istory Progression uidance - CCEA

HistoryProgression Guidance

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HISTORY WITHIN THE WORLD AROUND USProgression Guidance


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The Place of History in The World Around UsIn the Northern Ireland Curriculum Geography, History, and Science and Technology are the contributory elements that form an Area of Learning called The World Around Us. All three are statutory and need to be approached from their own unique perspective; pupils should have broad and balanced experiences in all. History serves to help pupils to make sense of their world by developing their understanding of how it came into being. This includes looking at historical contexts in the immediate, local and wider world.

The Northern Ireland Curriculum does not prescribe content to be delivered. Flexibility lies at the heart of the curriculum: schools have the freedom to choose contexts, topics and themes appropriate to their learners, while observing the framework of statutory curriculum requirements. The underpinning principles and big ideas of the curriculum are guided through its objectives to develop learners as individuals, contributors to society and contributors to the economy and the environment. Fundamental principles such as moral character, cultural understanding, and citizenship are at the heart of all aspects of the curriculum, including history.

The curriculum supports the development of the pupils’ historical consciousness by:

` teaching them how to make connections between the past and the present; and

` encouraging them to explore the possibilities of the future, inspired by the lessons of the past.

All three contributory elements that make up The World Around Us share the same four interrelated strands: Interdependence, Place, Movement and Energy, and Change Over Time. Focusing on these strands can help to remove the clutter of endless possibilities of content, as they reveal the ideas that pupils should develop their knowledge and understanding in. They can also help pupils to make connections within and across their learning, bringing meaning and relevance to their experiences in school and in life.


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Interdependence is about defining who we are through the many connections we have with each other, with places, and with things over time. Learning about Interdependence in history could involve:

` examining the ways in which the lives, actions and decisions of people in the past have influenced who we are and how we live today;

` developing an insight into how people and communities have developed and are reliant on each other;

` exploring what happens when the balance of connectivity is disrupted, and how it can potentially lead to negative consequences; and

` thinking about how people might live in the future.

Change Over Time is about change and continuity over the course of time. Learning about Change Over Time in history could involve:

` examining the ways in which our lives today have been impacted by the past;

` learning that not all things change over time; some things remain the same; and

` learning that the pace of change varies over time.

Place, including both the physical and social characteristics, has shaped the way of life for the people living there over time. Its study helps pupils to develop a respect for and an understanding of the importance of preserving our history. Learning about Place in history could involve:

` examining the natural and built heritage and the relationships between the people who inhabit it and other places;

` exploring how where people live dictates how they live and have lived in the past; every place has a story;

` exploring ways in which the decisions people made in the past have impacted where and how we live today; and

` examining the physical evidence in our locality and the world around us of the lived experience of people in the past, for example place names, monuments, buildings, records and artefacts.

Movement and Energy provides a context to understand change and societal development throughhistory. Learning about Movement and Energy in history could involve:

` exploring how the scientific and technological discoveries, inventions and innovations of our ancestors, for example transport, communications and exploration, have impacted how we live and work today;

` developing insights into how people, information and goods have moved from place to place;

` exploring some of the causes of people migration in the past, such as political, social, cultural or physical, and their consequences, which can provide insight into and develop empathy for some of the realities of people migration today; and

` examining how we have sourced/harnessed energy over time, and the effect that this has had on our world throughout history.

In the context of history:

There is a statutory requirement that this learning occurs through pupils’ development of their Whole Curriculum Skills and Capabilities.


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Vikings ICL Key Stage 2

Vikings ICLKey Stage 2

FocusThe focus for this resource is Viking times. Throughout, children will develop an understanding of how people lived in Viking times and explore their legacy.

The World Around Us(aspects of history, geography and science and technology)

• Interdependence• Movement and Energy• Place• Change over Time

STEP 2: You can use this guidance to ensure that core learning and progression in History is embedded in themes and topics you choose to explore with your pupils.

3 Steps to Using This Resource in Your School

STEP 1: This progression guidance for History in The World Around Us details core learning that has been aligned to the statutory curriculum.

