(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


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.

••

01

Section01PurposeofthisGuidance

3


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.

•

•

•

•

•

•

•

•

Section02HistoryintheNorthernIrelandCurriculum

02

4


QuestionsforDepartmentsInordertocontributetothecurriculumobjectivesduringkeystage3,whatdowewantourpupilsinHistoryto:

know(knowledgeandunderstanding);

beabletodo(skills);

belike(attitudesanddispositions)?

Action

•

•

•

5


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.

••••

•••

•

••

•••

•••

•

Section03LinkstoKeyStage2andKeyStage4

03

6


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.

•

•

•

•

•

•

•

••

7


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)


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)


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.

••

•••••

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.

•••••

Section04UnderstandingtheStatutoryRequirementsforHistory

04

ExemplarSeebackcoverforanA3versionof

theStatutoryRequirementsforHistorywithadditionalguidanceandexamples

8


4.2 Knowledge,UnderstandingandSkillsThefirstcolumninthestatementsofminimumrequirementforHistoryisheaded“Developingpupils’Knowledge,UnderstandingandSkills”.

IntheNorthernIrelandCurriculum,knowledgeispromotedasameanstounderstandingandasacontextfordemonstrationofskills.Everythinginthiscolumnisastatutoryrequirementforthekeystageasawhole;notforindividualyearswithinthekeystage.However,thefrequencyoftheseexperiencesduringthekeystageisdiscretionary.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontexts.Theskillsreferredtointheheading“Knowledge,UnderstandingandSkills”foreveryAreaofLearningrefertosubjectspecificskills.TherecursivenatureofHistorymeansthatthebulletpointsintheKnowledge,UnderstandingandSkillscolumnarelikelybecoveredanumberoftimesineachacademicyearwithinthekeystage.

Thetablebelowseekstoexplain,illustrateandexpandonthebulletpointsunderKnowledge,UnderstandingandSkills.

•

•

•

•

•


Supportingnotes

Investigatethepastanditsimpactonourworldtodaythroughanunderstandingof:

differentperspectivesandinterpretations;causesandeffects;continuityandchange;progressionandregression;

andbydeveloping:

theenquiryskillstoundertakehistoricalinvestigations;criticalthinkingskillstoevaluatearangeofevidenceandappreciatedifferentinterpretations;

creativethinkingskillsintheirapproachtosolvingproblemsandmakingdecisions;

••••

•

•

•

Historicalskillsandconceptsprovideanessentialcontextforevaluatingpresentinstitutions,politicsandculturesandtheseskillsshouldbedevelopedandpractisedthroughoutthekeystage.

Historylendsitselftoanenquiryapproach,boththroughsitevisitsandtheexplorationofrelevantissuespastandpresent.Thisencouragesactiveparticipationwithpupilsfindingoutforthemselves,makingchoicesanddrawingconclusionsbasedonevidence.Thestartingpointsforenquirycanbehypothesesorkeyquestionswhichthepupilscanidentifyanddevise.ThedevelopmentofsuchanapproachisgoodpreparationforstudyatKeyStage4andbeyond.ManyoftheissueswhichHistoryaddresseshavenosingleanswerorsolutionandarerichcontextsforpupilstodeveloptheirproblemsolvinganddecisionmakingskills.

9



Supportingnotes

chronologicalawarenessandtheabilitytomakeconnectionsbetweenhistoricalperiods,eventsandturningpoints;

anabilitytochallengestereotypicalbiasedordistortedviewpointswithappropriatelysensitive,informed,andbalancedresponses;

throughabroadandbalancedrangeof

historicalperiods;Irish,British,Europeanandglobalcontexts;significantpolitical,social,economic,cultural,andreligiousdevelopments.

•

•

•••

Pupilsshoulddevelopchronologicalskillsandawarenessthroughtheevents,peopleandchangeswithinandacrosstheperiodsoftimetheystudy.

SourceanalysisandinterpretationskillsshouldbedevelopedthroughoutthekeystagesothatpupilsrecogniseandappreciatedifferentinterpretationsofHistory.

Pupilsshouldhaveopportunitiestostudyarangeofdifferenthistoricalcontextsandperiodsoftime(forexample,local,national,Europeanandworld).

OneofthekeystrengthsofHistoryisthatithelpspupilstobecomemorethoughtfulandinquisitiveindividualsbydevelopingtheirunderstandingofbothpastandpresentandtolearnfromthemistakesofthepast.Historyhelpsthemtodeveloptheskillstolookbeyondtheobvioustoaskquestionsandtoexpresstheirownopinions.Historythereforeprovidesrelevantcontextstodevelopknowledge,understandingandskills.ThesearetheprinciplesthatdefinewhatHistoryisabout.ItisimportantthatpupilsareawareofthesesothattheycanseewhytheyarestudyingtheNormans,ortheHolocaustortheIndustrialRevolution.

Bydefiningthesubjectinthesebroaderterms(ratherthanHistoricalperiods)pupilshaveabetteroverviewofwhatthesubjectisaboutandteachershavegreaterflexibilityinchoosingthemes,topicsandperiodstheywishtodevelop.Theseprincipleswillberevisitedinarangeofdifferentcontextsthroughoutthekeystage.

