Knowledge (and understanding)

• I have improved my place knowledge by understanding historical similarities, differences and the links between places through the study of places beyond the UK
• I know about the historical similarities, differences and interdependencies between societies and cultures and have learnt to make reasoned arguments.
• I am able to draw upon knowledge and ideas to understand and examine the history of development issues.
• I am supportive of and able to take informed, evidenced and constructive action towards sustainable development.
• I understand that people can reach different conclusions depending on the evidence they use in investigating an event or action

For example:

• Teaching about the 1857 Indian Rebellion: A rationale for teaching this topic, and suggestions of enquiry questions as well as a ‘talking head’ clip where the author discusses issues surrounding the topic. http://www.history.org.uk/resources/primary_resource_1140,1152_1.html 

• Sutherland Primary Academy, Staffordshire, led a lesson with its Year 6 pupils around the concepts of interdependence, development and globalisation, while encouraging a social justice approach to ‘helping’ other countries. This led them to discuss what makes a society, e.g. cultural heritage, economy, education, human well-being, etc. https://drive.globaldimension.org.uk/wp-content/uploads/glp/Sutherland_Primary_Academy.pdf

Checklist for practice

Does the work:

• Relate to real people and places and avoid generalisations, ensuring the work is grounded in reality
• Learn about people and events in the past from different countries, and the diversity of cultures in the wider world
• Develop understanding of the connections between events and changes in different societies and cultures and their impact on the world today
• Learn about key concepts: democracy, rights, justice and draw links between local and global; economic, social, environmental and political processes and issues
• Develop a global perspective through the study of trade, colonialism and empire, showing that parts of Africa, the Middle East and Asia developed highly sophisticated ways of life and trade links long before Britain
• Use global learning in the study of good history and to show peoples and countries in a positive light
• Help develop historical thinking, including critical and futures thinking; weighing of evidence and developing perspective and judgement?
• Help develop pupils’ capabilities in argumentation, decision-making and problem-solving?
• Enable pupils to be more effective in bringing about change ?