Axminster Community Primary Academy Curriculum 2019-20
Rationale
In a world that is increasingly culturally diverse and dynamically interconnected, it is important that our pupils come to understand their world, past and present, and develop a capacity to respond to challenges, now and in the future, in innovative, informed, personal and collective ways.
The Axminster Primary Academy Curriculum for the Humanities and Social Sciences plays an important role in harnessing pupils’ curiosity and imagination about the world they live in and empowers them to actively shape their lives; make reflective, informed decisions; value their belonging in a diverse and dynamic society; and positively contribute locally, nationally, regionally and globally.
Thinking about and responding to issues requires an understanding of different perspectives; the key historical, geographical, political, economic and societal factors involved; and how these different factors interrelate. The Humanities and Social Sciences in Foundation - Year 6 (F-6), which encompasses the knowledge and understandings of history, geography, civics and citizenship, and economics and business, gives Pupils a deep understanding of the world they live in from a range of perspectives, past and present, and encourages them to develop an appreciation and respect for social, cultural and religious diversity.
The Axminster Primary Academy Curriculum for the Humanities and Social Sciences empowers Pupils to shape change by developing a range of skills to enable them to make informed decisions and solve problems. The subject provides Pupils with the skills, behaviours and capabilities that will equip them to face challenges in their lifetime and to participate in and contribute to the wellbeing and sustainability of the environment, the economy and society. Through studying Humanities and Social Sciences, Pupils are given opportunities to develop their ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change.
Through the Humanities and Social Sciences, Pupils become well placed to contribute to Axminster Community Primary Academy ideas of a cohesive society, sustainable environment, productive economy and stable democracy.
Aims
The Axminster Primary Academy Curriculum for Humanities and Social Sciences aims to ensure that Pupils develop:
Structure
The Axminster Primary Academy Curriculum: Humanities and Social Sciences is a curriculum that is organised into two interrelated strands: knowledge and understanding and inquiry and skills.
Knowledge and understanding strand
The Humanities and Social Sciences curriculum encompasses knowledge and understanding from the four sub-strands of history, geography, civics and citizenship, and economics and business. The curriculum includes the sub-strands of history and geography in Foundation Year to Year 2, and introduces the sub-strand of civics and citizenship in Year 3, and the sub-strand of economics and business in Year 5.
Table 1: Organisation of sub-strands in the Axminster Primary Academy Curriculum: Humanities and Social Sciences
Foundation – Year 2 |
Years 3–4 |
Years 5–6 |
Geography |
Geography |
Geography |
History |
History |
History |
N/A |
Civics and Citizenship |
Civics and Citizenship |
N/A |
N/A |
Economics and Business |
Concepts of disciplinary thinking
Each of the four sub-strands in the Humanities and Social Sciences has its own way of thinking. The Axminster Primary Academy Curriculum: Humanities and Social Sciences focuses on developing pupils’ ability to apply concepts of disciplinary thinking. The concepts of disciplinary thinking for each of the sub-strands are outlined below:
History: sources, continuity and change, cause and effect, significance, perspectives, empathy and contestability
Geography: place, space, environment, interconnection, sustainability and change, applying this understanding to a wide range of places and environments at the full range of scales, from local to global, and in a range of locations
Civics and citizenship: government and democracy, laws and citizens, and citizenship, diversity and identity
Economics and business: Resource allocation and making choices, the business environment, and consumer and financial literacy
Inquiry and skills strand
The Humanities and Social Sciences sub-strands include a range of skills that are represented broadly as questioning, researching, analysing, evaluating and reflecting, and communicating. Pupils apply these skills to investigate events, developments, issues and phenomena, both historical and contemporary.
The inquiry skills in the Humanities and Social Sciences curriculum require explicit teaching, with the type of questions asked, the information, evidence and/or data gathered, and the analysis applied varying according to the sub-strand context.
Questioning
Pupils develop questions about events, people, places, ideas, developments, issues and/or phenomena – before, during and after stages of inquiry – to guide their investigations, satisfy curiosity and revisit findings.
Researching
Pupils identify and collect information, evidence and/or data from primary and secondary sources, including observations. They organise, sequence, sort and categorise them in a range of discipline-appropriate formats.
Analysing
Pupils explore information, evidence and data to identify and interpret features, distributions, patterns, trends and relationships, key points, fact and opinion, points of view, perceptions and interpretations. Pupils also identify the purpose and intent of sources and determine their accuracy and reliability.
Evaluating and reflecting
Pupils propose explanations for events, developments, issues and/or phenomena, draw evidence-based conclusions and use criteria and democratic processes to make informed decisions and judgements. They work with others with respect and reflect on learning to suggest courses of action in response to an issue or problem and predict possible and preferred effects of actions.
Communicating
Pupils present ideas, findings, viewpoints, explanations, predictions, decisions, judgements and/or conclusions in appropriate digital and non-digital forms for different audiences and purposes, using discipline-specific terminology.
Figure 2: Sub-strand-specific illustrations of skills
The inquiry and skills strand has common content descriptions for Foundation– Year 2 and then for each band of schooling (Years 3–4, Years 5–6), yet with elaborations specific to each year to support the changing content of the knowledge and understanding strand.
Relationship between the strands
The two strands should be integrated in the development of a teaching and learning program. The knowledge and understanding strand, through the four sub-strands, is developed year by year and provides the contexts through which particular skills are developed.
