Download - (PDF) KS3 History Non Statutory Guidance
HistoryKey Stage 3 Non Statutory Guidance
for History
A CCEA Publication © 2007
1 Section01 PurposeofthisGuidance
3 Section02 HistoryintheNorthernIrelandCurriculum
5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage26 3.2 KeyStage4
7 Section04 UnderstandingtheStatutoryRequirementsfor History7 4.1 TheLayoutoftheStatutoryRequirements8 4.2 Knowledge,UnderstandingandSkills11 4.3 CurriculumObjectivesandKeyElements14 4.4 LearningOutcomes17 4.5 ThinkingSkillsandPersonalCapabilities
19 Section05 ApproachestoLearningandTeaching19 5.1 KeyMessages20 5.2 AssessmentforLearning22 5.3 ConnectingtheLearning25 5.4 ActiveLearning
27 Section06 AuditingandPlanning27 6.1 ConductingaDepartmentalAudit28 6.2 Long,MediumandShortTermPlanning
Appendices:31 Appendix1 Cross-CurricularSkills35 Appendix2 ThinkingSkillsandPersonalCapabilities38 Appendix3 ConnectingHistorywithLearningforLifeandWork
(LocalandGlobalCitizenshipfocus)
Contents
GuidanceforHistoryatKeyStage3
1
GuidanceforHistoryatKeyStage3
ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:
TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.
Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.
HistoryispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforHistoryinamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforHistory.
Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.
ThequestionsandactivitiesfollowThe 4A’s Model for Planningasdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.
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01
Section01PurposeofthisGuidance
3
GuidanceforHistoryatKeyStage3
TheNorthernIrelandCurriculumaimstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsiblechoicesanddecisionsthroughouttheirlivesasindividuals,ascontributorstosociety,andascontributorstotheeconomyandtheenvironment.Historyhasasignificantroletoplayinthisasitconnectspupilswiththeirpastandhelpsthemtoconstructanarrativeoftheirownlives,raisingtheirawarenessofwheretheycamefromandhowtheygothere.StudyingHistoryteachespupilstoquestionandtocontesttheoriginandcontextofreceivedinformationpastandpresent,thusequippingthemwithcriticalthinkingskillstoengagewithimportanteventsandissuesintheworld.
ForHistorytoberelevantintheNorthernIrelandCurriculumitmustmeetthecurriculumobjectives.Theseare:developingpupilsasindividuals,ascontributorstosocietyandascontributorstotheeconomyandenvironment.
MeetingCurriculumObjectivesHistorydevelops pupils as individualsby:
helpingpupilstounderstandthepastsothattheycanbegintomakesenseoftheworldtheyliveintodayandcanlearntoinvestigatewheretheirpresentvaluesandattitudescomefrom;developingtheirunderstandingofhowthepasthashelpedshapetheiridentitytodaysothattheybegintohaveasenseofbelongingtotheirowncommunityandcountry;gainingsomeunderstandingoftheneedsandperspectivesofothersinthepastsothattheylearntoappreciatedifferencesinhumanbehaviour.
Historydevelops pupils as contributorstosocietyby:
givingpupilsasenseofthestructureofpastsocietiesandhowpeopleinthesesocietiesinteractedwithoneanotherandwithothersocietiesdifferenttotheirown;understandinghowpeoplefromthepastrelatedtooneanotherandtotheirsurroundingsandcircumstanceshelpsmakepupilsawareofvaluesandlifestylesthataredifferentfromtheirown;exploringthemoraldilemmasfacedbywholesocietiesconfrontedbyethicalandmoralissuessothattheyunderstandthecomplexityofmakingreasonedexplanationsandjudgements.
Historydevelops pupils as contributors to the economy and environmentby:
investigatinghowtheglobaleconomyhaschangedbyprovidingthemwiththeknowledgeofwhathasgonebeforeandthefactorsforadvancingorhinderingthegrowthoftheeconomyandtheenvironmentinthepast;examiningthewaysinwhichpastsocietieshelpedsustaintheirenvironmentandwhatlessonspupilscanlearnabouttakingresponsibilityfortheirenvironmentintheirownchangingworld.
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Section02HistoryintheNorthernIrelandCurriculum
02
4
GuidanceforHistoryatKeyStage3
QuestionsforDepartmentsInordertocontributetothecurriculumobjectivesduringkeystage3,whatdowewantourpupilsinHistoryto:
know(knowledgeandunderstanding);
beabletodo(skills);
belike(attitudesanddispositions)?
Action
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5
GuidanceforHistoryatKeyStage3
3.1 KeyStage2HistoryisacontributoryelementtotheTheWorldAroundUsatKeyStage1and2,alongwithGeographyandScienceandTechnology.
TheWorldAroundUsisorganisedunderthefollowingfourinterrelatedstrands:
Interdependence;Place;MovementandEnergy;ChangeOverTime.
ThestatutoryrequirementsforTheWorldAroundUsatKeyStage2aresetoutbelow.
Throughthecontributoryelementsof,History,Geography,andScienceandTechnology,teachersshouldenablepupilstodevelopknowledge,understandingandskillsin:
InterdependencePupilsshouldbeenabledtoexplore:
howtheyandothersinteractintheworld;howlivingthingsrelyoneachotherwithinthenaturalworld;interdependenceofpeopleandtheenvironmentandhowthishasbeenacceleratedovertimebyadvancesintransportandcommunications;theeffectofpeopleonthenaturalandbuiltenvironmentovertime.
PlacePupilsshouldbeenabledtoexplore:
howplaceinfluencesthenatureoflife;waysinwhichpeople,plantsandanimalsdependonthefeaturesandmaterialsinplacesandhowtheyadapttotheirenvironment;featuresof,andvariationsinplaces,includingphysical,human,climatic,vegetationandanimallife;ourplaceintheuniverse;changeovertimeinplaces;positiveandnegativeeffectsofnaturalandhumaneventsuponplaceovertime.
MovementandEnergyPupilsshouldbeenabledtoexplore:
thecausesandeffectofenergy,forcesandmovement;causesthataffectthemovementofpeopleandanimals;howmovementcanbeacceleratedbyhumanandnaturaleventssuchaswars,earthquakes,famineorfloods;positiveandnegativeconsequencesofmovementanditsimpactonpeople,placesandinterdependence.
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Section03LinkstoKeyStage2andKeyStage4
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6
GuidanceforHistoryatKeyStage3
ChangeoverTimePupilsshouldbeenabledtoexplore:
howchangeisafeatureofthehumanandnaturalworldandmayhaveconsequencesforourlivesandtheworldaroundus;waysinwhichchangeoccursoverbothshortandlongperiodsoftimeinthehumanandnaturalworld;theeffectsofpositiveandnegativechangesgloballyandhowwecontributetosomeofthesechanges.
Infulfillingthestatutoryrequirements,teachersshouldprovideabalanceofexperiencesacross,History,GeographyandScienceandTechnologyandtoconnectthesewherepossible.
Inaddition,teachinginTheWorldAroundUsshouldprovideopportunitiesforchildrenastheymovethroughKeyStages1and2toprogress:
frommakingfirsthandobservationsandcollectingprimarydatatoexaminingandcollectingrealdataandsamplesfromtheworldaroundthem;fromidentifyingsimilaritiesanddifferencestoinvestigatingsimilaritiesanddifferences,patternsandchange;fromusingeverydaylanguagetoincreasinglypreciseuseofsubjectspecificvocabulary,notationandsymbols;fromsequencingobjectsandeventsonatimelineinchronologicalorderto developingasenseofchangeovertimeandhowthepasthasaffectedthepresent.
3.2 KeyStage4TheflexibleframeworkatKeyStage3allows:
teacherstoprovidethefoundationsforKeyStage4study;pupilstobecomemoreindependentlearners.
KeyStage3experiencesshouldprovideasoundbasisforfurtherstudyatKeyStage4.Theknowledge,understandingandskillsoutlinedintheminimumrequirementsforKeyStage3Historyprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsoftheirpupils.
ThechangingemphasisofKeyStage3aimstopromotemoreindependentandflexiblelearnerswhohavetheskillsandcapabilitiestoaddressthedemandsofGCSEandbeyond.
AtKeyStage4thosepupilswhoelecttocontinuewithfurtherstudyinHistorycanfollowthespecificationsinEntryLevelorGCSEHistory.DetailsofthespecificationsareavailableontheCCEAwebsite.Atthetimeofwriting,GCSEspecificationsarecurrentlybeingreviewed.
ForthosepupilswhoelectnottocontinuewithfurtherstudyofHistorytheirexperiencesduringthekeystageshouldhaveprovidedthemwiththehistoricalknowledge,understandingandskillsnecessarytohelpthemengagemeaningfullywithrealandrelevantissuesintheirworld.