The Northern IrelandCurriculum Primary

The Northern Ireland C

urriculum P

rimary


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HISTORY WITHIN THE WORLD AROUND USProgression Guidance

STEP 3: Refer to the Big Picture of the Curriculum to design rich learning experiences and provide curriculum that develops young people as individuals, contributors to society, the economy and environment.

https://ccea.org.uk/learning-resources/big-picture-curriculum-primary

https://ccea.org.uk/learning-resources/big-picture-curriculum-primary


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Managing Information (MI)

Thinking, Problem-Solving and Decision-Making (TPSDM)

Being Creative (BC)

Working with Others (WWO)

Self Management (SM)

Skills ProgressionThe following lines of progression illustrate suggested links between History and the Thinking Skills and Personal Capabilities. They demonstrate how well these skills will complement the subject content when infused into learning and teaching.

Pupils are naturally curious about the world around them, and curiosity is a prerequisite to history enquiry. Historical enquiry is a cyclical process, beginning with the pupil asking questions. Historical questions stimulate enquiry in pupils, so that they can then find various sources of evidence to help them build a picture of and interpret the past.

Teachers should consider this guidance along with the progression maps for the Thinking Skills and Personal Capabilities, which are foundational to ensuring breadth of skills development. They should also consider the Levels of Progression for Communication, Using Mathematics and Using ICT when planning any cross-curricular links to any enquiry.

Please note that, due to the nature of historical enquiry, pupils will be developing their skills in Working with Others throughout.

In the suggested lines of progression (see below) pupils begin working on structured tasks, involving only a small number of steps in familiar contexts. They then move towards less structured tasks with a wider range of information. The learning opportunities will increasingly relate to contexts beyond their immediate and observable experience. From an early stage, pupils should be given opportunities to work independently.

Thinking Skills and Personal Capabilities


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Suggested line of progressionFrom Towards To

Historical Enquiry (Observation)

Use the senses to make observations about historical items/artefacts and provide descriptions of what they notice.

Use the senses to observe and describe historical items/artefacts, identifying similarities and differences by making simple comparisons and connections.

Use the senses to observe and describe. Suggest reasons for significant observations by examining evidence, speculating, and making inferences through first-hand experiences with historical items/artefacts.

Historical Enquiry (Questioning)

Ask different types of questions. Be curious, ask and respond to questions about the past.

Ask more focused questions and suggest ideas for historical enquiry.

Be able to ask deeper and wider questions. Recognise the differences between how and what if questions. Learn from and build on their own and others’ ideas and experiences.

Historical Enquiry(Planning)

Begin to plan by talking about what they might do. Suggest ways to obtain information from the questions they have formulated.

Set goals for their work, break tasks into smaller parts and plan the next steps, using their own and others’ ideas to identify, locate and select various sources of evidence.

Be able to plan and set goals. Select the most appropriate methods for a particular task.


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Historical Enquiry(Source analysis)

With help, begin to use primary and secondary sources of historical information provided by the teacher to ask and answer different types of questions, making predictions and giving opinions and reasons.

Test predictions and look for evidence using a range of primary and secondary sources of information.

Examine a wide variety of primary and secondary sources of evidence to suggest hypotheses and justify opinions.

Show curiosity about the past and identify same/different between now and then.

Identify similarities and differences by making comparisons and connections in the topic/period being studied.

Compare and contrast aspects of the past using historical evidence. Distinguish between fact and opinion and question the reliability of evidence.

Talk about and question predictable causes and effects of familiar people’s past behaviours and past events in their own and family members’ lives.

Ask more focused questions, suggest possible causes and effects and draw simple conclusions based on people’s behaviours and events in living memory and beyond.

Explain, justify and make reasoned inferences about the possible causes and effects of people’s behaviours and events within and across periods of time.

Begin to recognise that the historical characters they encounter had choices, which might have led to different consequences.

Examine the decisions made by historical characters, considering their options and weighing up the pros and cons. Understand more than one point of view.


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Developing and Demonstrating Chronological Awareness

Sequence and order events and information using the language of time such as days of the week, today, yesterday, tomorrow, old, new, now, then, first, next, before, after, once upon a time/a long time ago.

Sequence, order and rank the passing of time, using words and phrases such as months of the year, modern, ancient, century, decade, past, present.

Sequence information within and across more complex timeframes using words, phrases and conventions relating to the divisions of time, such as Before Christ (BC) and Anno Domini (AD) or the Common Era (CE), Before the Common Era (BCE) and the Victorian period/era etc.

Use simple visual timelines to explore the sequential passing of time in relation to their own lives, routines and experiences and those of family members.

Plot historical people and events using a range of simple, scaled timelines, to order the sequence in which they occurred and to construct meaning.