Year level descriptions
Two year level descriptions are provided for each year level:
Key inquiry questions
Two sets of inquiry questions are provided for each year level:
Both sets of inquiry questions are intended as suggestions for teachers. Teachers can choose to use the inquiry questions that are appropriate for their Pupils, or they may adapt these or develop their own to suit their local context.
Achievement standards
The achievement standards describe expected learning at each year level. Each achievement standard describes the depth of conceptual understanding and the sophistication of skills expected of Pupils.
There are two types of achievement standards offered in the Humanities and Social Sciences curriculum:
The ‘understanding’ paragraph in the subject achievement standard (Humanities and Social Sciences achievement standard) is organised by sub-strand. The concepts of disciplinary thinking that Pupils are expected to develop are identified in both the subject achievement standard (Humanities and Social Sciences achievement standard) and the sub-strand-specific achievement standards (history, geography, civics and citizenship, economics and business). For example, concepts of historical thinking that Pupils are expected to learn are articulated in both the subject achievement standard and the history sub-strand achievement standard.
Although the achievement standards articulate the concepts of disciplinary thinking, the concepts of interdisciplinary thinking are also evident and can be used by teachers when they plan.
Foundation Year Intent - My personal worldThe Foundation curriculum focuses on developing Pupils’ understanding of their personal worlds, including their personal and family histories and the places they and their families live in and belong to. The emphasis is on the student’s own history and their own place. They explore why places are special to them and others. As pupils explore the people and features of their social and physical worlds, they examine representations of place and sources, which may include stories from family members and from different cultures. They may also study places of similar size that are familiar to them or that they are curious about, coming to see how people feel about and look after places. Learning about their own heritage and their own place contributes to pupils’ sense of identity and belonging, beginning the idea of active citizenship. The content provides opportunities for Pupils to begin to develop an understanding of their world. The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. Inquiry Questions A framework for developing pupils’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas. Who am I, where do I live and who came before me? Why are some places and events special and how do we know? |
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Inquiry and skills |
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Pose questions about past and present objects, people, places and events |
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Researching Collect data and information from observations and identify information and data from sources provided |
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Sort and record information and data, including location, in tables and on plans and labelled maps |
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Sequence familiar objects and events |
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Analysing Explore a point of view |
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Compare objects from the past with those from the present and consider how places have changed over time |
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Interpret data and information displayed in pictures and texts and on maps |
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Evaluating and reflecting Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps |
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Reflect on learning to propose how to care for places and sites that are important or significant |
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Communicating Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location |
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Knowledge and Understanding |
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History Concepts for developing understanding The content in the history sub-strand in this year gives Pupils opportunities to develop historical understanding through key concepts including continuity and change, perspectives, empathy and significance. Through studies of their family, familiar people and their own history, Pupils look at evidence of the past, exposing them to an early understanding that the past is different from the present (continuity and change). They come to understand why some events are important in their own and others’ lives (significance), and how different people commemorate events that are important to them (empathy, perspectives). Inquiry Questions What is my history and how do I know? What stories do other people tell about the past? How can stories of the past be told and shared? |
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Who the people in their family are, where they were born and raised and how they are related to each other |
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How they, their family and friends commemorate past events that are important to them |
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How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums |
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Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. |
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Geography Concepts for developing understanding The content in the geography sub-strand provides ways of developing Pupils’ understanding of place, space and environment. Pupils explore the place they live in and belong to, and learn to observe and describe its features, and why it is important to them. They explore their own special places, how they feel about them, what makes them special, and how they can care for them (place, environment). They learn that their place is also the place of others (place). The idea of location is introduced through learning about representations on which places can be located and drawing story maps and creating models to show where familiar places and features are located (space). Inquiry Questions What are places like? What makes a place special? How can we look after the places we live in? |
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The representation of the location of places and their features on simple maps and models |
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The representation of the location of places and their features on simple maps and models |
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The reasons why some places are special to people, and how they can be looked after |
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Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. |
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Impact By the end of Foundation Year, Pupils identify important events in their own lives and recognise why some places are special to people. They describe the features of familiar places and recognise that places can be represented on maps and models. They identify how they, their families and friends know about their past and commemorate events that are important to them. Pupils respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a familiar place. Pupils relate stories about their past and share and compare observations about familiar places. By the end of the Foundation year, Pupils identify important events in their own lives. They identify how they, their families and friends know about their past and commemorate events that are important to them. Pupils sequence familiar events in order. They respond to questions about their own past. Pupils relate a story about their past using a range of texts. By the end of Foundation Year, Pupils describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people. Pupils observe the familiar features of places and represent these features and their location on pictorial maps and models. They share and compare observations in a range of texts and use everyday language to describe direction and location. Pupils reflect on their learning to suggest ways they can care for a familiar place. |
Year 1 Intent How my world is different from the past and can change in the future The Year 1 curriculum provides a study of the recent past, the present and the near future within the context of the student’s own world. Pupils are given opportunities to explore how changes occur over time in relation to themselves, their own families, and the places they and others belong to. They examine their daily family life and how it is the same as and different to previous generations. They investigate their place and other places, their natural, managed and constructed features, and the activities located in them. They explore daily and seasonal weather patterns and how different groups describe them. They anticipate near future events such as personal milestones and seasons. The idea of active citizenship is introduced as Pupils explore family roles and responsibilities and ways people care for places. The content provides opportunities for Pupils to develop humanities and social sciences understanding through key concepts including significance; continuity and change; place and space; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context. The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. Inquiry Questions A framework for developing Pupils’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas. How has family life and the place we live in changed over time? What events, activities and places do I care about? Why? |