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GuidanceforHistoryatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
(Objective1)DevelopingpupilsasIndividuals
(Objective2)DevelopingpupilsasContributorstoSociety
(Objective3)DevelopingpupilsasContributorstotheEconomyandEnvironment
Throughengagementwitharangeofstimuliincludingpeers,poetry,prose,drama,non-fiction,mediaandmultimediawhichenhancecreativityandstimulatecuriosityandimagination,pupilsshouldhaveopportunitiestobecomecritical,creativeandeffectivecommunicatorsby:• expressingmeaning,feelingsandviewpoints;
• talking,toincludedebate,role-play,interviews,presentationsandgroupdiscussions;
• listeningactivelyandreportingback;
• readingandviewingforkeyideas,enjoyment,engagementandempathy;
• writingandpresentingindifferentmediaandfordifferentaudiencesandpurposes;
• participatinginarangeofdramaactivities;
• interpretingvisualstimuliincludingthemovingimage;
• developinganunderstandingofdifferentforms,genresandmethodsofcommunicationandanunderstandingofhowmeaningiscreated;
• developingtheirknowledgeofhowlanguageworksandtheiraccuracyinusingtheconventionsoflanguage,includingspelling,punctuationandgrammar;
• analysingcriticallytheirownandothertexts;
• usingarangeoftechniques,formsandmediatoconveyinformationcreativelyand
appropriately.
Pupilsshouldhaveopportunitiesto:
Engage,throughlanguage,withtheirpeersandwithfictionalandreal-lifecharactersandsituations,toexploretheirownemotionsanddevelopcreativepotential,forexample,discusswhattheywouldhavedoneorhowtheywouldhavefeltwhenfacedwithasituationinanovel;produceadigitalportfoliohighlightingtheirpersonalqualitiesetc.(KeyElement:PersonalUnderstanding)
Exploreandrespondtoothers’emotionsasencounteredinliterature,themedia,movingimageandpeerdiscussion,forexample,inrole-playempathisewithsomeonewhoseexperienceisdifferentfromtheirown.Developtheabilitytouselanguage(includingbodylanguage)effectivelyincommunicatingwithandrelatingtoothers,forexample,exploresituationsinwhichtone,choiceofwords,gesture,facialexpressioncanaltermeaning/impact.(KeyElement:MutualUnderstanding)
ExploreissuesrelatedtoPersonalHealth:Considertheeffectivenessoflanguageincurrenthealthcampaigns,forexample,exploretheuseofimageryandemotivelanguageinposters,leafletsandtelevisionetc.Createacampaigntopromoteahealthandsafetyissuesuchasdealingwithmisuseofsubstances.Improviseascenedemonstratingpeersupportorpeerpressureaboutahealthrelatedissue.(KeyElement:PersonalHealth)
ExploreissuesrelatedtoMoralCharacter:Demonstrateawillingnesstochallengestereotypical,biasedordistortedviewpointswithappropriatelysensitive,informedandbalancedresponses,forexample,discussmoralchoicesofreal-lifeandfictionalcharacters;takeresponsibilityforchoicesandactions.(KeyElement:MoralCharacter)
Exploretheuseoflanguageandimageryinconveyingandevokingavarietyofpowerfulfeelings,forexample,commentonafilm,novel,performanceorpoemwhichhasstimulatedapersonalinsight.(KeyElement:SpiritualAwareness)
Pupilsshouldhaveopportunitiesto:
Useliterature,drama,poetryorthemovingimagetoexploreothers’needsandrights,forexample,considertheneedsofafictionalcharacter;participateinaroleplayinvolvingconflictingrightsetc.(KeyElement:Citizenship)
Explorehowdifferentculturesandbeliefsarereflectedinarangeofcommunicationmethods,forexample,investigatelocaloraltraditionsanddialectsetc;compareandcontrasthowthecultureandlifestyleofdifferentcountriesarerepresentedinstories/poems/imagesetc.(KeyElement:CulturalUnderstanding)Explorethepowerofarangeofcommunicationtechniquestoinform,entertain,influenceandpersuade,forexample,compileandjustifyalistoftoptentelevisionadvertisements/websitesforpupils;createandlaunchaninnovativelifestylearticleorfeatureforpupilsetc.Considerhowmeaningsarechangedwhentextsareadaptedtodifferentmedia,forexample,compareandcontrastafilmandbookversionofthesamestoryetc.(KeyElement:MediaAwareness)
ExploreissuesrelatedtoEthicalAwareness:Investigateandevaluatecommunicationtechniquesusedtoexplorearelevantethicalissue,forexample,trackcoverageofthesameissueinarangeofmedia;designandproduceowncurrentaffairsprogramme/newssheetforayoungaudienceetc.(KeyElement:EthicalAwareness)
Pupilsshouldhaveopportunitiesto:
Investigatetheimportanceofcommunicationskillsinlife/worksituations,forexample,participateininterviewsandself-marketing;developanadvertisingcampaignforalocalcompanyorproduct;investigatejobsincompaniesinNorthernIrelandandelsewhereinwhichgoodcommunicationisessentialtobusinessetc.(KeyElement:Employability)
ExploreissuesrelatedtoEconomicAwareness:Exploretheimpactofeconomicsonthelivesofpeople,forexample,debatewhetheryoushouldbuyitemsproducedbychildlabour;considerreasonsandconsequencesoffinancialdifficultiesofacharacterinliterature.(KeyElement:EconomicAwareness)
Planandcreateaneffectivecommunicationcampaign,forexample,producepromotionalliteraturewitheco-friendlyguidelinesforavisittoanatural/culturalheritagesite;presentthecaseforpreservingalocalsite/building;participateinamodelyouthassembly/parliamentaboutaglobalissueetc.(KeyElement:EducationforSustainableDevelopment)
LearningOutcomes
ThelearningoutcomesrequirethedemonstrationofskillsandapplicationofknowledgeandunderstandingofEnglishandMediaEducation.
Pupilsshouldbeableto:
researchandmanageinformationeffectively,usingMathematicsandICTwhereappropriate;showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,usingMathematicsandICTwhereappropriate;demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;workeffectivelywithothers;demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;communicateeffectivelyinoral,visualandwrittenformats(includingICTandthemovingimage)showingclearawarenessofaudienceandpurposeandattentiontoaccuracy.
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NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.
TheobjectivesaremadeupofKeyElements.
Theseprovideopportunitiesforsubjectstoconnectwith
LearningforLifeandWorkandwithothersubjects.
TheHistoricalKnowledgeUnderstandingandSkillstobedeveloped
duringKeyStage3
ObjectivesThecurriculumobjectives
providetherealandrelevantcontextsinwhichhistorical
knowledge,understandingandskillsaredeveloped.Theobjectives
shouldbedevelopedthroughthekeystage.
LearningOutcomesThesestatetheskillsand
capabilitiesthatpupilsshouldbeabletodemonstrate
throughoutthekeystageinthecontextofHistory.
4.1 TheLayoutoftheStatutoryRequirements
Thissectionincludesexplanationof:
TheLayoutoftheStatutoryRequirements;Knowledge,UnderstandingandSkills;CurriculumObjectivesandKeyElements;LearningOutcomes;ThinkingSkillsandPersonalCapabilities.
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Section04UnderstandingtheStatutoryRequirementsforHistory
04
ExemplarSeebackcoverforanA3versionof
theStatutoryRequirementsforHistorywithadditionalguidanceandexamples
8
GuidanceforHistoryatKeyStage3
4.2 Knowledge,UnderstandingandSkillsThefirstcolumninthestatementsofminimumrequirementforHistoryisheaded“Developingpupils’Knowledge,UnderstandingandSkills”.
IntheNorthernIrelandCurriculum,knowledgeispromotedasameanstounderstandingandasacontextfordemonstrationofskills.Everythinginthiscolumnisastatutoryrequirementforthekeystageasawhole;notforindividualyearswithinthekeystage.However,thefrequencyoftheseexperiencesduringthekeystageisdiscretionary.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontexts.Theskillsreferredtointheheading“Knowledge,UnderstandingandSkills”foreveryAreaofLearningrefertosubjectspecificskills.TherecursivenatureofHistorymeansthatthebulletpointsintheKnowledge,UnderstandingandSkillscolumnarelikelybecoveredanumberoftimesineachacademicyearwithinthekeystage.
Thetablebelowseekstoexplain,illustrateandexpandonthebulletpointsunderKnowledge,UnderstandingandSkills.
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Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
Investigatethepastanditsimpactonourworldtodaythroughanunderstandingof:
differentperspectivesandinterpretations;causesandeffects;continuityandchange;progressionandregression;
andbydeveloping:
theenquiryskillstoundertakehistoricalinvestigations;criticalthinkingskillstoevaluatearangeofevidenceandappreciatedifferentinterpretations;
creativethinkingskillsintheirapproachtosolvingproblemsandmakingdecisions;
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Historicalskillsandconceptsprovideanessentialcontextforevaluatingpresentinstitutions,politicsandculturesandtheseskillsshouldbedevelopedandpractisedthroughoutthekeystage.
Historylendsitselftoanenquiryapproach,boththroughsitevisitsandtheexplorationofrelevantissuespastandpresent.Thisencouragesactiveparticipationwithpupilsfindingoutforthemselves,makingchoicesanddrawingconclusionsbasedonevidence.Thestartingpointsforenquirycanbehypothesesorkeyquestionswhichthepupilscanidentifyanddevise.ThedevelopmentofsuchanapproachisgoodpreparationforstudyatKeyStage4andbeyond.ManyoftheissueswhichHistoryaddresseshavenosingleanswerorsolutionandarerichcontextsforpupilstodeveloptheirproblemsolvinganddecisionmakingskills.
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GuidanceforHistoryatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
chronologicalawarenessandtheabilitytomakeconnectionsbetweenhistoricalperiods,eventsandturningpoints;
anabilitytochallengestereotypicalbiasedordistortedviewpointswithappropriatelysensitive,informed,andbalancedresponses;
throughabroadandbalancedrangeof
historicalperiods;Irish,British,Europeanandglobalcontexts;significantpolitical,social,economic,cultural,andreligiousdevelopments.
