CC England and Wales Hist<strong>or</strong>y Key concepts Pupils should be able to: a Understand and use appropriately dates, vocabulary and conventions that describe hist<strong>or</strong>ical 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 framew<strong>or</strong>k of periods and using this to place new knowledge in its hist<strong>or</strong>ical 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 w<strong>or</strong>ld. Change and continuity a Identify and explain change and continuity within and across periods of hist<strong>or</strong>y. Cause and consequence a Analyse and explain the reasons f<strong>or</strong>, and results of, hist<strong>or</strong>ical events, situations and changes. Pupils should expl<strong>or</strong>e 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 imp<strong>or</strong>tance of different fact<strong>or</strong>s and making explanat<strong>or</strong>y 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 hist<strong>or</strong>ical questions <strong>or</strong> issues, making and testing hypotheses b reflect critically on hist<strong>or</strong>ical questions <strong>or</strong> issues. c identify, select and use a range of hist<strong>or</strong>ical sources, including textual, visual and <strong>or</strong>al sources, artefacts and the hist<strong>or</strong>ic environment d evaluate the sources used in <strong>or</strong>der to reach reasoned conclusions. e present and <strong>or</strong>ganise accounts and explanations about the past that are coherent, structured and substantiated, using chronological conventions and hist<strong>or</strong>ical vocabulary Understand and evaluate a expl<strong>or</strong>e 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 hist<strong>or</strong>ic sites in preserving, presenting and influencing people’s attitudes towards the past c make links between hist<strong>or</strong>y 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 netw<strong>or</strong>ks created by flows of inf<strong>or</strong>mation, 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 f<strong>or</strong> 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 w<strong>or</strong>lds 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 inf<strong>or</strong>m 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, rec<strong>or</strong>d and display inf<strong>or</strong>mation 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 <strong>or</strong> issues c the location of places and environments e different parts of the w<strong>or</strong>ld in their wider settings and contexts h interactions between people and their environments, including causes and consequences of these interactions, and how to plan f<strong>or</strong> and manage their future impact. Curriculum opp<strong>or</strong>tunities The curriculum should provide opp<strong>or</strong>tunities f<strong>or</strong> pupils to: a build on and expand their personal experiences of geography b expl<strong>or</strong>e real and relevant contemp<strong>or</strong>ary contexts c use a range of approaches to enquiries d use varied resources, including maps, visual media and geographical inf<strong>or</strong>mation systems e undertake fieldw<strong>or</strong>k 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 hist<strong>or</strong>ical contexts. Develop an understanding of time and how events in the past relate to one another in a chronological sequence. The nature of hist<strong>or</strong>ical evidence Developing an understanding of the variety of types of hist<strong>or</strong>ical evidence and their relative significance. Give examples of st<strong>or</strong>ies that give inf<strong>or</strong>mation about the past, and describe what has been learned Describe some features of life in the past f<strong>or</strong> 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 hist<strong>or</strong>ical sequence The nature of hist<strong>or</strong>ical evidence The physical environment The human environment Plan tasks in a systematic and logical way and identifying appropriate sources of inf<strong>or</strong>mation. Select relevant inf<strong>or</strong>mation, processing inf<strong>or</strong>mation in a variety of ways and evaluating the usefulness and reliability of inf<strong>or</strong>mation. Present findings in an appropriate and coherent way and presenting conclusions that are relevant to the given purpose <strong>or</strong> issue. Five eras: 1. The Ancient W<strong>or</strong>ld (Pre-fifth century AD) 2. The Middle Ages (AD 400–1450) 3. Renaissance, Ref<strong>or</strong>mation and Expl<strong>or</strong>ation (1450–1700) 4. The Age of Revolutions (1700–1900) 5. The Twentieth Century N<strong>or</strong>thern Ireland Environment and Society Hist<strong>or</strong>y Developing pupils’ Knowledge, Understanding and Skills Pupils should have opp<strong>or</strong>tunities to: investigate the past and its impact on our w<strong>or</strong>ld 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 hist<strong>or</strong>ical 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 hist<strong>or</strong>y has been selectively interpreted to create stereotypical perceptions and to justify views and actions. Expl<strong>or</strong>e issues related to Economic Awareness Expl<strong>or</strong>e issues related to Personal Health Learning Outcomes Demonstrate creativity and initiative when developing ideas and following them through W<strong>or</strong>k effectively with others Demonstrate self management by w<strong>or</strong>king systematically Communicate effectively in <strong>or</strong>al, visual, written, mathematical and ICT f<strong>or</strong>mats, showing clear awareness of audience and purpose Geography Developing pupils’ Knowledge, Understanding and Skills Young people should have opp<strong>or</strong>tunities to: • develop geographical skills to interpret spatial patterns including atlas and map-w<strong>or</strong>k • develop enquiry and fieldw<strong>or</strong>k skills: questioning, planning, collecting, rec<strong>or</strong>ding, presenting, analysing, interpreting inf<strong>or</strong>mation 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 fact<strong>or</strong>s that impact on personal health. Investigate differences in lifestyle within and between countries. Expl<strong>or</strong>e how we can play a role in helping to promote a fairer w<strong>or</strong>ld f<strong>or</strong> all.
T<strong>or</strong>Ture Diary Create a diary entry around the scenario you have been discussing in class. Don’t f<strong>or</strong>get to include inf<strong>or</strong>mation on the crime you have supposedly committed, the t<strong>or</strong>ture devices surrounding you and how you’re feeling! Date __________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ CC Ripleys <strong>Believe</strong> it <strong>or</strong> <strong>Not</strong>! is a registered trademark of Ripley Entertainment Inc.
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