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Inquiry and skills |
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Questioning Pose questions about past and present objects, people, places and events |
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Researching Collect data and information from observations and identify information and data from sources provided |
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Sort and record information and data, including location, in tables and on plans and labelled maps |
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Sequence familiar objects and events |
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Analysing Explore a point of view |
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Compare objects from the past with those from the present and consider how places have changed over time |
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Interpret data and information displayed in pictures and texts and on maps |
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Evaluating and reflecting Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps |
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Reflect on learning to propose how to care for places and sites that are important or significant ( |
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Communicating Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location |
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Knowledge and understanding |
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Concepts for developing understanding The content in the history sub-strand provides opportunities for Pupils to develop historical understanding through key concepts including continuity and change, perspectives, empathy and significance. The content for this year focuses on similarities and differences in family life over recent time (continuity and change, perspectives) and how people may have lived differently in the past (empathy). Pupils’ understanding is further developed as they consider dates and changes that have personal significance (significance). As Pupils continue to explore the past and the present, they begin to speculate about the future (continuity and change). Inquiry Questions How has family life changed or remained the same over time? How can we show that the present is different from or similar to the past? How do we describe the sequence of time? |
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Differences in family structures and roles today, and how these have changed or remained the same over time |
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How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons |
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Differences and similarities between Pupils' daily lives and life during their parents’ and grandparents’ childhoods |
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Geography Concepts for developing understanding The content in the geography sub-strand provides opportunities to develop Pupils’ understanding of place, space, environment and change. Pupils learn about the natural, managed and constructed features of places and how these features provide evidence of change (place, environment, change). Pupils understand that important activities are located in places and explore where they are located, and why (space). Pupils study the daily and seasonal weather patterns of their place and of other places, including how seasonal change is perceived by different cultures (place, environment). They come to understand how places are cared for (environment). Inquiry Questions What are the different features of places? How can we care for places? How have the features of places changed? |
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The natural, managed and constructed features of places, their location, how they change and how they can be cared for |
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Activities in the local place and reasons for their location |
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Year 1 Achievement impact By the end of Year 1, Pupils identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for. Pupils respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location. History - the end of Year 1, Pupils identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. Pupils sequence personal and family events in order, using everyday terms about the passing of time. They respond to questions about the past using sources provided. Pupils relate stories about life in the past, using a range of texts. Geography - By the end of Year 1, Pupils identify and describe the natural, managed and constructed features of places at a local scale and identify where features of places are located. They recognise that people describe the features of places differently. Pupils identify changes in features and describe how to care for places. Pupils respond to questions about familiar and unfamiliar places by locating and interpreting information from sources provided. They represent the location of different places and their features on labelled maps and present findings in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that places can be cared for. |
Year 2 Year 2 Level Intent - Our past and present connections to people and places The Year 2 curriculum extends contexts for study beyond the personal to the community and to near and distant places that Pupils are familiar with or aware of, exploring connections between the past and present and between people and places. Pupils examine remains of the past in their local area, coming to understand how connections have changed the lives of people over time and space and how their community values and preserves connections to the past. They study where they are located in the world and how the world is represented on maps and through place names that reveal the history and value of these places. Pupils explore other cultures’ connections to their local place and their own connections to distant places. Through a study of technological change, Pupils see how they are both similar and different to people in the past and how they are connected to places near and far. The idea of citizenship is introduced as Pupils think about how people are connected. The content provides opportunities for Pupils to develop humanities and social sciences understanding through key concepts including significance, continuity and change, cause and effect, place and space, interconnections and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context. The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. Inquiry Questions A framework for developing Pupils’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas. What does my place tell me about the past and present? How are people connected to their place and other places, past or present? How has technology affected daily life over time and the connections between people in different places? |
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Inquiry and skills |
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Questioning Pose questions about past and present objects, people, places and events |
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Researching Collect data and information from observations and identify information and data from sources provided |
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Sort and record information and data, including location, in tables and on plans and labelled maps |
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Sequence familiar objects and events |
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Analysing Explore a point of view |
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Compare objects from the past with those from the present and consider how places have changed over time |
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Interpret data and information displayed in pictures and texts and on maps |
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Evaluating and reflecting Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps |
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Reflect on learning to propose how to care for places and sites that are important or significant |
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Communicating Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location |
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Knowledge and Understanding |
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History Concepts for developing understanding The content in the history sub-strand provides opportunities for Pupils to develop historical understanding through key concepts including continuity and change, cause and effect, perspectives, empathy and significance. Through studies of their local area, Pupils explore, recognise and appreciate the history of their community. Pupils examine remains of the past and consider why they should be preserved (significance, cause and effect, perspectives). They examine the impact of technology of people’s lives (continuity and change, cause and effect), and speculate about people’s lives in the past to further develop their understanding that people lived differently in the past (continuity and change, perspectives, empathy). Inquiry Questions What aspects of the past can you see today? What do they tell us? What remains of the past are important to the local community? Why? How have changes in technology shaped our daily life? |
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The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past |
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The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved |
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How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past) |
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Geography Concepts for developing understanding The content in the geography sub-strand provides opportunities to develop Pupils’ understanding of place, space, environment and interconnection. Pupils develop a mental map of the world by learning the major geographical divisions on Earth (place, space, environment) and where they are located in relation to Britain (space). Pupils learn about the hierarchy of scale by which places are defined – from the personal scale of their home to the national scale of their country (scale). Pupils explore how distance and accessibility influence how often they visit places, and for what purpose (space, interconnection) and investigate their links with places locally and throughout the world (interconnection). Inquiry Questions What is a place? How are people connected to their place and other places? What factors affect my connection to places? |
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The way the world is represented in geographic divisions and the location of Britain in relation to these divisions |
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The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety |
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The connections of people in the UK to people in other places in UK and across the world |
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The influence of purpose, distance and accessibility on the frequency with which people visit places |
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Impact By the end of Year 2, Pupils describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Pupils describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved. Pupils pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Pupils develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time. History - By the end of Year 2, Pupils describe a person, site and/or event of significance in the local community. They identify how and why the lives of people have changed over time while others have remained the same. Pupils sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided to answer these questions and to identify a point of view. They compare objects from the past and present. Pupils develop a narrative about the past using a range of texts. Geography - By the end of Year 2, Pupils identify the features that define places and recognise that places can be described at different scales. Pupils recognise that the world can be divided into major geographical divisions. They describe how people in different places are connected to each other and identify factors that influence these connections. They explain why places are important to people, recognising that places have meaning. Pupils pose questions about familiar and unfamiliar places and answer them by locating information from observations and from sources provided. They represent data and the location of places and their features in tables, plans and on labelled maps. They interpret geographical information to draw conclusions. Pupils present findings in a range of texts and use simple geographical terms to describe the direction and location of places. They suggest action in response to the findings of their inquiry. |
Year 3 Intent - Diverse communities and places and the contribution people make The Year 3 curriculum focuses on the diversity of people and places in their local community and beyond, and how people participate in their communities. Pupils study how places are represented geographically and how communities express themselves culturally and through civic participation. Opportunities are provided to learn about diversity within their community, and about other communities in the UK and neighbouring countries. Pupils compare the climates, settlement patterns and population characteristics of places, and how these affect communities, past and present. Pupils examine how individuals and groups celebrate and contribute to communities in the past and present, through establishing and following rules, decision-making, participation and commemoration. The content provides opportunities for Pupils to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context. The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from three sub-strands: history, geography and civics and citizenship. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. Inquiry Questions A framework for developing Pupils’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas. How do symbols, events, individuals and places in my community make it unique? How do people contribute to their communities, past and present? What events do different people and groups celebrate and commemorate and what does this tell us about our communities? |
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Inquiry and skills |
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Questioning Pose questions to investigate people, events, places and issues |
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Researching Locate and collect information and data from different sources, including observations |
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Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate |
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Sequence information about people’s lives and events |
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Analysing Examine information to identify different points of view and distinguish facts from opinions |
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Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns |
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Evaluating and reflecting Draw simple conclusions based on analysis of information and data |
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Interact with others with respect to share points of view |
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Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions |
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Communicating Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms |
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Knowledge and understanding |
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History Concepts for developing understanding The content in the history sub-strand provides opportunities for Pupils to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The Year 3 curriculum provides a study of identity and diversity in their local community and beyond, past and present. Pupils develop understandings about the heritage of their local area (sources, continuity and change), including the importance of Country/Place to different people (significance, perspectives, empathy), and how and why their community has changed (continuity and change, cause and effect). Pupils explore the historical features and diversity of their community as represented in individuals and their contributions, symbols and emblems of significance (significance) and the different celebrations and commemorations, locally and in other places around the world (significance, perspectives, empathy). Inquiry Questions Who lived here first and how do we know? How has our community changed? What features have been lost and what features have been retained? What is the nature of the contribution made by different groups and individuals in the community? How and why do people choose to remember significant events of the past? |
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How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community |
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Days and weeks celebrated or commemorated in the UK (including St Georges Day, Remembrance Day - D-Day ) and the importance of symbols and emblems |
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Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Britain (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan) |
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Geography Concepts for developing understanding The content in the geography sub-strand provides opportunities to develop Pupils ’ understanding of place, space, environment and interconnection. Pupils develop an understanding of the similarities and differences between places within and outside Britain through a study of their environmental and human characteristics (place). They examine climate (environment) and the types of settlements (space) in the UK, and our neighbouring countries (place). Pupils come to understand how people feel about and care for places (place, environment, interconnection). Pupils ’ mental maps further develop through learning about the representation of the UK and the location of our neighbouring countries (place). Inquiry Questions What are the main natural and human features of the UK? How and why are places similar and different? What would it be like to live in a neighbouring country? |
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The representation of the UK’s as regions and counties; and major places in the UK, both natural and human |
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The location of the UK’s neighbouring countries and the diverse characteristics of their places |
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The main climate types of the world and the similarities and differences between the climates of different places |
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The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places |