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Pupilsshoulddevelopchronologicalskillsandawarenessthroughtheevents,peopleandchangeswithinandacrosstheperiodsoftimetheystudy.
SourceanalysisandinterpretationskillsshouldbedevelopedthroughoutthekeystagesothatpupilsrecogniseandappreciatedifferentinterpretationsofHistory.
Pupilsshouldhaveopportunitiestostudyarangeofdifferenthistoricalcontextsandperiodsoftime(forexample,local,national,Europeanandworld).
OneofthekeystrengthsofHistoryisthatithelpspupilstobecomemorethoughtfulandinquisitiveindividualsbydevelopingtheirunderstandingofbothpastandpresentandtolearnfromthemistakesofthepast.Historyhelpsthemtodeveloptheskillstolookbeyondtheobvioustoaskquestionsandtoexpresstheirownopinions.Historythereforeprovidesrelevantcontextstodevelopknowledge,understandingandskills.ThesearetheprinciplesthatdefinewhatHistoryisabout.ItisimportantthatpupilsareawareofthesesothattheycanseewhytheyarestudyingtheNormans,ortheHolocaustortheIndustrialRevolution.
Bydefiningthesubjectinthesebroaderterms(ratherthanHistoricalperiods)pupilshaveabetteroverviewofwhatthesubjectisaboutandteachershavegreaterflexibilityinchoosingthemes,topicsandperiodstheywishtodevelop.Theseprincipleswillberevisitedinarangeofdifferentcontextsthroughoutthekeystage.
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GuidanceforHistoryatKeyStage3
QuestionsforDepartments
WhatisthebalancebetweenHistoricalknowledge,understandingandskillsinourcurrentprovision?
WhataretheimplicationsforfuturelearningandteachingatKeyStage3?
Action
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GuidanceforHistoryatKeyStage3
4.3 CurriculumObjectivesandKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatHistorydirectlyconnectstothewholecurriculumobjectives.ThekeyelementsalsoprovideameansforconnectinglearninginHistorytoothersubjectsandtoLearningforLifeandWork.UsingLearningforLifeandWorktomakeconnectionsisexploredfurtherinSection5.3.
Thetablebelowshowshoweachcurriculumobjectiveislinkedtospecifickeyelements.
TheNorthernIrelandcurriculumshouldproviderelevantlearningopportunitiestohelpeachpupildevelopas:
Objective1
Anindividual
Objective2
Acontributortosociety
Objective3
Acontributortotheeconomyandtheenvironment
KeyElements
PersonalUnderstandingMutualUnderstanding
PersonalHealthMoralCharacter
SpiritualAwareness
KeyElements
CitizenshipCulturalUnderstanding
MediaAwarenessEthicalAwareness
KeyElements
EmployabilityEconomicAwareness
EducationforSustainableDevelopment
Forexample,developingpupilsasindividuals(Objective1)willrequireafocusonthekeyelementsof‘Personal Understanding’,‘Mutual understanding’,‘Personal Health’,‘Moral Character’and‘Spiritual Awareness’.
Eachsubjectmustcontributetoallkeyelementsacrossthekeystage.Somesubjectswillhavemorenaturallyoccurringopportunitiestopromotecertainkeyelements.
ThekeyelementsthatHistorycontributestomorefullyare:
PersonalUnderstanding;Citizenship;CulturalUnderstanding;Mediaawareness;EthicalAwareness.
Thekeyelementsofferopportunitiestomakemeaningfullinkswithothersubjectsandpromotecoherenceacrossthewholecurriculumandfacilitatemorecollaborativeplanningandteaching.ThetableoverleafprovidesexamplesofsomeofthequestionswhichmayhelptoexploreandexplainwhatismeantbyeachkeyelementinHistory.
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GuidanceforHistoryatKeyStage3
Dev
elop
ing
pupi
lsa
s…
.ind
ivid
uals
….c
ontr
ibut
ors
tos
ocie
ty…
.con
trib
utor
sto
the
econ
omy
and
envi
ronm
ent
Pers
onal
Und
erst
andi
ngW
hoa
mI?
How
did
Ige
ther
e?H
owh
asth
epa
sth
elpe
dto
sha
pew
hoI
amto
day?
Mut
ual U
nder
stan
ding
Wha
tdo
we
thin
kab
outo
ther
peo
ple
who
live
din
the
past
?W
hatm
ade
them
diff
eren
tto
us?
How
did
they
trea
teac
hot
her?
Wha
tmig
htit
be
like
toli
vea
sso
meo
nee
lse
inth
epa
st?
Pers
onal
Hea
lth
How
doe
sw
hath
appe
ned
inth
epa
sta
ffect
my
heal
tha
nd
wel
lbei
ng?
IfIh
adli
ved
ina
diff
eren
ttim
e,w
ould
my
pers
onal
hea
lth
have
bee
nbe
tter
or
wor
se?
Mor
al C
hara
cter
Wha
tide
aso
rbe
liefs
are
real
lyim
port
antt
om
e?H
owd
oes
this
com
pare
with
the
idea
san
dbe
liefs
ofs
ome
indi
vidu
als
who
live
din
the
past
?W
hata
ctio
nsd
idth
ese
indi
vidu
als
take
tos
how
thes
eid
eas
wer
eim
port
antt
oth
em?
Wha
tcan
Ile
arn
from
this
abo
utm
ysel
f?
Spir
itual
Aw
aren
ess
Wha
tin
the
wor
ldin
spir
esm
e?W
hati
nspi
red
peop
lein
pas
tsoc
ietie
s?W
hata
spec
tso
fthe
irw
orld
did
peo
ple
inth
epa
sta
sk
ques
tions
abo
ut?
Wha
tasp
ects
ofm
yw
orld
hav
eIq
uest
ions
abo
ut?
Citiz
ensh
ipW
hati
sri
ghto
rw
rong
abo
utth
ew
orld
,loc
ally
,na
tiona
lly,g
loba
lly?
How
doe
sth
isc
ompa
reto
the
wor
lda
tdiff
eren
tpe
riod
sof
tim
e?W
asli
fee
qual
for
alli
nth
epa
st?
Wha
thap
pens
whe
nde
moc
racy
bre
aks
dow
n?W
hich
peo
ple
mad
ea
diffe
renc
e?Ca
nw
em
ake
adi
ffere
nce
toda
y?
Cult
ural
Und
erst
andi
ngW
hatw
ould
itb
elik
eto
live
ata
diff
eren
ttim
ein
th
epa
st?
Why
did
peo
ple
acta
sth
eyd
id?
Wha
tare
the
mai
ncu
ltura
ldiff
eren
ces
betw
een
livin
gno
wa
nda
tsom
etim
eel
sein
the
past
?
Med
ia A
war
enes
sH
oww
ere
even
tsin
the
past
repr
esen
ted?
Wer
eth
ehe
adlin
es/c
oncl
usio
nsb
ased
on
real
ev
iden
ce?
Why
was
itre
port
edli
keth
is?
How
cou
ldw
eco
mm
unic
ate
effe
ctiv
ely?
Ethi
cal A
war
enes
sW
hom
ade
the
big
deci
sion
sin
the
past
?W
hatw
ere
thei
rva
lues
,mot
ives
?W
hatw
ere
the
cons
eque
nces
ofa
ctio
n/in
actio
n?H
owc
ould
thin
gsb
em
ore
ethi
cal?
Empl
oyab
ility
Wha
tem
ploy
abili
tys
kills
do
we
deve
lop
inH
isto
ry?
Wha
tdo
hist
oria
nsd
o?W
hath
isto
rys
kills
mig
hta
law
yer/
jour
nalis
t/ar
chae
olog
istu
sein
a
typi
cald
ay?
Econ
omic
Aw
aren
ess
Wha
thav
ebe
enth
em
ain
chan
ges
in
the
wor
kpla
cefo
rdi
ffere
nts
ectio
ns
ofs
ocie
tyo
ver
time?
How
hav
elo
cala
ndg
loba
leco
nom
ies
chan
ged
over
tim
e?
Educ
atio
n fo
r Su
stai
nabl
e D
evel
opm
ent
Wha
tmet
hods
did
som
eso
ciet
ies
in
the
past
use
toc
are
for
the
plac
ein
w
hich
they
live
d?
Wha
tmea
sure
sdi
dth
eyta
keto
su
stai
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GuidanceforHistoryatKeyStage3
QuestionsforDepartments•Whatkeyelementsdowe
addresswell?
needtofocusmoreon?
notaddressatall?
Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?
Howcouldweusethecurriculumobjectivesorkeyelementsasdriversinourdepartmentalplanning?
Whataretheimplicationsforourresources?
Action
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GuidanceforHistoryatKeyStage3
4.4 LearningOutcomesLearningOutcomesincorporatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubjectstrand.Thesearesimilaracrosseachsubjectstrandandpromotetheinfusionofthecross-curricularskills(Communication,UsingMathematicsandUsingICT)(pleaserefertoAppendix1forfurtherguidanceonthecross-curricularskills).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).
Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinHistory.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofHistorytomeetthelearningoutcomes.
EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupilorpeerassessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.
UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwholeschoolpolicy.Learningoutcomescanbedemonstratedthroughformalorinformalassessment,formativeand/orsummativeassessment.