Develop more complex (including simultaneous) timelines to understand where eras occurred in relation to each other and to identify links, patterns and trends within and between periods of history.

Historical Creativity/Imagination

Play for pleasure, and experiment with the past using historical items or artefacts such as clothing, household objects and equipment to imagine different people in different places and times.

Show curiosity, taking time to construct their own creative interpretations of the past in response to a range of sources of historical evidence, using imagination to see history through the eyes of those who lived it, such as acting out how different characters in history may have felt, or writing a diary entry.

Use all the senses to develop empathy by creatively expressing their own and others’ interpretations of the past in response to wider sources of historical evidence.


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Learn from and build on experiences and events in history, for example by examining the decisions made by historical characters, considering their options, and weighing up the pros and cons of decisions taken. Discuss the possible impact of alternative decisions and the approaches that may have been available at the time.

Show curiosity about the experiences of people in the past by examining historical events from the perspectives of different people. Begin to transfer their understanding of history to present situations in the world around them.

Experiment with ideas about the past, for example through play, oral history, stories and nursery rhymes, modelled, shared, guided and independent writing, drawing, mark making, interpreting evidence, model making, music, drama and so on.

Reconstruct the past in a variety of ways, such as modelled, shared, guided and independent writing, map making, art, music, drama, designing and building objects, using/creating a wide variety of sources of evidence, and so on.

Construct representations of the past in playful ways, for example through design, building, modelled, shared, guided and independent writing, art, music, drama and the use/creation of a wide variety of sources of evidence, and so on.


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Engage with the past by experimenting with different modes of thinking such as simple reasoning, imagining, visualising, sequencing and ordering.

Engage with the past by experimenting with different modes of thinking such as generating ideas, weighing up options, using a range of visual information or creating visual analogies, and reviewing, sequencing and ordering.

Engage with the past by experimenting with different modes of thinking such as reacting, reflecting, drawing parallels, classifying and reclassifying, generating new and alternative interpretations, problem solving and decision making.

Evaluating Talk about what they have done and what they have learned based on their observations and first-hand experiences.

Talk about what they have done, how the work was carried out, what the purpose was, whether they have achieved it, and what aspects they could improve on.

Draw conclusions by examining historical sources of evidence, such as artefacts, photographs, documents, identifying similarities and differences and making links between cause and effect. Explain and justify methods, opinions and conclusions. Question the accuracy and reliability of evidence and what else might be needed.

Recording and Communicating

Use simple methods to record information. Communicate what they have found out in a variety of ways.

Identify and use a variety of methods to record information. Begin to identify audience and purpose when communicating.

Select the most appropriate methods for the particular task. Develop methods for collating and recording information and monitoring progress on a task. Have a sense of audience and purpose when communicating.


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Progression in UnderstandingThe aim of the strands that make up The World Around Us is to enable schools to choose their own topics and build upon these throughout pupils’ schooling to gradually progress their understanding. This section provides suggested building blocks for schools to help with their planning. The statements that follow are neither exhaustive nor prescriptive. They will apply across a wide range of topics, which schools are free to choose for themselves as they are best placed to determine what motivates and interests their pupils. Flexibility also encourages a real commitment to adopting an enquiry approach – to doing History – by infusing the Thinking Skills and Personal Capabilities into planning learner experiences.

Note: The table that follows focuses on each of the four strands in turn. We have included references to the Northern Ireland Curriculum statutory requirements for The World Around Us (listed in Appendix 2 of this document): these highlight the interrelated nature of the strands, as well as illustrating how these requirements might be addressed.

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PL

CoT

ME

Interdependence

Change over Time

Movement and Energy

Place

Key


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Interdependence

FromPupils develop an understanding of:

TowardsPupils develop an understanding of:

ToPupils develop an understanding of:

Their own personal history and that of their family.

I1, I2, I4

The lives of people in the past, including those who have made a contribution to local/global life.

I3, I5

Aspects, such as social, artistic, economic, scientific and/or technological developments in the past which have influenced life today, both locally and globally.

I1

Significant events that take place in personal living memory and those of family members.

I1, I2, I3

Events that have taken place within and beyond living memory that are significant to our lives today.

I1, I2

Beliefs, attitudes and actions of people and civilisations in the past, and how these have influenced/shaped our world.

I3, I4

Change that is evident within living memory.