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Civics and citizenship Concepts for developing understanding The content in the civics and citizenship sub-strand provides opportunities for Pupils to develop understanding about democracy, laws and citizens and citizenship, diversity and identity. Drawing on familiar contexts and personal experiences of fair play, different points of view, rules and consequences, and decision-making, Pupils begin to develop an understanding of democracy as rule by the people (democracy, laws and citizens). Pupils explore how individuals, including themselves, participate in and contribute to their community (citizenship, diversity and identity). Inquiry Questions How are decisions made democratically? Why do we make rules? How can I participate in my community? |
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The importance of making decisions democratically |
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Who makes rules, why rules are important and the consequences of rules not being followed |
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Why people participate within communities and how Pupils can actively participate and contribute |
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By the end of Year 3, Pupils identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Pupils explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities. Pupils pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Pupils communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms. History - By the end of Year 3, Pupils identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They identify the importance of different celebrations and commemorations for different groups. Pupils sequence information about events and the lives of individuals in chronological order. They pose questions about the past and locate and collect information from sources (written, physical, visual, oral) to answer these questions. They analyse information to identify a point of view. Pupils develop texts, including narrative accounts, using terms denoting time. Geography By the end of Year 3, Pupils describe the location of the counties of Britain.. They describe the characteristics of different places at local scales and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places and recognise that people have different perceptions of places. Pupils pose geographical questions and locate and collect information from different sources to answer these questions. They record and represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Pupils interpret geographical data to identify and describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They reflect on their learning to suggest individual action in response to a geographical challenge. civic and democracy By the end of Year 3, Pupils explain the role of rules in their community and the importance of making decisions democratically. They describe how people participate in their community as active citizens. Pupils pose simple questions about the society in which they live. They collect information from sources to answer these questions. They examine information to identify a point of view and draw simple conclusions. Pupils share their views on an issue and describe how they participate in a group. They present their ideas and conclusions in oral, visual and written forms using civics and citizenship terms. |
Year 4 - Intent How people, places and environments interact, past and present The Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of these interactions. Pupils gain opportunities to expand their world knowledge and learn about the significance of environments, examining how people’s need and want of resources over time has affected peoples, societies and environments. Specifically, Pupils study European exploration and colonisation in Britain and elsewhere up to the early 1800s and life for Indigenous Britain’s pre- and post-contact. They examine the concept of sustainability, and its application to resource use and waste management, past and present, by different groups. The curriculum introduces the role of local government, laws and rules, and group belonging and how they meet people’s needs. Themes of law and citizenship extend into their studies of diverse groups, the colonisation of Britain and other places, and how environmental sustainability is enacted. The content provides opportunities for Pupils to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context. The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from three sub-strands: history, geography and civics and citizenship. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. Inquiry Questions A framework for developing Pupils ’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas. How have laws affected the lives of people, past and present? What were the short- and long-term effects of European settlement on the local environment and Indigenous land and water management practices? What is the significance of the environment and what are different views on how it can be used and sustained, past and present? |
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Inquiry and skills |
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Questioning Pose questions to investigate people, events, places and issues |
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Researching Locate and collect information and data from different sources, including observations |
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Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions |
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Sequence information about people’s lives and events |
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Analysing Examine information to identify different points of view and distinguish facts from opinions |
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Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns |
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Evaluating and reflecting Draw simple conclusions based on analysis of information and data |
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Interact with others with respect to share points of view |
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Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions |
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Communicating Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms |
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Knowledge and understanding |
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History Concepts for developing understanding The content in the history sub-strand provides opportunities for Pupils to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The Year 4 curriculum introduces world history and the movement of peoples. Pupils study the diversity of local people , their connection to place (sources, perspectives, significance) and their contact with other societies (change and continuity, perspectives, empathy). Through a study of navigation, exploration and/or trade (sources), Pupils come to learn about contact between societies (continuity and change, cause and effect) and its effects on people and their environments (perspectives, empathy). Inquiry Questions
Why did the great journeys of exploration occur? What was life like for early settlers? Why did the people settle in Devon? |
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The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts |
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Geography Concepts for developing understanding The content in the geography sub-strand provides opportunities to develop Pupils ’ understanding of place, space, environment, interconnection and sustainability. The content focuses on understandings about sustainability – the ongoing capacity of the environment to sustain human life and wellbeing. Pupils explore the features and functions of environments that support humans and other living things (environment, interconnection). They examine the use and management of resources and waste, and views about how to achieve sustainability (environment, interconnection, sustainability), Inquiry Questions How does the environment support the lives of people and other living things? How do different views about the environment influence approaches to sustainability? How can people use environments more sustainably? |
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The importance of environments, including natural vegetation, to animals and people |
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The use and management of natural resources and waste, and the different views on how to do this sustainably |
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Civics and citizenship Concepts for developing understanding The content in the civics and citizenship sub-strand provides opportunities for Pupils to develop understanding about government and democracy, laws and citizens and citizenship, diversity and identity. Pupils ’ understanding of democratic decision-making is further developed through a study of the role of their local government and the services it provides to their community (government and democracy). They examine how rules and laws affect them and the importance of laws in society (laws and citizens) and they explore cultural diversity in their community; in particular, how belonging to different groups can shape personal identity (diversity and identity). Inquiry Questions How can local government contribute to community life? What is the difference between rules and laws and why are they important? How has my identity been shaped by the groups to which I belong? |
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The role of local government and the decisions it makes on behalf of the community |
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The differences between ‘rules’ and ‘laws’, why laws are important and how they affect the lives of people, i |