EvidenceofLearningOutcomescanbe:
recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreporting,forexample,inrelationtoPupilProfilerequirements.
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GuidanceforHistoryatKeyStage3
SkillsandtheLearningOutcomesTherelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.
LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities
Researchandmanageinformationeffectively,includingUsingMathematicsandUsingICTwhereappropriate
ManagingInformationCommunicationUsingMathematicsUsingICT
Showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate
Thinking,Problem-SolvingDecision-MakingUsingMathematicsUsingICT
Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough
BeingCreative
Workeffectivelywithothers WorkingwithOthers
Demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance
Self-Management
Communicateeffectivelyinoral,visual,writtenandICTformats,showingclearawarenessofaudienceandpurpose
CommunicationUsingICT
16
GuidanceforHistoryatKeyStage3
QuestionsforDepartmentsHowcanweplanforLearningOutcomes?
HowcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetotheLearningOutcomes?
WhichLearningOutcomeswillbethemostchallengingforourdepartment?
Action
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GuidanceforHistoryatKeyStage3
4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkillsandPersonalCapabilitiesframeworkconsistsoffiveoverlappingsetsofskills:
ManagingInformation;Thinking,Problem-Solving,Decision-Making;BeingCreative;WorkingwithOthers;Self-Management.
Thesesetsorstrandsarebrokendownintospecificskillsinordertofacilitatelessonplanningandtoprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported.
Manyoftheskillsarenotnewandarealreadybeingdevelopedacrossarangeofsubjects.Thissingleframeworkaimstomakethedevelopmentofthinkingskillsandpersonalcapabilitiesmorestructuredandexplicit,toencourageapplicationacrossarangeofcontextsandtoprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.
ThereareanumberofteachingstrategiesthatwillpromotethedevelopmentofTS&PCsgenerally,forexample;settingopenendedtasks,effectivequestioning,usingthinkingframesanddiagrams,reflectingandtalkingaboutthinkingandlearning,providingmeaningfulopportunitiesforcollaborativelearningetc.
ManyoftheseactivitiesalsosupporttheprinciplesofAssessmentforLearning.ThebigshiftistofocusonopportunitiesinHistorywhereaspecificthinkingskillorpersonalcapabilitywillhelpdeepenunderstandingofaparticularconceptorcontext.Thecontextinturnprovidesopportunitiesfortheinstruction,developmentandpracticeofthethinkingskill/personalcapability.Thiscanleadtolessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentof,forexample,aparticularmodeofthinking.Thisapproachisknownasinfusion.
Planningforinfusioninvolves:
lookingacrossaseriesofunitsofworkforyear8andidentifyingwherethemostappropriatecontextsaretointroduceanddevelopspecificskills,suchasevaluatingthemostappropriateinformation,justifyingopinions,reachingagreementwithinagroupetc.;
identifyingthespecificskillsandcapabilitiesbestdevelopedthroughHistoryandsettingupcontextstointroduceandpracticethem,suchas:comparingandcontrasting,examiningoptionsandweighingupprosandcons,takingturns,sharingandco-operatingetc.
Thisexplicitapproachtodevelopingthinkingskillsandpersonalcapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopmentinThinkingSkillsandPersonalCapabilities.ItalsoenablespupilstotransferparticularThinkingSkillsorpersonal/interpersonalcapabilitiestoothercontexts.ContinuingProfessionalDevelopmentmaterialshavebeendevelopedtopromotetheinfusionofthinkingskillsandpersonalcapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.
MoreguidanceontherelationshipbetweenHistoryandtheThinkingSkillsandPersonalCapabilitiesandthecross-curricularskillscanbefoundinAppendix2.
•••••
a)
b)
18
GuidanceforHistoryatKeyStage3
QuestionsforDepartmentsHowcanHistorymeaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesframework?
WherearekeyopportunitiesinHistoryforinfusion?
Action
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GuidanceforHistoryatKeyStage3
5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousetheminimumrequirementstatementstodeviseschemesandunitsofworkinHistorythatfollowtheneedsandinterestsofthepupil.Thisdoesnotnecessarilymeanthrowingoutschemesofworkthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandreplaceorrevitalisethoseunitsthatdidnotengagethepupilssomuch.
RelevanceTeachershaveopportunitiestolookforthemesorissuesthatarerealandrelevanttothelivesofpupilstoday.TheskillsandtheconceptsthatareaddressedinHistorycanbedevelopedthroughexploringcurrentissuesinthemediathatpupilsexpressaninterestin.
IntegratedTheHistoryrequirementiswrittentohelpteachersseealternativestotheteachingofdiscretehistoricalperiodsandtoformunitsofworkthatintegratetheknowledgeandunderstandingfromdiscreteperiodstohelppupilsgainabetterunderstandingofthepastandhowstudyingitcanhelpthemtomakesenseoftheworldinwhichtheylive.
ValuesBasedThestatementsofrequirementmayprovideopportunitiesforpupilstoreflectonmoral,ethical,spiritual,socialandculturaldimensionsofhistoricalissuesrelatingtohumanbehaviourinthepastandtoconsidertheirownviewsandopinionsaboutthem.
ActionOrientatedTherearealsoopportunitiesforpupilstobechallengedaboutindividualandcollectivesocialandenvironmentalresponsibilities.Furthermoreopportunitiescouldbeprovidedforpupilstoact–individuallyorasawholeclass/school–onthoseareasofconcern;forexampledrawingupacharterforprotectingthreatenedhistoricbuildingsintheirlocality,participatinginworkshopsanddebateswithmuseumsandheritagecentres,anddevelopingandpromotinglinkswithlocalcouncillorsandMLAstoraiseawarenessaboutthenecessityofpreservingtheirpast.ValuablelinkscanbemadeheretoaCitizenshipActionProject.
FutureFocusedPupilsarechallengedtothinkaboutthetypeofworldtheywouldliketoshareinyearstocomeandhowbesttoachieveit.TheywillalsohaveopportunitiestoexplorehowtheskillsdevelopedthroughHistorymighthelptheminthefuture.
Section05ApproachestoLearningandTeaching
05
20
GuidanceforHistoryatKeyStage3
5.2 AssessmentforLearning‘AssessmentforLearning’isanapproachthatcansupportthelearningandteachingprocess.AssessmentforLearningfocusesonthelearningprocess(ratherthantheendproduct)andattemptsnottoprovelearning,butratherimproveit.Itisformativeassessment.Itisawayforustotakestockoflearningduringtheprocessanditcanhelpinformusofhowthelearningisprogressing.
InAssessmentforLearning:
thereisahighemphasison transferable learning;assessmentbecomesamuchmoretransparent processbecauseitisbasedoncriticalinformationthatissharedwiththelearners;learnersareabletotakeresponsibilityfortheirownlearningandforaspectsofassessment.
Itisnotsomethingextraor‘boltedon’thatyouhavetodo.Ratheritneatlyintegrateswithyourexistingclassroompractice.
AssessmentforLearninginvolvesthefollowingkeyactions:
••
•
ContinuingProfessionalDevelopmentmaterialshavebeenprovidedforschoolstopromoteAssessmentforLearning.
Sharinglearningintentions
Alearningintentionisadescriptionofwhatteacherswantpupilstoknow,understandorbeabletodobytheendofanactivity.Ittellspupilswhatthefocusforlearningisgoingtobe.Ithelpsbothteachersandpupilstofocusonthelearningratherthantheactivity,forexample:Identifywhatpupilswillbelearning(Wearelearningto…..)Explainthereasonforlearning(Wearelearningthisbecause…….)
Sharingandnegotiatingsuccesscriteria
Successcriteriaarestatementsthathelppupilsrecogniseiftheyhavebeensuccessfulintheirlearning.Pupilsmaybeinvolvedindecidingthese.Theysummarisetheprocessesorcharacteristicsneededforsuccessandtheyalwayslinkdirectlytothelearningintention.Theyessentiallyspelloutthestepsorconstituentsrequiredtoachievethelearningintention,offeringspecificguidanceonhowtobesuccessful.
Givingfeedbacktopupils
Qualityfeedbackisessentialforeffectivelearningandteaching.Feedbackcanmotivatepupilsbybuildingself-esteemandreinforcingthepositive.Tobetrulyformativethefeedbackmustinformthenextstepsinthelearningprocess.Forexample,whenofferingwrittenfeedback:1.Findtwooccasionswheretheyhaveachievedsuccess(symbolscanbe
used);2.Identifyanaspectoftheirworkthattheycanimmediatelyimprove;3.Providethemwithapromptorstrategyonhowtoimprove;4.Givethemtimetomakethisimprovement.
Effectivequestioning Effectivequestioningisaboutaskingquestionsinawaythatelicitsmaximumfeedbackfrompupils,whichcanthenbeusedtoevaluate,planandextendlearning,forexample:
Askbetterquestions:ask‘open’questionsorreframequestionswherethereisnosinglecorrectanswerandpupilsarerewardedforexploringoptionsandsharingpossiblesolutions;Askquestionsbetter:providepupilswithtimetothink;byincreasingthewaittimeto3or5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.
•
•
Selfandpeerassessment
Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.
21
GuidanceforHistoryatKeyStage3
QuestionsforDepartmentsWhatarethebenefitsofAssessmentforLearningactionsinourclassroom?
WhichoftheseAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?
Whichdoweneedtogivemoreattentionto?
Howdowedothis?