10


QuestionsforDepartments

WhatisthebalancebetweenHistoricalknowledge,understandingandskillsinourcurrentprovision?

WhataretheimplicationsforfuturelearningandteachingatKeyStage3?

Action

•

•

11


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.

•••••

12


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

nth

is,i

nor

der

toh

and

this

pl

ace

onto

the

next

gen

erat

ion?

Wha

twer

eth

eth

reat

sw

hich

may

ha

vep

reve

nted

the

latt

erfr

om

happ

enin

g?

Dev

elop

ing

the

Key

Ele

men

tsin

His

tory

13


QuestionsforDepartments•Whatkeyelementsdowe

addresswell?

needtofocusmoreon?

notaddressatall?

Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?

Howcouldweusethecurriculumobjectivesorkeyelementsasdriversinourdepartmentalplanning?

Whataretheimplicationsforourresources?

Action

–

–

–

•

•

•

14


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.

••

•

15


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


QuestionsforDepartmentsHowcanweplanforLearningOutcomes?

HowcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetotheLearningOutcomes?

WhichLearningOutcomeswillbethemostchallengingforourdepartment?

Action

•

•

•

17


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


QuestionsforDepartmentsHowcanHistorymeaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesframework?

WherearekeyopportunitiesinHistoryforinfusion?

Action

•

•

19


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


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


QuestionsforDepartmentsWhatarethebenefitsofAssessmentforLearningactionsinourclassroom?

WhichoftheseAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?

Whichdoweneedtogivemoreattentionto?

Howdowedothis?

Action

•

•

•

•

22


5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexist,althoughtheymaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectthelearningcanrangefromsmallandinformallinksbetweensubjectstomoreformallyplannedandextensivewholeschoolpartnerships.

Anyofthefollowingcouldbeusedasdriversforconnectedlearningbetweentwoormoresubjects:

Skills/LearningOutcomes;KeyElements;Themes;Knowledge;Concepts;Learningexperiences;LearningforLifeWork;Othersuitableapproaches.

QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithothersubjects?

Action

••••••••

•

(Examplesofconnectinglearningacrosssubjectsareavailableinthethematicandcollaborativeunits).

23


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.

•••

••

•

24


QuestionsforDepartments

Whichaspectsofourcurrentpracticepromoteconnectedlearning?

Whataretheissuesaroundthemanagementofconnectedlearning?

Howwillweknowthatpupilsarelearningtomakeconnections?

Action

•

•

•

25


5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstratethinkingskillsandpersonalcapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.

Theglossary,Active Learning and Teaching Methods for Key Stage 3,isavailablefromwww.nicurriculum.org.ukandisincludedintheCurriculumSupportandImplementationBox.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.

QuestionsforDepartmentsWhatactivelearningstrategiesmightworkforus?

Howdoestheclimateinourclassroomssupporttheuseofactivelearning?

Whataretheimplicationsforclassroommanagement?

Action

•

•

•

27


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


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).

•••••

•

••

•

•••••

29


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.

•–––

•–––

•–––

•–––––

31


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.

•••

•••

•••••

••

•

•

Appendix1Cross-CurricularSkills

Appendices

32


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


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.

••••

•

•

••

•

•

••

34


Cros

s-cu

rric

ular

ski

llCo

mm

unic

atio

nU

sing

Mat

hem

atic

sU

sing

ICT

Purp

ose

Top

rovi

deo

ppor

tuni

ties

for

pupi

lsto

acq

uire

,de

velo

pan

dde

mon

stra

teth

ecr

oss

curr

icul

ar

skill

ofC

omm

unic

atio

n

Top

rovi

deo

ppor

tuni

ties

for

pupi

lsto

acq

uire

,dev

elop

an

dde

mon

stra

teth

ecr

oss

curr

icul

ars

kill

ofU

sing

M

athe

mat

ics

Top

rovi

deo

ppor

tuni

ties

for

pupi

lsto

ac

quir

e,d

evel

opa

ndd

emon

stra

teth

ecr

oss

curr

icul

ars

kill

ofU

sing

ICT

Exam

ples

of

proc

esse

sD

iscu

ssio

n,p

rese

ntat

ion,

dem

onst

ratio

n,

aski

ngq

uest

ions

,rea

ding

text

for

info

rmat

ion,

us

ing

evid

ence

from

text

toe

xpla

ino

pini

on,

com

mun

icat

ein

form

atio

nin

ac

lear

and

or

gani

sed

way

,pre

sent

idea

sin

av

arie

tyo

ffo

rmat

sfo

rdi

ffere

nta

udie

nces

and

pur

pose

s,

etc.

Use

mat

hem

atic

alk

now

ledg

ean

dco

ncep

ts,u

sem

athe

mat

ics

tos

olve

pro

blem

san

dm

ake

deci

sion

s,m

enta

lmat

hem

atic

s,

mak

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


Appendix2ThinkingSkillsandPersonalCapabilities

Thinkingskillsaretoolsthathelpchildrentogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.

Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatchildren’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.

TeachersshouldhelpchildrentodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.

36


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


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


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

Documents

(PDF) KS3 History Non Statutory Guidance