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The different cultural, religious and/or social groups to which they and others in the community belong |
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By the end of Year 4, Pupils recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Pupils identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge. Pupils develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Pupils sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Pupils present ideas, findings and conclusions using discipline-specific terms in a range of communication forms History - By the end of Year 4, Pupils recognise the significance of events in bringing about change. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. Pupils sequence information about events and the lives of individuals in chronological order with reference to key dates. They develop questions about the past and locate, collect and sort information from different sources to answer these questions. They analyse sources to detect points of view. Pupils develop and present texts, including narrative recounts, using historical terms. Geography - By the end of Year 4, Pupils recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Pupils identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge. Pupils develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Pupils sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Pupils present ideas, findings and conclusions using discipline-specific terms in a range of communication forms. Civics and democracy - By the end of Year 4, Pupils identify structures and decisions that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. Pupils develop questions about the society in which they live and locate and collect information from different sources to answer these questions. They examine information to distinguish between facts and opinions, identify points of view and to draw conclusions. They share their points of view, respecting the views of others, and identify the groups they belong to. Pupils present ideas and conclusions using discipline-specific terms in a range of communication forms. |
Year 5 Intent British communities – their past, present and possible futures The Year 5 curriculum focuses on colonial Britain in the 1800s and the social, economic, political and environmental causes and effects of British development, and on the relationship between humans and their environment. Pupils ’ geographical knowledge of Britain and the the world is expanded as they explore the continents of Europe and North America, and study British colonisation, migration and democracy in the 1800s. Pupils investigate how the characteristics of environments are influenced by humans in different times and places, as they seek resources, settle in new places and manage the spaces within them. They also investigate how environments influence the characteristics of places where humans live and human activity in those places. Pupils explore how communities, past and present, have worked together based on shared beliefs and values. The curriculum introduces studies about Britain’s democratic values, its electoral system and law enforcement. In studying human desire and need for resources, Pupils make connections to economics and business concepts around decisions and choices, gaining opportunities to consider their own and others’ financial, economic, environmental and social responsibilities and decision-making, past, present and future. The content provides opportunities for Pupils to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context. The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from four sub-strands: history, geography, civics and citizenship and economics and business. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. Inquiry Questions A framework for developing Pupils ’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas. How have individuals and groups in the past and present contributed to the development of Britain? What is the relationship between environments and my roles as a consumer and citizen? How have people enacted their values and perceptions about their community, other people and places, past and present? |
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Inquiry and skills |
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Questioning Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges |
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Researching Locate and collect relevant information and data from primary sources and secondary sources |
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Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions |
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Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines |
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Analysing Examine primary sources and secondary sources to determine their origin and purpose |
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Examine different viewpoints on actions, events, issues and phenomena in the past and present |
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Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships |
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Evaluating and reflecting Evaluate evidence to draw conclusions |
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Work in groups to generate responses to issues and challenges |
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Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others |
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Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects |
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Communicating Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions |
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History Concepts for developing understanding The content in the history sub-strand provides opportunities for Pupils to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The curriculum in this year provides a study of colonial Britain in the 1800s. Pupils learn about the reasons for the founding of British colonies in Britain and the impact of a development or event on one Britain colony (continuity and change, cause and effect). They examine what life was like for different groups of people in the colonial period (sources), and explore the reasons for their actions (cause and effect, perspectives, empathy). They examine early migration, settlement patterns, people and their contributions, significant events, and political and economic developments (sources, continuity and change, significance, empathy). Pupils are also introduced to the concept of sources as they analyse sources to compare information and points of view in the past and present (sources, perspectives). Inquiry Questions What do we know about the lives of people in Britain's past and how do we know? How did a Great Britain develop over time and why? What were the significant events and who were the significant people that shaped Great Britain? |
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Reasons (economic, political and social) for the change in multiculturalism in the UK since 1900 |
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The impact of a significant development or event on the UK |
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Geography Concepts for developing understanding The content in the geography sub-strand provides opportunities to develop Pupils ’ understanding of place, space, environment, interconnection, change and sustainability. The curriculum focuses on the factors that shape the characteristics of places. They explore how climate and landforms influence the human characteristics of places, and how human actions influence the environmental characteristics of places (change, environment, place, interconnection). Pupils examine the way spaces within places are organised and managed (space, place), and how people work to prevent, mitigate and prepare for natural hazards (environment, place). Pupils ’ mental map of the world expands to Europe and North America and their main countries and characteristics (space, place, environment). Inquiry Questions How do people and environments influence one another? How do people influence the human characteristics of places and the management of spaces within them? How can the impact of floods on people and places be reduced? |
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The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to the UK |
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The environmental and human influences on the location and characteristics of a place and the management of spaces within them |
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The impact of floods on environments and communities, and how people can respond |
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Civics and citizenship Concepts for developing understanding The content in the civics and citizenship sub-strand provides opportunities for Pupils to develop understanding about government and democracy, laws and citizens and citizenship, diversity and identity. Pupils are introduced to the key values of Britain’s liberal democratic system of government, such as freedom, equality, fairness and justice (government and democracy). Pupils begin to understand representative democracy by examining the features of the voting processes in Britain (government and democracy). Pupils expand on their knowledge of the law by studying the role of laws and law enforcement (laws and citizens). Pupils investigate how diverse groups cooperate and participate in our community (citizenship, diversity and identity). Inquiry Questions What is democracy in Britain and why is voting in a democracy important? Why do we have laws and regulations? How and why do people participate in groups to achieve shared goals? |