Action
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GuidanceforHistoryatKeyStage3
5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexist,althoughtheymaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectthelearningcanrangefromsmallandinformallinksbetweensubjectstomoreformallyplannedandextensivewholeschoolpartnerships.
Anyofthefollowingcouldbeusedasdriversforconnectedlearningbetweentwoormoresubjects:
Skills/LearningOutcomes;KeyElements;Themes;Knowledge;Concepts;Learningexperiences;LearningforLifeWork;Othersuitableapproaches.
QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithothersubjects?
Action
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•
(Examplesofconnectinglearningacrosssubjectsareavailableinthethematicandcollaborativeunits).
23
GuidanceforHistoryatKeyStage3
ConnectingtoLearningforLifeandWork(LLW)OnewayofbeginningtomakeconnectionsistouseLearningforLifeandWorkasafocus.ThefoursubjectstrandswithinLearningforLifeandWork(HomeEconomics,LocalandGlobalCitizenship,EmployabilityandPersonalDevelopment)contributedirectlytothethreecurriculumobjectivestodeveloptheyoungpersonas:
anindividual;acontributortosociety;acontributortotheeconomyandenvironment.
TheotherAreasofLearningalsocontributetothecurriculumobjectivesandLearningforLifeandWork.WellplannedandorganisedworkwithinsubjectsmakeadistinctiveandnaturalcontributiontoLearningforLifeandWorkandhelptostrengthenandenrichitsprovisionasawhole.
Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Historyteacherscantherefore:
raiseawarenessabouttheLearningforLifeandWorkkeyconcepts;developmoredetailedunderstandingabouttheLearningforLifeandWorkkeyconceptswithintheirsubjectcontext;exploreparticularLearningforLifeandWorkkeyconcepts.Whendeliveredinsufficientdepth,anareaofLearning/subjectstrandcantakefullresponsibilityformeetingaparticularstatementofrequirement.
MoredetailedguidanceinlinkingHistorywithLearningforLifeandWork(withaLocalandGlobalCitizenshipfocus)isprovidedinAppendix3.
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24
GuidanceforHistoryatKeyStage3
QuestionsforDepartments
Whichaspectsofourcurrentpracticepromoteconnectedlearning?
Whataretheissuesaroundthemanagementofconnectedlearning?
Howwillweknowthatpupilsarelearningtomakeconnections?
Action
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25
GuidanceforHistoryatKeyStage3
5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstratethinkingskillsandpersonalcapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.
Theglossary,Active Learning and Teaching Methods for Key Stage 3,isavailablefromwww.nicurriculum.org.ukandisincludedintheCurriculumSupportandImplementationBox.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.
QuestionsforDepartmentsWhatactivelearningstrategiesmightworkforus?
Howdoestheclimateinourclassroomssupporttheuseofactivelearning?
Whataretheimplicationsforclassroommanagement?
Action
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GuidanceforHistoryatKeyStage3
ItisimportanttoevaluateexistingschemesofworkinrelationtothestatutoryrequirementsforHistorywithintheNorthernIrelandCurriculum.DepartmentalplanningfortheNorthernIrelandCurriculumshouldbeinformedbyanevaluationprocessandmayresultinacompletelyfreshapproach.
6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterialsPlanning for the Revised Curriculum at Key Stage 3.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.
Auditsareastartingpointforthelongtermplanningprocess.Thereareanumberofpossible‘ways-in’tocarryingoutanaudit.Someoftheseareoutlinedinthetablebelow.Furtherdetailsareavailableatwww.nicurriculum.org.uk.
Section06AuditingandPlanning
06
Itisimportanttofindoutwhetherornotschemesofworkaresuitableformeetingthedetailofthestatutoryrequirements.DepartmentalplanningfortheNorthernIrelandCurriculumshouldbeinformedbythisprocessandmayresultinacompletelyfreshapproach.
StartingPointforAudit DescriptionofProcess
CurriculumObjectives Whatdoweteachandwhy?Lookathowthetopicscurrentlytaughtaddressthebroadcurriculumobjectives.Theobjectivesprovidearationaleforthetopic.Thekeyelementscanprovidethefootholdsintotheobjectives.
KeyElements Checkwhereunitsofworkcontainaspectsofthekeyelements,orcouldbere-focusedtosuit.Checkforcoverageacrossthekeystage.Removeexcessiveduplication,addmaterialtoaddressanyomissions.
ThinkingSkillsandPersonalCapabilities
StartingwithcurrentunitsofworkitispossibletoaudittheprovisionofThinkingSkillsandPersonalCapabilitiesusingthestatementsfromthe“From–ToProgressMap”.Aftercompletinganauditinthisway,gapsinprovisioncaneasilybedetectedanditwillthenbepossibletodevelopopportunitiestoensureoverallcoverageinayearandprogressionacrossthekeystage.
LearningExperiences Listthecategoriesoflearningexperiencefromthe‘BigPicture’documentinacolumn.Besideeach,matchtheunitsofworkinyourschemewhichfitwiththecategory.Assessthecoverage:isthereagoodmixtureandvarietyofexperienceplanned?
‘BlueSkies’ Beginwithaspirationsforacompletelynewschemeofwork,andworkupdetailssoastomatchplannedexperienceswithNorthernIrelandCurriculumrequirements.
28
GuidanceforHistoryatKeyStage3
6.2 Long,MediumandShortTermPlanning
LongTermPlanningInproducinglongtermplansorschemesofworkyouneedtothinkabout:
howHistoryisdeliveredacrossthewholekeystage;howHistorylinkswiththewidercurriculumobjectives;howandwhentodevelopspecificskillsandcapabilitiesacrossthekeystage;howHistorycanactivelylinkwithothercurricularareas;howHistoryalignswithwholeschooldevelopment/circumstances.
MediumTermPlanningInplanningunitsofwork,youneedtothinkabout:
identifyingbigquestions/issuestoengagepupilsandsupportanenquirybasedapproach;thelearningandteachingactivitiesandstrategiestodeveloptheskills;howtobuildintimeformonitoring,evaluatingandreviewing.
ShortTermPlanningInplanningalessonorseriesoflessons,youneedtothinkabout:
makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandandbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinthistask/activitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofinquiry;usingarangeofactivities/challenges;supportingandpromptingpupilperformance;planningplenariestofeedback,reflectonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).
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•
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29
GuidanceforHistoryatKeyStage3
Curriculumdevelopmentisaprocessandrequiresongoingevaluation.Tryfiguringoutwhysomelessonswork,whileothersdon’tsucceedaswewouldlike.
Foranyschemeofwork/lessonorseriesoflessonsitmightbeusefultoask:
Howwelldidthepupilsrespondtothat?Didtheyenjoyit?Didtheyseetherelevance?Weretheymotivatedtolearn?
Howwelldidtheyachieve?Whatevidenceofachievementwasthere?Wasthereevidenceofdeeplearning?HowdidIcollectit?
WhatmodificationscouldImake?CouldIadaptthecontent?DoIneedtoadaptthelearningresources/materials?DoIneedtochangethelearningactivities?
WhendidIlastexperiencea“buzz”intheclassroom?Whattheme/issuewerethepupilslearningabout?Whatwasthebigenquiry/keyquestion?Whatactivity(ies)weretheydoing?Whatwasthepurposeoftheirlearning?WhydidIchoosetheseparticularresourcestousewiththosepupils?
ThestagedimplementationoftheNorthernIrelandCurriculumisdesignedtohelpschoolsmanagechangeineducation.HistoryhasanimportantroletoplayinthelivesofpupilsandthisroleislikelytocontinuewithintheNorthernIrelandCurriculum.
ThisguidancehasbeendesignedtobeapracticalhelptoheadsofdepartmentandHistoryteachersatkeystage3andshouldbeusedinconjunctionwiththewholeschooldevelopmentplanandotherrelevantdocumentation.
EveryHistorydepartmentandschoolisdifferentandwilldevelopafocustosuittheirneedsandtheneedsoftheirpupils.
WorkingthroughthisguidanceanditsaccompanyingactivitieswillhelpyourdepartmentinaddressingtheopportunitiesandchallengesoftheNorthernIrelandCurriculum.
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GuidanceforHistoryatKeyStage3
CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.Pupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofcommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-lifemeaningfulcontextsacrossthecurriculum.
Themodesofcommunicationincludetalkingandlistening,readingandwriting.However,effectivecommunicationalsoincludesnon-verbalmodesofcommunication,widerliteracyandtheuseofmultimediaandICTtechnologieswhichmaycombinedifferentmodes.Pupilsarethereforeencouragedtobecomeeffectivecommunicatorsbyusingarangeoftechniques,formsandmediatoconveyinformationandideascreativelyandappropriately.
TherequirementsforCommunicationaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:
TalkingandListeningPupilsshouldbeenabledto:
listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;structuretheirtalkandspeakclearlyandsothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener.
ReadingPupilsshouldbeenabledto:
readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;useevidencefromtexts*toexplainopinions.
*Textsrefertoideasthatareorganisedtocommunicateandpresentamessageinwritten,spoken,visualandsymbolicforms.
Writing
Pupilsshouldbeenabledto:talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.
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Appendix1Cross-CurricularSkills
Appendices
32
GuidanceforHistoryatKeyStage3
UsingMathematicsAcrosstheCurriculumUsingMathematicsistheskillofapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyofcontexts.Ideallytheseshouldbeinrelevantreallifesituationsthatrequireamathematicaldimension.
Pupilsarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheareaoflearningforMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransfertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Pupilscandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyofwaystocommunicate,manageinformation,thinkcritically,solveproblemsandmakedecisions.
TherequirementsforUsingMathematicsaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:
choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwaysofworking;developfinancialcapability;useICTtosolveproblemsand/orpresenttheirwork.
•
••••••••
••
33
GuidanceforHistoryatKeyStage3
UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsingInformationandCommunicationsTechnology(ICT)providespowerfultoolsandcontextstosupportmeaningfullearningandhasthepotentialtotransformandenrichpupils’learningexperiencesandenvironmentsacrossthecurriculum.ThecreativeuseofICTcanempowerlearnerstobecomeindependent,self-motivatedandflexible,helpinginturntodevelopself-esteemandpositiveattitudestolearning,withwhichtorealisetheirfullpotential.Italsoprovidesopportunitiestocollaboratewithinandbeyondtheclassroomtoposequestions,takerisksandrespondpositivelyto‘whatif’questions.
Tohelpdevelopskillsinresearching,handlingandcommunicatinginformationpupilsshouldhaveopportunities,usingICT,toengageingenuineresearchandpurposefultaskssetinmeaningfulcontexts.Theyshouldbeencouragedtore-workinformation,presentandexchangetheirideasandtranslatetheirthinkingintocreativeproductsandproductionswhichshowanawarenessofaudienceandpurpose.
TherequirementsforUsingICTaresetoutbelowinbold.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:
ExplorePupilsshouldbeenabledto:
accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools;understandhowtokeepsafeanddisplayacceptableonlinebehaviour.
ExpressPupilsshouldbeenabledto:
create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;createinformationandmultimediaproductsusingarangeofassets.
ExchangePupilsshouldbeenabledto:
communicateusingarangeofcontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.
EvaluatePupilsshouldbeenabledto:
talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;considerthesourcesandresourcesused.
ExhibitPupilsshouldbeenabledto:
manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.
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GuidanceforHistoryatKeyStage3
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ean
dte
stp
redi
ctio
ns,
data
han
dlin
g,u
sing
sta
tistic
s,
deve
lopi
ngfi
nanc
ialc
apab
ility
,et
c.
Expl
ore
info
rmat
ion
usin
gel
ectr
onic
to
ols,
cre
ate,
dev
elop
,pre
sent
and
pub
lish
idea
sus
ing
ara
nge
ofd
igita
lmed
ia,
com
mun
icat
eel
ectr
onic
ally
,etc
.
Exam
ples
ofc
onte
xts
inH
isto
ryTr
ansf
orm
ing
info
rmat
ion
obta
ined
from
a
wid
era
nge
ofs
ourc
esin
toa
spe
ech/
oral
ac
coun
tand
for
diffe
rent
aud
ienc
esEx
plai
ning
opi
nion
san
did
eas
abou
thi
stor
ical
issu
esb
ygi
ving
reas
oned
ex
plan
atio
nsfo
rth
eir
choi
ceo
fsou
rces
Co
ntes
ting
inte
rpre
tatio
nsb
ybe
ing
able
to
arg
ueb
oth
side
sbe
fore
com
ing
toa
co
nclu
sion
Shap
ing
and
deco
nstr
uctin
ga
rang
eof
hi
stor
ical
sou
rces
and
pre
sent
thes
ein
diff
eren
tmed
iafo
rms
e.g.
car
toon
s,
new
spap
ers,
leafl
ets,
pod
cast
,sto
rybo
ard,
fil
me
tc.
Anal
ysin
gsm
allp
iece
sof
text
from
two
or
mor
eso
urce
sas
par
tofa
nin
terp
reta
tion
enqu
iry
ona
maj
orfi
gure
Com
mun
icat
ing
oral
lyo
rvi
sual
lyth
epe
rspe
ctiv
eso
fdiff
eren
tpeo
ple
inth
epa
stw
hoto
oka
mor
als
tand
or
who
act
ed
ethi
cally
/une
thic
ally
e.g
.per
petr
ator
s/by
stan
ders
/res
cuer
s/vi
ctim
s
• • • • • •
Org
anis
ing
and
pres
entin
gda
ta(e
.g.g
raph
s,ta
bles
,ch
arts
,dat
abas
es)i
nor
der
tos
earc
han
dso
rtd
ata
in
answ
erto
an
enqu
iry
ques
tion
Inte
rrog
atin
gce
nsus
mat
eria
l/em
igra
tion
figur
es/p
opul
atio
nsp
read
shee
ts/t
rade
figu
res
etc.
tofi
ndtr
ends
and
co
nnec
tions
acr
oss
peri
ods
ofti
me
and
unde
rsta
nd
prog
ress
ion
Usi
nga
spr
eads
heet
to
proc
ess
data
rela
ting
to
info
rmat
ion
obta
ined
from
Co
mm
onw
ealth
Gra
ves
Com
mis
sion
or
from
alo
cal
war
mem
oria
l
• • •
Usi
ngm
ovie
edi
ting
soft
war
eto
edi
tan
dtr
ansf
orm
info
rmat
ion
from
dig
ital
arch
ives
/film
/ele
ctro
nic
boar
dga
mes
/ro
lep
lays
/vid
eos/
spee
ches
/deb
ates
/re-
enac
tmen
ts/s
imul
atio
ns/m
ovie
sCr
eatin
gm
ulti
med
iap
rese
ntat
ions
w
hich
allo
wp
upils
tob
ecom
eth
eir
own
dire
ctor
s/ed
itors
/art
ists
/mus
icia
ns/
cam
eram
en/r
esea
rche
rs/s
crip
twri
ters
an
dac
tors
U
sing
aP
ower
poi
ntp
rese
ntat
ion
with
set
sof
imag
eso
nan
impo
rtan
tev
ent/
figur
eto
deb
unk
and
deco
de
inte
rpre
tatio
ns
Anal
ysin
gfil
ma
sa
hist
oric
als
ourc
ein
co
mpa
riso
nw
itho
ther
type
sof
sou
rces
U
sing
ac
onfe
renc
efa
cilit
yto
pos
tan
swer
sto
are
visi
onq
uest
ion
and
shar
eth
em
arki
ngc
rite
ria
• • • • •
Cros
s-Cu
rric
ular
Ski
llsin
His
tory
35
GuidanceforHistoryatKeyStage3
Appendix2ThinkingSkillsandPersonalCapabilities
Thinkingskillsaretoolsthathelpchildrentogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.
Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatchildren’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.
TeachersshouldhelpchildrentodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.
36
GuidanceforHistoryatKeyStage3
Thin
king
Ski
llsa
nd
Pers
onal
Cap
abili
ties
stra
nds
Man
agin
gIn
form
atio
nTh
inki
ng,
Prob
lem
-Sol
ving
and
D
ecis
ion-
Mak
ing
Bei
ngC
reat
ive
Wor
king
with
Oth
ers
Self
-Man
agem
ent
Purp
ose
Tod
evel
ople
arne
rs’
abili
ties
ina
nin
form
atio
nin
tens
ive
envi
ronm
ent
Toe
ngag
epu
pils
ina
ctiv
ele
arni
ngs
oth
atth
eyc
an
gob
eyon
dm
ere
reca
llof
fa
ctua
linf
orm
atio
nan
dth
ero
utin
eap
plic
atio
nof
pr
oced
ures
Toe
ncou
rage
per
sona
lre
spon
seo
fthe
lear
ner
byp
rom
otin
gdi
spos
ition
sfo
rcu
rios
ity,e
xplo
ratio
n,
expe
rim
enta
tion
and
inve
ntio
n
Toe
nabl
ele
arne
rsto
en
gage
inc
olla
bora
tive
activ
ities
and
tom
ake
the
mos
toft
heir
lear
ning
w
hen
wor
king
with
oth
ers
Toh
elp
lear
ners
to
beco
me
mor
ese
lf-di
rect
eds
oth
atth
eyc
an
man
age
thei
rle
arni
ng
inn
ews
ituat
ions
and
in
the
long
erte
rm
Exam
ples
ofp
roce
sses
in
whi
chp
upils
are
invo
lved
Aski
ng,a
cces
sing
,se
lect
ing,
reco
rdin
g,
inte
grat
ing,
co
mm
unic
atin
g
Sear
chin
gfo
rm
eani
ng,
deep
enin
gun
ders
tand
ing,
co
ping
with
cha
lleng
es
Imag
inin
g,g
ener
atin
g,
inve
ntin
g,ta
king
ris
ksfo
rle
arni
ng
Bei
ngc
olla
bora
tive,
be
ing
sens
itive
too
ther
s’
feel
ings
,bei
ngfa
ira
nd
resp
onsi
ble
Eval
uatin
gst
reng
ths
and
wea
knes
ses,
se
ttin
ggo
als
and
targ
ets,
man
agin
gan
dre
gula
ting
self
Exam
ples
ofc
onte
xts
in
His
tory
Loca
ting
and
colle
ctin
gre
leva
ntin
form
atio
nto
so
rt,c
lass
ify,s
eque
nce,
co
mpa
re/c
ontr
asta
nd
toa
naly
sew
hole
/par
tre
latio
nshi
psw
hen
usin
ghi
stor
ical
sou
rces
as
part
of
an
enqu
iry
Inte
rpre
ting
hist
oria
ns’
idea
son
ap
artic
ular
ev
ent/
issu
ean
dan
alys
ew
hyth
eyd
iffer
Colle
ctin
gin
form
atio
nfr
oma
ran
geo
fhi
stor
ical
sou
rces
abo
ut
asi
gnifi
cant
epi
sode
in
diffe
rent
for
mat
se.
