SAL 3: Developing an understanding of the world by learning about how people
live today and in the past
Experiences and outcomes:
I can make reasoned judgements about how
the exercise of power affects the rights and
responsibilities of citizens by comparing a
more democratic and a less democratic
society.
SOC 4-04c
I can assess the impact for those involved in
a specific instance of the expansion of power
and influence in the past.
SOC 4-06d
Progression framework learning statements:
•
•
•
takes account of changing values and
moral attitudes relating to key activities
in the past or present
draws on and applies their knowledge of
events to evaluate sources and set them
in context
analyses evidence to develop an
informed opinion about a range of social,
political, environmental and economic
issues and an understanding of other
points of view about these issues
I can critically examine how some economic
factors can influence individuals, businesses
or communities.
SOC 4-20a
Context: The Jewish experience
Pupils will engage in a range of activities to
develop and demonstrate their
understanding of life in Nazi Germany for
Jewish citizens. As part of their research,
pupils will analyse and evaluate a range of
sources, including primary and secondary
sources, film footage, images and internet
data to provide them with a body of
information to draw upon when writing their
diary entries. Pupils will also attend a
workshop with Howard Singerman, son of
Susan Singerman, a famous Auschwitz
survivor. This will provide pupils with an
opportunity to ask questions about life in a
concentration camp and in Nazi occupied
Europe, in general.
Say, write, make and do:
Say - Dialogue and discussion with Howard
Singerman, son of famous Holocaust survivor,
Susan Singerman.
Write - Key aspects of discussion with Howard
Singerman; diary entry of a Jewish citizen living in
Nazi Germany
Do - Independent research on life in Nazi
Germany for Jewish citizens
The pupil is
able to explain
how life
changed for
Jews in
Germany
when the
Nazis came to
power. The
pupil has used
independent
research on
the life in Nazi
Germany for
Jewish citizens
to help explain
the difficulties
they faced
under the
Nazis.
1
The pupil is able to identify the problems faced by Jewish citizens in everyday life in Nazi
Germany. The pupil has used prior knowledge, including primary and secondary sources to
identify these problems.
2
The pupil has
used recalled
knowledge
from
workshop with
Howard
Singerman
when writing
about their
experience of
Auschwitz in
the diary.
3
The pupil was able to describe, in detail, what life was like for the Jews in concentration
camps by drawing on recalled knowledge, source material and video footage. The pupil
was able to develop an understanding of what life was like for Jews under Nazi rule.
4
Context: Causes and types of crime
Say, write, make and do:
Pupils should produce a poster on different
types of crime and causes of crime.
Knowledge and understanding will be
delivered through classwork discussion, ICT
sessions 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
write their report.
Say - Class discussion on different types of crime
and causes of crime.
Write - Write information on poster about types
of crimes and causes of crime.
Do - Make a poster that highlights different types
of crimes, with examples; include a spider
diagram of the different causes of crimes,
explaining each one; cut out any newspaper,
magazine or website article you can find to
illustrate each type of crime. See how many you
can find! We will add this to your poster.
Pupils examined how social and economic factors can influence individuals.
Through recalled knowledge from textbooks, film footage and independent
research, pupils were able to highlight the different types of crime.
Pupils were able to
identify through
prior knowledge,
media coverage and
textbooks, the
different economic
and social reasons
for the causes of
crime.
Pupils were able to use their ICT
and research skills to develop
more detailed explanations of
the different causes of crimes.
Pupils were able to examine, identify
and select newspaper and magazine
articles about different types of crime.
Pupils were able
to discuss, in
groups, the best
layout for their
poster. This
group of pupils
decided to split
their poster into
‘Types of Crime’
and ‘Causes of
Crime’