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The key values that underpin Britain’s democracy |
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The key features of the electoral process in the UK |
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Why regulations and laws are enforced and the personnel involved |
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How people with shared beliefs and values work together to achieve a civic goal |
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Economics and business Concepts for developing understanding The content in the economics and business sub-strand develops key ideas, with a focus on developing an understanding of why decisions need to be made when allocating resources (resource allocation) for society’s needs and wants, and the various factors that may influence them when making decisions (making choices). Methods that help with these decisions, particularly for consumer and financial decisions, are considered (consumer and financial literacy). Inquiry Questions Why do I have to make choices as a consumer? What influences the decisions I make? What can I do to make informed decisions? |
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he difference between needs and wants and why choices need to be made about how limited resources are used |
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Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generations |
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Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices |
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By the end of Year 5, Pupils describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Pupils explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Pupils identify the importance of values and processes to Britain’s democracy and describe the roles of different people in Britain’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge. Pupils develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Pupils sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions. |
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History By the end of Year 5, Pupils describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Pupils sequence information about events and the lives of individuals in chronological order using timelines. When researching, Pupils develop questions for a historical inquiry. They identify a range of sources and locate, collect and organise information related to this inquiry. They analyse sources to determine their origin and purpose and to identify different viewpoints. Pupils develop, organise and present their texts, particularly narrative recounts and descriptions, using historical terms and concepts. Geography By the end of Year 5, Pupils describe the location of selected countries in relative terms. They explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. They identify and describe different possible responses to a geographical challenge. Pupils develop appropriate geographical questions for an investigation. They locate, collect and organise data and information from a range of sources to answer inquiry questions. They represent data and the location of places and their characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conventions of border, scale, legend, title and north point. They describe the location of places and their characteristics using compass direction and distance. Pupils interpret maps, geographical data and other information to identify and describe spatial distributions, simple patterns and trends, and suggest conclusions. They present findings and ideas using geographical terminology in a range of communication forms. They propose action in response to a geographical challenge and identify the possible effects of their proposed action Civic By the end of Year 5, Pupils identify the importance of values and processes to Britain’s democracy and describe the roles of different people in Britain’s legal system. They identify various ways people can participate effectively in groups to achieve shared goals and describe different views on how to respond to a current issue or challenge. Pupils develop questions for an investigation about the society in which they live. They locate and collect information from different sources to answer these questions. They examine sources to determine their purpose and identify different viewpoints. They interpret information to suggest conclusions based on evidence. Pupils identify possible solutions to an issue as part of a plan for action and reflect on how they work together. They present their ideas, conclusions and viewpoints in a range of communication forms using civics and citizenship terms and concepts. £ and business By the end of Year 5, Pupils distinguish between needs and wants and recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers. Pupils identify individual strategies that can be used to make informed consumer and financial choices. Pupils develop questions for an investigation about an economics or business issue or event. They locate and collect data and information from a range of sources to answer these questions. They examine sources to determine their purpose and suggest conclusions based on evidence. They interpret, sort and represent data in different formats. They generate alternative responses to an issue or challenge and reflect on their learning to propose action, describing the possible effects of their decision. Pupils apply economics and business skills to everyday problems. They present their ideas, findings and conclusions in a range of communication forms using economics and business terms. |
Year 6 - Intent - Britain in the past and present and its connections with a diverse world The Year 6 curriculum focuses on the social, economic and political development of Britain as a nation, particularly after 1900, and Britain’s role within a diverse and interconnected world today. Pupils explore the events and developments that shaped the UK as a democratic nation and stable economy, and the experiences of the diverse groups who have contributed to and are/were affected by these events and developments, past and present. Pupils investigate the importance of rights and responsibilities and informed decision-making, at the personal level of consumption and civic participation, and at the national level through studies of economic, ecological and government processes and systems. In particular, Pupils examine Europe’s natural, demographic and cultural diversity, with opportunities to understand their connections to European environments. These studies enable Pupils to understand how they are interconnected with diverse people and places across the globe. The content provides opportunities for Pupils to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context. The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from four sub-strands: history, geography, civics and citizenship and economics and business. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. Inquiry Questions A framework for developing Pupils ’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas. How have key figures, events and values shaped British society, its system of government and citizenship? How have experiences of democracy and citizenship differed between groups over time and place, including those from and in Asia? How has Britain developed as a society with global connections, and what is my role as a global citizen? |
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Inquiry and skills |
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Questioning Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges |
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Researching Locate and collect relevant information and data from primary sources and secondary sources |
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Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions |
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Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines |
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Analysing Examine primary sources and secondary sources to determine their origin and purpose |
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Examine different viewpoints on actions, events, issues and phenomena in the past and present |
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Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships |
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Evaluating and reflecting Evaluate evidence to draw conclusions |
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Work in groups to generate responses to issues and challenges |
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Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others |
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Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects |
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Communicating Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions |
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History Concepts for developing understanding The content in the history sub-strand provides opportunities for Pupils to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The Year 6 curriculum moves to the development of Britain as a nation, particularly after 1900. Pupils explore the factors that led to Federation and the different attitudes to Federation and citizenship at the time (continuity and change, cause and effect, perspectives). Through studies of people’s experiences of democracy and citizenship over time (perspectives, empathy), Pupils come to understand the significance of events, ideas and people’s contributions in influencing development of the British system of government (continuity and change, significance). Pupils learn about the way of life of people who migrated to the UK since 1900 and their contributions to Britain’s economic and social development (significance, empathy). In learning about Britain as a nation, Pupils compare a range of sources to determine points of view (sources, perspectives). Inquiry Questions Why and how did Britain become a nation? How did British society change throughout the twentieth century? Who were the people who came to the UK? Why did they come? What contribution have significant individuals and groups made to the development of British society? |