g.
flyer
/lea
flet/
pam
phle
t/so
ng/p
oem
/web
site
abo
ut
the
Iris
hFa
min
e
Anal
ysin
ga
nde
valu
atin
gdi
ffere
ntty
pes
of
hist
oric
als
ourc
esa
nd
asse
ssin
gw
hatv
alue
th
eyh
ave
toa
par
ticul
ar
enqu
iry
Dev
elop
cau
sal
reas
onin
gby
exp
lain
ing
the
outb
reak
oft
he
Firs
tWor
ldW
aro
rth
eor
igin
sof
am
ovem
ent
e.g.
sla
very
/wom
en’s
su
ffrag
e
Expl
aini
ngth
esi
mila
ritie
san
ddi
ffere
nces
bet
wee
nAr
abic
and
Wes
tern
m
edic
ine
inth
eM
iddl
eAg
es
Find
ing
solu
tions
to
prob
lem
se.
g.h
andl
ing
gaps
inh
isto
rica
lev
iden
ce
Des
igni
nga
mus
eum
sh
elfa
bout
the
Nor
man
le
gacy
Sugg
est
hypo
thes
es
and
look
for
alte
rnat
ive
outc
omes
e.g
.the
ou
tcom
eso
fthe
Act
of
Uni
on1
801
Fram
ing/
gene
ratin
ghi
stor
ical
que
stio
nsto
be
gin
ane
we
nqui
rye
.g.
wha
tcha
ract
eris
edth
equ
ality
ofl
ifefo
rpo
or
peop
lein
med
ieva
ltim
es?
Ente
ring
into
the
min
dor
feel
ings
ofa
his
tori
cal
char
acte
rth
roug
hpe
rson
als
tori
es/e
ye
witn
ess
acco
unts
/po
etry
/mus
ica
nda
rtin
co
llabo
rativ
esi
tuat
ions
e.
g.ro
lep
lay
Dev
elop
the
crite
ria
for
judg
ing
the
mot
ivat
ions
/ac
tions
ofa
nin
divi
dual
in
hist
ory
asp
arto
fag
roup
di
scus
sion
Usi
nga
refle
ctiv
ejo
urna
l/le
arni
nglo
gto
dev
elop
thei
row
nse
nse
ofe
mpa
thy
e.g.
th
eir
feel
ings
aro
und
aco
ntro
vers
ial
topi
c,s
uch
ass
lave
rya
nds
hare
th
ese
with
oth
ers
Plan
ning
and
set
ting
goal
sfo
ra
piec
eof
re
sear
cho
na
hist
oric
al
topi
c
Pred
ictin
gth
eou
tcom
es
ofth
eir
rese
arch
Impr
ovin
gow
npe
rfor
man
ceth
roug
hth
eus
eof
his
tory
ski
lls
wal
ls/g
raffi
tibo
ards
Kno
win
gth
ene
xts
teps
pu
pils
nee
dto
take
to
impr
ove
perf
orm
ance
to
mak
ea
hist
oric
al
acco
untb
ette
rfo
rex
ampl
egi
ving
one
or
two
exam
ples
to
illus
trat
ea
poin
t
Thin
king
Ski
llsa
ndP
erso
nalC
apab
ilitie
s
tabl
eco
ntin
ued
belo
w
37
GuidanceforHistoryatKeyStage3
Thin
king
Ski
llsa
nd
Pers
onal
Cap
abili
ties
stra
nds
Man
agin
gIn
form
atio
nTh
inki
ng,
Prob
lem
-Sol
ving
and
D
ecis
ion-
Mak
ing
Bei
ngC
reat
ive
Wor
king
with
Oth
ers
Self
-Man
agem
ent
Exam
ples
ofc
onte
xts
in
His
tory
Taki
ngo
ndi
ffere
ntg
roup
ro
les
e.g.
faci
litat
or/
reso
urce
man
ager
/re
port
er/c
hair
pers
on
Expe
rien
cing
co
llabo
rativ
eta
lka
nd
activ
elis
teni
nga
spa
rto
fpl
anni
ng
Chec
king
lear
ning
ag
ains
tthe
obj
ectiv
es
seta
ndg
ivin
gfe
edba
ck
abou
tano
ther
pup
il’s
perf
orm
ance
Opp
ortu
nitie
sto
refle
ct
onb
oth
grou
pan
din
divi
dual
thin
king
Man
agin
gth
eir
time
and
envi
ronm
entw
hen
ca
rryi
ngo
utt
heir
ow
nre
sear
ch
38
GuidanceforHistoryatKeyStage3
Appendix3ConnectingHistorywithLearningforLifeandWork(LocalandGlobalCitizenshipFocus)
History(KeyElements) LearningforLifeandWork(KeyConcepts/Themes)
(PersonalUnderstanding)Explorehowhistoryhasaffectedtheirpersonalidentity,cultureandlifestyle.HowdidthearrivaloftheNormanshelpshapewhoIamtoday?
(MutualUnderstanding)Investigatehowhistoryhasbeenselectivelyinterpretedtocreatestereotypicalperceptionsandtojustifyviewsandopinions.
(Citizenship)InvestigatethelongandshorttermcausesandconsequencesofthepartitionofIrelandandhowithasinfluencedNorthernIrelandtoday.
(EconomicAwareness)Investigatethechangingnatureofthelocalandglobaleconomiesovertime.Studytheeffectsoffactoryconditions/mining/chimneysweepingonchildrenin19thcentury?Whydidtradeunionsarise?(Alookatworkers’conditionsin19thcenturyUlster)
(EducationforSustainableDevelopment)Investigatetheneedtopreservehistoryinthelocalandglobalenvironment.HowandwhydidtheAmericanIndianssustaintheirenvironmentforfuturegenerations?Howcanwelearnfromthis?
(Citizenship;DiversityandInclusion)Investigatefactorsincludingreligiousandpolitical,thatinfluenceindividualandgroupidentity.(PersonalDevelopment;SelfAwareness)Exploreandexpressasenseofself.
(Citizenship;Diversityandinclusion)Investigatehowandwhyconflict,includingprejudice/stereotyping/sectarianism/racismmayariseinthecommunity.
(CitizenshipDiversityandInclusion)Investigatewaysofmanagingconflictandpromotingcommunityrelations/reconciliation.(DemocracyandActiveParticipation)InvestigatethebasiccharacteristicsofdemocracyInvestigatewhyrulesandlawsareneededhowtheyareenforcedandhowbreachesofthelawmayaffectthecommunity.
(HumanRightsandSocialResponsibility)Investigatewhyitisimportanttoupholdhumanrightsstandardsinmoderndemocraticsocieties,includingmeetingbasicneeds,protectingindividualsandgroupsofpeople.Investigatehowandwhysomepeoplemayexperienceinequality/socialexclusiononthebasisoftheirmaterialcircumstancesinlocalandglobalcontexts.(EqualityandSocialJustice)ExploretheworkofgovernmentalandNon-GovernmentalOrganisationswhichaimtopromoteequalityandsocialjustice.
(DemocracyandActiveParticipation)Investigateanissuefromarangeofviewpointsandsuggestactionthatmightbetakentoimproveorresolvethesituation,inalocalorglobalcontext.
Envi
ronm
ent a
nd S
ocie
ty: H
isto
ryTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r K
now
ledg
e, U
nder
stan
ding
and
Ski
llsin
col
umn
1, u
nder
the
Curr
icul
um O
bjec
tives
and
Key
Ele
men
ts in
col
umns
2, 3
and
4 a
nd in
the
Lear
ning
Out
com
es a
t the
bot
tom
. Ad
ditio
nal n
on-s
tatu
tory
gui
danc
e an
d su
gges
tions
are
set
out
in p
lain
text
and
ital
ics.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
(Obj
ectiv
e 1)
Dev
elop
ing
pupi
ls a
s In
divi
dual
s(O
bjec
tive
2)D
evel
opin
g pu
pils
as
Cont
ribu
tors
to S
ocie
ty
(Obj
ectiv
e 3)
Dev
elop
ing
pupi
ls a
s Co
ntri
buto
rs to
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
inve
stig
ate
the
past
and
its
impa
ct o
n ou
r w
orld
toda
y th
roug
h an
und
erst
andi
ng o
f:di
ffer
ent p
ersp
ectiv
es a
nd in
terp
reta
tions
;ca
use
and
effe
ct;
cont
inui
ty a
nd c
hang
e;pr
ogre
ssio
n an
d re
gres
sion
;
and
by d
evel
opin
g:th
e en
quir
y sk
ills
to u
nder
take
his
tori
cal i
nves
tigat
ions
;cr
itica
l thi
nkin
g sk
ills
to e
valu
ate
a ra
nge
of e
vide
nce
and
appr
ecia
te d
iffer
ent i
nter
pret
atio
ns;
crea
tive
thin
king
ski
lls in
thei
r ap
proa
ch to
sol
ving
pr
oble
ms
and
mak
ing
deci
sion
s;ch
rono
logi
cal a
war
enes
s an
d th
e ab
ility
to m
ake
co
nnec
tions
bet
wee
n hi
stor
ical
per
iods
, eve
nts
and
turn
ing
poin
ts;
an a
bilit
y to
cha
lleng
e st
ereo
typi
cal,
bias
ed o
r di
stor
ted
view
poin
ts w
ith a
ppro
pria
tely
sen
sitiv
e, in
form
ed a
nd
bala
nced
res
pons
es;
thro
ugh
a br
oad
and
bala
nced
ran
ge o
f:hi
stor
ical
per
iods
;Ir
ish,
Bri
tish,
Eur
opea
n an
d gl
obal
con
text
s;si
gnifi
cant
pol
itica
l, so
cial
, eco
nom
ic, c
ultu
ral a
nd
relig
ious
dev
elop
men
t.
