreciate the differences and
similarities between people, places,
environments and cultures to inform their
understanding of societies
and economies.
b Appreciate how people’s values and
attitudes differ and may influence
social, environmental, economic and
political issues
Key processes
Pupils should be able to:
a ask geographical questions, thinking
critically, constructively and creatively
b collect, record and display information
c identify bias, opinion and abuse of
evidence in sources
d analyse and evaluate evidence,
presenting findings to draw and justify
conclusions
e find creative ways of using and applying
geographical skills
Geography
Range and content
The study of geography should include:
a a variety of scales, from personal, local,
regional, national, international
and continental, to global
b a range of investigations, focusing on
places, themes or issues
c the location of places and environments
e different parts of the world in their wider
settings and contexts
h interactions between people and their
environments, including causes
and consequences of these interactions,
and how to plan for and manage
their future impact.
Curriculum opportunities
The curriculum should provide
opportunities for pupils to:
a build on and expand their personal
experiences of geography
b explore real and relevant contemporary
contexts
c use a range of approaches to enquiries
d use varied resources, including maps,
visual media and geographical
information systems
e undertake fieldwork investigations in
different locations outside the
classroom, individually and as part of a
team
Scotland Environment Studies
Events and societies of significance in
the past
Develop an understanding of distinctive
features of life in the past and why
certain societies, people and events are
regarded as significant.
Develop an understanding of change and
continuity over time and of cause and
effect in historical contexts.
Develop an understanding of time and how
events in the past relate to one another in
a chronological sequence.
The nature of historical evidence
Developing an understanding of the
variety of types of historical evidence and
their relative significance.
Give examples of stories that give
information about the past, and describe
what has been learned
Describe some features of life in the past
for a chosen topic/period
Suggest some simple types of evidence
that tell about a given person/event/
development from the past.
Describe the diversity of lifestyles of
people in the past
Knowledge and understanding skills
People, events and societies of
significance in the past
Change and continuity, cause and effect
Time and historical sequence
The nature of historical evidence
The physical environment
The human environment
Plan tasks in a systematic and logical way
and identifying appropriate sources of
information.
Select relevant information, processing
information in a variety of ways and
evaluating the usefulness and reliability of
information.
Present findings in an appropriate and
coherent way and presenting conclusions
that are relevant to the given purpose or
issue.
Five eras:
1. The Ancient World (Pre-fifth century AD)
2. The Middle Ages (AD 400–1450)
3. Renaissance, Reformation and
Exploration (1450–1700)
4. The Age of Revolutions (1700–1900)
5. The Twentieth Century
Northern Ireland Environment and Society
History
Developing pupils’ Knowledge,
Understanding and Skills
Pupils should have opportunities to:
investigate the past and its impact on our
world today through an understanding of:
• different perspectives and
interpretations;
• cause and effect;
• continuity and change;
• progression and regression;
and by developing:
• the enquiry skills to undertake historical
investigations;
• critical thinking skills to evaluate a
range of evidence and appreciate different
interpretations;
• creative thinking skills in their approach
to solving problems and making decisions
• Irish, British, European and global
contexts;
• significant political, social, economic,
cultural and religious development.
Personal Understanding
Investigate how history has been
selectively interpreted to create
stereotypical perceptions and to justify
views and actions.
Explore issues related to Economic
Awareness
Explore issues related to Personal Health
Learning Outcomes
Demonstrate creativity and initiative when
developing ideas and following them
through
Work effectively with others
Demonstrate self management by working
systematically
Communicate effectively in oral, visual,
written, mathematical and ICT formats,
showing clear awareness of audience and
purpose
Geography
Developing pupils’ Knowledge,
Understanding and Skills
Young people should have opportunities to:
• develop geographical skills to interpret
spatial patterns including atlas and
map-work
• develop enquiry and fieldwork skills:
questioning, planning, collecting,
recording, presenting, analysing,
interpreting information and drawing
conclusions relating to a range of primary
and secondary sources
• develop a sense of place through
the study of a range of local, national,
European and global contexts;
Challenge stereotypes and perceptions
of different places, peoples and
environments.
Investigate the impact of diversity on a
local settlement.
Investigate factors that impact on
personal health.
Investigate differences in lifestyle within
and between countries.
Explore how we can play a role in helping
to promote a fairer world for all.