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Key figures, events and ideas that led to Britain's development and Constitution |
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Experiences of British democracy and citizenship, including the status and rights of migrants, women and children |
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Stories of groups of people who migrated to the UK. (including from ONE country of the carribiean region) and reasons they migrated |
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The contribution of individuals and groups to the development of British society |
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Geography Concepts for developing understanding The content in the geography sub-strand provides opportunities to develop Pupils’ understanding of place, space, environment, interconnection and change. Pupils explore the diverse environments, peoples and cultures within Europe and at a global level (space, place, environment) and expand their mental map of the world. Pupils examine Britain’s various connections with other countries and places throughout the world, how these are changing, and the effects of these interconnections (interconnections, change). Inquiry Questions How do places, people and cultures differ across the world? What are Britain's global connections between people and places? How do people’s connections to places affect their perception of them? |
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The geographical diversity of Europe and the location of its major countries in relation to the UK |
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The geographical diversity of Europe and the location of its major countries in relation to the UK |
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The world’s cultural diversity, including that of its indigenous peoples |
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Britain's connections with other countries and how these change people and places |
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Civics and citizenship Concepts for developing understanding The content in the civics and citizenship sub-strand provides opportunities for Pupils to develop understanding about government and democracy, laws and citizens and citizenship, diversity and identity. Pupils study the key institutions of Britain’s democratic government, including local government and parliaments, and the responsibilities of electors and representatives (government and democracy). Pupils learn how governments laws are made in a parliamentary system (law). Pupils examine British citizenship and reflect on the rights and responsibilities that being a citizen entails (citizenship and identity), and explore the obligations that people may have as global citizens (citizenship, diversity and identity). Inquiry Questions What are the roles and responsibilities of the different levels of government in Britain ? How are laws developed in Britain ? What does it mean to be an British citizen? |
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The key institutions of Britain’s democratic system of government and how it is based on the Westminster system |
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The responsibilities of electors and representatives in Britain’s democracy |
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The responsibilities of electors and representatives in Britain’s democracy |
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The shared values of British citizenship and the formal rights and responsibilities of British citizens |
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The obligations citizens may consider they have beyond their own national borders as active and informed global citizens |
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Economics and business Concepts for developing understanding The content in the economics and business sub-strand develops key ideas, with a focus on developing Pupils ’ understanding of opportunity cost and why decisions about the ways resources are allocated to meet needs and wants in their community involve trade-offs. The limited nature of resources means that businesses and consumers make choices (resource allocation and making choices). This involves consumers choosing what to purchase and businesses choosing the way they provide goods and services (consumer literacy, business environment). Pupils consider the effect of consumer and financial decisions on individuals, the community and the environment (consumer and financial literacy). The emphasis is on community or regional issues, with opportunities for concepts to also be considered in national, regional or global contexts where appropriate. Inquiry Questions Why are there trade-offs associated with making decisions? What are the possible effects of my consumer and financial choices? Why do businesses exist and what are the different ways they provide goods and services? |
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How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs |
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The effect that consumer and financial decisions can have on the individual, the broader community and the environment |
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The reasons businesses exist and the different ways they provide goods and services |
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By the end of Year 6, Pupils explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Pupils describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Pupils explain the importance of people, institutions and processes to Britain’s democracy and legal system. They describe the rights and responsibilities of British citizens and the obligations they may have as global citizens. Pupils recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge. Pupils develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Pupils sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms. History By the end of Year 6 Pupils explain the significance of an event/development, an individual or group. They identify and describe continuities and changes for different groups in the past. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Pupils sequence information about events and the lives of individuals in chronological order and represent time by creating timelines. When researching, Pupils develop appropriate questions to frame a historical inquiry. They identify a range of primary and secondary sources and locate, collect, organise and categorise relevant information to answer inquiry questions. They analyse information or sources for evidence to determine their origin and purpose and to identify different perspectives. Pupils develop texts, particularly narrative recounts and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts, and incorporate relevant sources. Geography By the end of Year 6, Pupils explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Pupils describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Pupils explain the importance of people, institutions and processes to Britain’s democracy and legal system. They describe the rights and responsibilities of British citizens and the obligations they may have as global citizens. Pupils recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge. Pupils develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Pupils sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms. Civics By the end of Year 6, Pupils explain the role and importance of people, institutions, and processes to Britain's democracy and legal system. They describe the rights and responsibilities of British citizens and the obligations they may have as global citizens.
Pupils develop appropriate questions to frame an investigation about the society in which they live. They locate, collect and organise useful information from a range of different sources to answer these questions. They examine sources to determine their origin and purpose and describe different perspectives. They evaluate information to draw conclusions. When planning for action, they identify different points of view and solutions to an issue. They reflect on their learning to identify the ways they can participate as citizens in the school or elsewhere. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials and civics and citizenship terms and concepts. Business and enterprise By the end of Year 6, Pupils recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services.
Pupils develop appropriate questions to frame an investigation about an economics or business issue, challenge or event. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and evaluate evidence to draw conclusions. They interpret, organise and represent data in a range of formats using appropriate conventions. They generate alternative responses to an issue or challenge and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to a challenge and identify the possible effects of their decision. They apply economics and business knowledge and skills to familiar problems. Pupils present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials and economics and business terms. |