History
The History curriculum aims to foster an interest in and enjoyment of the study of the past. Learners should obtain knowledge about, as well as an understanding and appreciation of the past and the forces that shape it.
Aims addressed
Learners find a variety of kinds of information about the past
Skills acquired
being able to bring together information, for example, from text, visual material (including pictures, cartoons, television and movies), songs, poems and interviews with people; using more than one kind of written information (books, magazines, newspapers, websites).
Learners select relevant information
being able to decide what is important information to use. This might be choosing information for a particular history topic, or, more specifically, to answer a question that is asked. Some information that is found will not be relevant to the question, and some information, although relevant, will not be as important or as useful as other information.
Learners decide whether information can be trusted
being able to investigate where the information came from: who wrote or created the information and why did they do it? It also involves checking to see if the information is accurate – comparing where the information came from; is aware that much information represents one point of view only.
Learners see something that happened in the past from more than one point of view
Learners explain why events in the past are often interpreted differently
Learners debate about what happened in the past on the basis of the available evidence
Learners write about history in an organised way, with a logical line of argument
Learners understand the importance of heritage and conservation
being able to contrast what information would be like if it was seen or used from another point of view; being able to compare two or more different points of view about the same person or event.
being able to see how historians, textbook writers, journalists, or producers and others come to differing conclusions from each other and being able to give a reason(s) for why this is so in a particular topic of history.
being able to take part in discussions or debates and developing points of view about aspects of history, based on the evidence that comes from the information available.
being able to write a piece of history which has an introduction, set out the relevant information in a logical way and in chronological order, and come to a conclusion that answers the question asked in a coherent way.
being able to explain how and why people and events are publicly remembered in a community, town or city, province and the country; investigating how people and events in the past are commemorated in ceremonies, celebrations, museums and monuments
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