• • • • • • • • • • • •
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Expl
ore
how
his
tory
has
aff
ecte
d th
eir
pers
onal
iden
tity,
cu
ltur
e an
d lif
esty
le, f
or e
xam
ple,
how
loca
tion/
birt
hpla
ce,
fam
ily h
isto
ry, r
elig
ion,
nat
iona
lity,
spo
rt, l
angu
age,
tr
aditi
ons
etc.
hav
e be
en s
hape
d by
his
tori
cal e
vent
s su
ch a
s R
efor
mat
ion,
pla
ntat
ion,
set
tlem
ent,
colo
nisa
tion,
em
igra
tion,
im
mig
ratio
n, e
tc.
(Key
Ele
men
t: Pe
rson
al U
nder
stan
ding
)
Inve
stig
ate
how
his
tory
has
bee
n se
lect
ivel
y in
terp
rete
d to
cre
ate
ster
eoty
pica
l per
cept
ions
and
to ju
stify
vie
ws
and
actio
ns, f
or e
xam
ple,
the
Trou
bles
, sla
very
, apa
rthe
id,
Arab
/Isr
aeli
confl
ict,
etc.
(Key
Ele
men
t: M
utua
l Und
erst
andi
ng)
Inve
stig
ate
indi
vidu
als
who
are
con
side
red
to h
ave
take
n a
sign
ifica
nt m
oral
sta
nd a
nd e
xam
ine
thei
r m
otiv
atio
n an
d le
gacy
, for
exa
mpl
e, G
alile
o, G
andh
i, M
ande
la, M
artin
Lu
ther
Kin
g, R
osa
Park
s, O
scar
Sch
indl
er, e
tc.
(Key
Ele
men
t: M
oral
Cha
ract
er)
Expl
ore
issu
es r
elat
ed to
Per
sona
l Hea
lth
Inve
stig
ate
how
and
why
hea
lth s
tand
ards
hav
e ch
ange
d ov
er ti
me,
for
exam
ple,
exp
lore
pub
lic h
ealth
in a
noth
er
peri
od a
nd d
raw
com
pari
sons
with
mod
ern
heal
th is
sues
.(K
ey E
lem
ent:
Pers
onal
Hea
lth)
Expl
ore
issu
es r
elat
ed to
Spi
ritu
al A
war
enes
sIn
vest
igat
e an
d ev
alua
te th
e sp
iritu
al b
elie
fs a
nd le
gacy
of
civ
ilisa
tions
, for
exa
mpl
e, th
e Az
tecs
, Inc
as, E
gypt
ians
, R
oman
s, G
reek
s, N
ativ
e Am
eric
ans,
Med
ieva
l Chr
istia
ns, e
tc.
(Key
Ele
men
t: Sp
iritu
al A
war
enes
s)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Inve
stig
ate
the
long
and
sho
rt te
rm c
ause
s an
d co
nseq
uenc
es o
f the
par
titio
n of
Irel
and
and
how
it h
as
influ
ence
d N
orth
ern
Irel
and
toda
y in
clud
ing
key
even
ts
and
turn
ing
poin
ts.
(Key
Ele
men
t: Ci
tizen
ship
)
Inve
stig
ate
the
impa
ct o
f sig
nific
ant e
vent
s/id
eas
of th
e 20
th c
entu
ry o
n th
e w
orld
, for
exa
mpl
e, w
ar, w
omen
’s
righ
ts, i
nter
natio
nal t
erro
rism
, dev
elop
men
ts in
tran
spor
t an
d tr
avel
, tec
hnol
ogy,
med
icin
e, th
e ar
ts, e
tc.
(Key
Ele
men
t: Cu
ltur
al U
nder
stan
ding
)
Criti
cally
inve
stig
ate
and
eval
uate
the
pow
er o
f the
med
ia
in th
eir
repr
esen
tatio
n of
a s
igni
fican
t his
tori
cal e
vent
or
indi
vidu
al,f
or e
xam
ple,
thro
ugh
film
, doc
udra
ma,
nov
el,
inte
rnet
, new
spap
er, c
arto
on, e
tc.
(Key
Ele
men
t: M
edia
Aw
aren
ess)
Inve
stig
ate
criti
cal i
ssue
s in
his
tory
or
hist
oric
al fi
gure
s w
ho h
ave
beha
ved
ethi
cally
or
unet
hica
lly, f
or e
xam
ple,
sl
aver
y, th
e us
e of
ato
m b
omb,
the
deci
sion
to d
ecla
re
war
, the
Hol
ocau
st, e
tc.
(Key
Ele
men
t: Et
hica
l Aw
aren
ess)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Inve
stig
ate
how
the
skill
s de
velo
ped
thro
ugh
hist
ory
will
be
use
ful i
n a
rang
e of
car
eers
, for
exa
mpl
e, jo
bs in
volv
ing
adve
rtis
ing,
adv
ocac
y, a
rchi
ving
, ana
lysi
ng p
robl
ems,
re
sear
chin
g, c
ampa
igni
ng, e
duca
ting,
med
iatin
g, r
epor
t-w
ritin
g, e
tc.
Inve
stig
ate
the
char
acte
rist
ics
and
achi
evem
ents
of
entr
epre
neur
s ov
er ti
me,
for
exam
ple,
Bru
nel,
Har
ry
Ferg
uson
, Will
iam
Dar
gan,
etc
. (K
ey E
lem
ent:
Empl
oyab
ility
)
Inve
stig
ate
the
need
to p
rese
rve
hist
ory
in th
e lo
cal
and
glob
al e
nvir
onm
ent,
for
exam
ple,
vis
it an
impo
rtan
t hi
stor
ical
site
and
eva
luat
e th
e m
easu
res
take
n to
pre
serv
e it;
cre
ate
the
case
for
a lo
cal b
uild
ing
or s
ite to
be
pres
erve
d.Ex
plor
e th
e co
ntri
butio
n of
her
itage
tour
ism
to s
ocie
ty, t
he
econ
omy
and
the
envi
ronm
ent.
Eval
uate
the
envi
ronm
enta
l im
pact
of w
ars
or in
dust
rial
re
volu
tion.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Expl
ore
issu
es r
elat
ed to
Eco
nom
ic A
war
enes
sIn
vest
igat
e th
e ch
angi
ng n
atur
e of
loca
l and
glo
bal
econ
omie
s ov
er ti
me,
for
exam
ple,
exp
lora
tion
and
trad
e,
indu
stri
alis
atio
n, g
loba
lisat
ion,
wom
en in
the
wor
kpla
ce,
wor
kers
’ rig
hts,
etc
.In
vest
igat
e th
e im
pact
of t
echn
olog
y in
the
wor
kpla
ce o
ver
time,
for
exam
ple,
the
linen
indu
stry
, tel
ecom
mun
icat
ions
, co
mpu
ters
, etc
.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Lear
ning
Out
com
es
The
lear
ning
out
com
es r
equi
re th
e de
mon
stra
tion
of
skill
s an
d ap
plic
atio
n of
kno
wle
dge
and
unde
rsta
ndin
g of
H
isto
ry a
nd it
s im
pact
on
the
pres
ent.
Pupi
ls s
houl
d be
abl
e to
:
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
to in
vest
igat
e hi
stor
ical
issu
es, i
nclu
ding
Usi
ng M
athe
mat
ics
and
Usi
ng IC
T w
here
app
ropr
iate
;sh
ow d
eepe
r hi
stor
ical
und
erst
andi
ng b
y th
inki
ng c
ritic
ally
and
flex
ibly
, sol
ving
pro
blem
s an
d m
akin
g in
form
ed d
ecis
ions
, dem
onst
ratin
g U
sing
Mat
hem
atic
s an
d U
sing
ICT
whe
re a
ppro
pria
te;
dem
onst
rate
cre
ativ
ity a
nd in
itiat
ive
whe
n de
velo
ping
idea
s an
d fo
llow
ing
them
thro
ugh;
wor
k ef
fect
ivel
y w
ith o
ther
s;de
mon
stra
te s
elf-
man
agem
ent b
y w
orki
ng s
yste
mat
ical
ly, p
ersi
stin
g w
ith ta
sks,
eva
luat
ing
and
impr
ovin
g ow
n pe
rfor
man
ce;
com
mun
icat
e ef
fect
ivel
y in
ora
l, vi
sual
, wri
tten
, mat
hem
atic
al a
nd IC
T fo
rmat
s, s
how
ing
clea
r aw
aren
ess
of a
udie
nce
and
purp
ose.
• • • • • •
NB
:Te
ache
rs m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
HistoryKey Stage 3 Non Statutory Guidance
for History
A CCEA Publication © 2007