I1, I2, I3, I4

Primary and secondary sources of evidence to find out about people, places and events in the past

I3, I5

Fundamental changes that occurred in the past which have influenced the way we lived then and may continue to influence how we live today and in the future.

I1, I2, I3, I4

Teachers should help pupils to develop their knowledge and understanding across the key stages. As the learning develops, the contexts provided should progressively move from the familiar and concrete to beyond the learner’s immediate experience.


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Interdependence




Aspects of the past through stories, nursery rhymes and other sources including people, places and events.

I3, I4, I5

Aspects of the past that have either changed or remained the same over time, and the impact this has had on life today.

I3, I4

Different types of evidence available from different periods in time, including different interpretations and versions of the past.

I1, I3


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Change over Time




Some of the changes that have happened in their own lives and the lives of their family over time.

CoT2

How the way people lived has changed over time.

CoT2

Various aspects of social, artistic, economic, scientific and/or technological developments over long periods of time.

CoT1

Significant events in personal living memory and that of family members that take place at key times in a year.

CoT2

Historical events and developments that have changed people’s lives and shaped the present.

CoT2, CoT3

Some of the causes and effects of change and continuity over time.

CoT1

Observations between the present and the past in their own lives, and the lives of family members.

CoT1

How people, places and things have changed over time, while some others elements have remained the same, even over longer periods of time.

CoT2

Ways in which we can take steps to enrich local and global heritage by protecting or preserving historic stories, artefacts or places.

CoT3

Their local/shared heritage, and how to take simple actions to protect/preserve it.

CoT1, CoT2, CoT3

The value of their own heritage and that of others, and the importance of protecting and preserving it.

CoT1, CoT2, CoT3


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Place




The history of their local place in the past through stories, people, and items such as photos, clothing, household objects, toys, maps, and media sources.

PL1, PL2, PL3, PL5

Clues about the past that places can provide us with.

PL3

The history of places through their natural and built heritage.

PL1, PL2, PL3

Changes over time in the history of places, including buildings in the locality and the people who lived there.

PL1, PL2, PL3, PL5

Historical people and events that have shaped places.

PL4, PL5

Ways in which identity is shaped by the cultural and social experiences of people in different places.

PL5, PL6

How people’s day-to-day living throughout time has been affected by place.

PL2, PL3, PL4


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Movement and Energy




Ways in which everyday life without electricity was very different to life today.

ME1, ME7, ME8

The many discoveries and inventions that changed how people lived, such as farming, cooking, and working.

ME1, ME2, ME3

Devices and technologies that were invented or used by people in the past, such as simple machines, shipbuilding, aircraft, communications and so on, and the influence that these have had on our lives today.

ME2, ME3

Changes in the way things such as telephones, vehicles and toys and so on work/move due to innovation.

ME1, ME3, ME7, ME8

Some of the reasons why people we know moved from place to place, and how this has changed over time.

ME1, ME2, ME4, ME6

How, throughout time, people have moved from place to place by different means and for different reasons.

ME2

The various push and pull factors which have caused people to migrate throughout history.

ME1, ME2, ME3

How exploration leads to discovery.

ME1–ME8

The ways in which our understanding of the world around us has developed because of the explorations people carried out in the past.

ME2

The positive and negative impact of developments in transport and communications, including exploration, colonisation, conflict, environmental impact and discoveries such as medicine, religion, food, materials and processes.

ME1, ME2, ME3, ME4


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Background Information (for teachers’ use only)Appendix 1: Definitions

Energy: energy has been used throughout time as an essential part of daily life. We use it in our homes, schools and workplaces, and in transport and engineering to produce heat, light and power. Throughout history our energy sources have changed and developed, making our work easier and more efficient.

Heritage: features, traditions and characteristics of a place or culture that have been passed down through generations.

Invention: the creation of a new idea, new ways of doing something, or a product which changes how people live.

Innovation: a significant improvement to an existing idea, process or product.

Economic: in this context, this explores how our society uses and distributes its resources, including trade, people, production, and the consumption of goods and services.

Social: in this context, this refers to the social systems within our society, including our roles, activities, customs, expectations and values.

Media sources: any source that communicates to an audience, such as records, CDs, tapes, radios, tape recorders, Wi-Fi, iPad, internet, or social media.

Simultaneous timelines: two or more timelines presented side by side, in order to develop the pupil’s understanding of where eras/events occurred in relation to each other.

