SAL 2: Using and applying skills in creating models, maps and graphical
representation of information
Experiences and outcomes:
Having critically analysed a significant
historical event, I can assess the relative
importance of factors contributing to the
event.
SOC 4-06a
I can demonstrate an understanding of
weather and climate by explaining the
relationship between weather and air
pressure.
SOC 4-12c
Progression framework learning statements:
•
•
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draws on and applies their knowledge of
events to evaluate sources and set them
in context
recognises how political power can lead
to conflict and co-operation
can evaluate different types of maps, and
graphical representations of information
to inform discussion on a variety of
topics.
I can use specialised maps and geographical
information systems to identify patterns of
human activity and physical processes.
SOC 4-14a
Context: Rise of the Nazis
Pupils will engage in a range of activities to
develop and demonstrate their
understanding of the reasons for the rise of
Hitler and the Nazis. As part of their
research, pupils will and evaluate a range of
sources, including, primary and secondary
sources, film footage, Images and internet
data to inform their discussion and
conclusions. Pupils will present their findings
in the form of a poster.
Say, write, make and do:
Say - Dialogue and discussion with group
members to establish agreed factors and
content; dialogue and discussion with group
members on how to present findings.
Write - Summary of identified factors and
explanation of their significance in rise of Hitler
Make - Poster outlining and explaining significant
factors in the rise of Hitler
Do - Independent research on the rise of Hitler.
Pupils have been able to
categorise factors into 2 main
sections to give reasons for
the Rise of Hitler and the
Nazis. Pupils have used
recalled knowledge, film
footage and independent
research
1
Pupils discussed in groups
the best way to present their
findings. This group decided
to use a variety of ways to
present their findings
including written text and
pictures. Pupils decided to
split their poster into two
appropriate categories.
2
4
3
5
6
7
8
10
9
11
14
12
13
1
2
‘Stab in the Back’ Weimar Politicians
‘Treaty of Versailles – The Big 3’
Pupils correctly identified this as a problem which helped the rise of
the Nazis
Pupils correctly identified this as another reason for the rise of the Nazis – hatred
of the Weimar Politicians that signed the Treaty of Versailles
3
4
‘Nuremburg Rally’
Pupils have successfully identified the Nuremburg Rally as a way in which Hitler gained the
support of the people.
‘Nazi Propaganda’
Pupils have successfully identified an example of Nazi
Propaganda
5
The pupils have been able to describe, in detail, the impact of World War One and the Treaty of Versailles in the Rise of the Nazis. Recalled knowledge from textbooks, class
discussions and film footage has allowed for this to be explained in detail.
6
The pupils have been able to describe, in detail, appeal of Hitler and the Nazis in the Rise of the Nazis. Recalled knowledge from textbooks, class discussions and film footage
has allowed for this to be explained in detail.
7
8
‘Hitler’s Speeches’
Pupils have correctly identified the speeches made by Hitler as
an important factor in the rise of the Nazis.
‘Voting Papers’
Pupils have correctly
identified perfect democracy
on paper. Voting papers for
election to the Weimar
Republic
9
10
The pupils have been
able to describe, in
detail, political
problems in the Rise
of the Nazis. Recalled
knowledge from
textbooks, class
discussions and film
footage has allowed
for this to be
explained in detail.
Pupils have selected an image to illustrate the idea of hyper
inflation as a problem of the Weimer Republic
11
12
‘Nazi Propaganda’
The pupils have been able to describe, in detail, economic problems in the Rise of the
Nazis. Recalled knowledge from textbooks, class discussions and film footage has
allowed for this to be explained in detail.
An example of propaganda to appeal to the masses has
been demonstrated by the pupils.
14
13
The pupils have been able to describe, in detail, election campaigns in the Rise of the Nazis.
Recalled knowledge from textbooks, class discussions and film footage has allowed for this
to be explained in detail.
‘Nazi Propaganda’
A further example of propaganda to show the appeal of Hitler
and the Nazis.
Context: Weather
Pupils will develop a model poster of
Britain’s Climate in a series of stages.
Knowledge and understanding will be
delivered through classwork discussion and
activities, assessment is undertaken by their
application of this knowledge and
understanding to carry out a number of
specific related tasks in order to develop
their model poster of Britain climate.
Say, write, make and do:
Write - Description and explanation of the
weather experienced at two locations in the UK.
Make - Model poster of Britain’s Climate,
incorporating a number of key assessment tasks.
Do - Draw isobars by connecting areas of equal
pressure; correctly locate the 5 main air masses
affecting the British Isles and identify the
weather associated with these; accurately plot
climate graphs showing temperature.
Pupils can use their graphical skills to choose
an appropriate scale and accurately plot
temperature and precipitation. They use this
information to summarise the weather and
locate these in the correct quadrant according
the map of Great Britain.
Pupils should be
able to draw
accurately a
frontal system
affecting the UK.
Pupils use prior knowledge of air
pressure and the use of isobars to join
areas of equal air pressure to complete
synoptic chart. Pupils should then be
able to correctly identify areas of low
pressure and high pressure.
Pupils are able to describe and explain the
weather at 2 given locations. Explanations
should clearly link to the movement of a frontal
system, the distance apart of the isobars, rising
or falling air and related cloud cover and the
wind direction associated with depressions and
anti-cyclones.
Pupils are required to correctly
locate the five main air masses
affecting the UK. They can then
colour code these (red – warm,
blue – cold), name the air mass
and identify the weather it brings
to the UK.
Pupils are required to use all their
knowledge and understanding to
draw weather station symbols for 2
identified locations. Cloud cover,
precipitation, temperature, wind
speed and wind direction should be
accurate for the weather system
and the time of year.