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| History |
| Chronological Understanding |
Make appropriate use of dates, vocabulary and conventions that describe
historical periods and the passing of time
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| Knowledge and understanding of events, people and changes in the past |
Describe and analyse the relationships between the characteristic
features of the periods studied including the experiences and range
of ideas, beliefs and attitudes of men, women and children
Social, cultural, religious and ethnic diversity
Analyse and explain the reasons for and results of the historical
events, situations and changes of periods studied
Identify trends both within and across different periods and links
between local, British, European and World history
Consider the significance of the main events, people and changes studied
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| Historical Interpretation |
How and why historical events, people, situations and changes have
been interpreted in different ways
Evaluate interpretations
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| Historical Enquiry |
Identify, select and use a range of appropriate sources of
information
Evaluate the sources used
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| Organisation and communication |
Recall, prioritise and select historical information
Accurately select and use chronological conventions and historical
vocabulary appropriate to periods studied to organise historical information
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| Britain 1066 – 1500 |
Communicate knowledge and understanding of history using a range
of techniques including spoken language, structured narratives,
substantiated explanations
Structure of medieval society
Influence of religious communities
Religious and secular art and architecture
Impact of written and printed word including monastic writings
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| Britain 1500 - 1750 |
Life as reflected in Chaucer
Religious settlement and reformation
Religious persecution
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| Religious Education |
| Learning about Religion |
Investigate and explain differing impacts of religious beliefs and
teachings on individuals, communities and societies
Analyse and explain how religious beliefs and ideas are transmitted
by people, texts and traditions
Investigate and explain why people belong to faith communities
Analyse and compare the evidence and arguments used when considering
issues of truth in religion and philosophy
Discuss and evaluate how religious beliefs and teachings inform answers
to ultimate questions and ethical issues
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| Learning from Religion |
Reflect on relationship between beliefs, teachings and ultimate
questions
Evaluate the challenges and tensions of belonging to a religion and
the impact of religion in the contemporary world
Significance and value of religion
Reflect own and others' beliefs about world issues such as peace
and conflict, wealth and poverty, and their importance to the environment
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| Themes |
Beliefs and concepts – God, truth, the world, human life, life
after death
Authority
Religion and science
Expressions of spirituality
Ethics and relationships – ethical and moral choices,
forgiveness, good and evil
Rights and responsibilities, social justice, citizenship
Global issues – what religions say
Inter-faith dialogue
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| Experiences and opportunities |
Encountering people from different religious, cultural and
philosophical groups
Visiting places of major religious significance
Discussing, questioning and evaluating important issues in religion
and philosophy
Reflecting on and carefully evaluating own beliefs and values and
those of others using reasoned, balanced arguments
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| Citizenship |
| Knowledge and understanding about becoming informed citizens |
Diversity of national, regional, religious and ethnic identities
in UK and need for mutual respect and understanding
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| Developing skills of enquiry and communication |
Think about topical political, spiritual, moral, social and cultural
issues, problems and events by analysing information and its sources
Justify orally and in writing a personal opinion about such issues,
problems or events
Contribute to group and exploratory class discussions and take part
in debates
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| Developing skills of participation and responsible action |
Use imagination to consider other people's experiences and be able
to think about, express and explain views that are not their own
Reflect on the process of participating
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