Historical sources/evidence: things that provide us with evidence of the past. They can take a variety of forms, including documents, artefacts, specimens, archaeological sites, buildings, geographical features, paintings, photographs, film, oral history, and sound recordings. They can range from very small (an Egyptian Canopic jar or a human bone) to very large (a historical site such as Dunluce castle.) They can be as recent as family photographs, or as old as ancient manuscripts such as The Annals of Ulster.

Primary source: first-hand testimony or evidence created during the time period that the pupils are studying. This can include diaries, letters, interviews, artefacts, oral histories, photographs, newspaper articles, government documents, poems, novels, plays, and music. It serves as an original source of information about a topic.

Secondary source: information that was created later by someone who did not experience first-hand or participate in the events or conditions during the time period being studied. These include textbooks and articles.

Push and pull factors: the reasons that cause people to leave a place (push) or move to a place (pull).


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Interdependence

From (Foundation Stage)Pupils should be enabled to explore:

Towards (Key Stage 1)Pupils should be enabled to explore:

To (Key Stage 2)Pupils should be enabled to explore:

I1 Who am I? I1 ‘me’ in the world; I1 how they and others interact in the world;

I2 What am I? I2 how plants and animals rely on each other within the natural world;

I2 how living things rely on each other within the natural world;

I3 Am I the same as everyone else? I3 the interdependence of people and the environment;

I3 the interdependence of people and the environment and how this has been accelerated over time by advances in transport and communications;

I4 What else is living? I4 the effect of people on the natural environment over time;

I4 the effect of people on the natural and built environment over time.

I5 How do living things survive? I5 the interdependence of people, plants, animals and place.

Appendix 2: Statutory Requirements for the World Around Us


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Change over Time




CoT1 How do things change? CoT1 the ways in which change occurs in the natural world;

CoT1 how change is a feature of the human and natural world and may have consequences for our lives and the world around us;

CoT2 What kind of changes happen, have happened or might happen?

CoT2 how people and places have changed over time;

CoT2 the ways in which change occurs over both short and long periods of time in the physical and natural world;

CoT3 How can we make change happen? CoT3 positive change and how we have a responsibility to make an active contribution.

CoT3 the effects of positive and negative changes globally and how we contribute to some of these changes.


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Place




PL1 Where do I live? PL1 how place influences plant and animal life;

PL1 how place influences the nature of life;

PL2 How have I changed over time? PL2 the ways in which living things depend on and adapt to their environment;

PL2 the ways in which people, plants and animals depend on the features and materials in places and how they adapt to their environment;

PL3 What is in my world? PL3 features of the immediate world, and comparisons between places;

PL3 the features of, and variations in places, including physical, human, climatic, vegetation and animal life;

PL4 What is beyond my world? PL4 change over time in local places; PL4 our place in the universe;

PL5 How has this place changed? PL5 the positive and negative effects people have on places.

PL5 change over time in places;

PL6 the positive and negative effects of natural and human events on place over time.


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Movement and Energy




ME1 How do things move now and in the past?

ME1 sources of energy in the world; ME1 the causes and effects of energy, forces and movement;

ME2 Why do things move? ME2 how and why people and animals move;

ME2 the causes that effect the movement of people and animals;

ME3 How do things work? ME3 changes in movement and energy over time.

ME3 how movement can be accelerated by human and natural events such as wars, earthquakes, famine or floods;

ME4 Why do people and animals move? ME4 the positive and negative consequences of movement and its impact on people, places and interdependence.

ME5 Where do things move?

ME6 Where do people and animals move to?

ME7 What sources of energy are in my world?

ME8 How and why are they used?


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Acknowledgements Grateful acknowledgements must go to everyone who assisted in the consultation and development process of this guidance: ` Sharon Stewart, Abbot’s Cross Primary School

` Karen Irwin, Ballyclare Primary School

` Melanie Mulligan, Council for the Curriculum, Examinations and Assessment (CCEA)

` Lisa Brown, Doagh Primary School

` Fiona McArthur, Education Training Inspectorate (ETI)

` Catherine Thompson, Education Training Inspectorate (ETI)

` Anthony Morrin, Moneynick Primary School and CCEA Professional Associate

` Louise Rice, National Museums NI

` Fiona Baird, National Museums NI

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istory Progression uidance - CCEA