Learners will
● Express wonderings, show curiosity or ask questions about a person or event of personal significance.
● Express wonderings, show curiosity or ask questions about the natural and physical environment.
● Ask questions to extend understanding of how others have constructed or represented the past, the human and natural environment and society.
● Formulate questions and identify problems that will enable them to make links between prior learning, new situations and further actions.
● Formulate questions that promote the transfer of knowledge and make connections across their learning.
| Decide for ourselves what we would like to find out about in relation to the past, future, places and society. |
| Come up with ideas for how to find out answers to our questions related to the past, future, places and/or society. |
| Pose a range of questions about the past, present or future to inform an historical or social inquiry. |
| Ask geographical questions e.g. What is this landscape like? |
| Identify a range of questions about the past, present or future to inform an historical or social inquiry. |
| Analyse questions to enhance an historical or social inquiry. |
| Develop and refine questions to help us seek and gather information related to the past, future, places and/or society. |
| Link the information we gather to the questions we have begun with in relation to the past, future, places and/or society. |
| Formulate and ask questions to help identify current world issues. |
| Ask questions about ‘why’. |
| Begin to suggest potentially viable solutions to real-life issues or problems. |
Learners will:
● Draw information from, and respond to, stories about the past from geographical and societal sources.
● Access a broad range of first- and second-hand sources of information such as people, maps, surveys, direct observation, books, museums and libraries.
● Identify appropriate information and communication technology (ICT) tools and sources of information to support research.
● Predict future events by analysing reasons for events in the past and present.
| Explore a range of sources about the past. |
| Use non fiction books/ photos/pictures/videos to get new information. |
| Locate relevant information from sources provided. |
| Use directions to describe the relationship between two or more features (i.e. the hill is close to the house). |
| Describe a map and a globe as a representation of a space, or model of Earth. |
| Use and plan perspectives to recognise landmarks and basic human and physical features e.g. devise a simple map, use aerial photographs; use and construct basic symbols in a key. |
| Use skills of observation to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. |
| Identify and locate a range of relevant sources. |
| Locate information related to inquiry questions in a range of sources. |
| Compare information from a range of sources. |
| Identify points of view in the past and present. |
| Use information and communication technologies to access information, investigate ideas and represent their thinking. |
| Locate and identify the physical features and human characteristics of places in the world. |
| Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map. |
| Make a valid generalisation supported by evidence. |
| Seek and select the best source of information for the task. |
| Make a plan to systematically gather information. |
| Be organised and systematic in our research. |
| Cite the sources of information gathered in appropriate ways. |
| Record the information we gather in efficient and effective ways. |
| Analyse information gathered from different sources and look for patterns and trends. |
| Use concepts of location (relative location, cardinal and intermediate directions) to describe places in one’s community, region, country, or the world. |
| Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. |
| Use knowledge to interpret the evidence and present an informed view. |
| Using primary and secondary data to support their opinion. |
| Observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. |
| Create and use various kinds of maps, including political, physical, and thematic maps, of places in the world. |
| Use latitude and longitude on maps and globes to locate places in the world. |
| Use cardinal and intermediate directions to describe the relationship between features found on a map or globe. |
Learners will:
● Explore and share instances of change and continuity in personal lives, family and local histories.
● Investigate directions and distances within the local environment.
● Distinguish between past, present and future time.
● Explore similarities and differences between the past and the present.
● Sequence events, routines, personal histories in chronological order.
● Interpret place and time using tools such as maps and timelines.
| Sequence familiar objects and events. |
| Identify cause and effect in personal situations. |
| Talk about or show what we already know about place and time. |
| Recognise continuity and change over time in personal situations. |
| Distinguish between the past, present and future using a variety of words to reference time. |
| Use and create timelines to chronicle events of personal significance. |
| Use and create calendars to identify days, weeks, months, years and seasons. |
| Use relative and absolute location words to identify the location of self or a specific item or place eg near to, or 69 Hang Heng Street. |
| Create sketch maps to illustrate spatial information about familiar places and settings from stories. |
| Use dates and historical vocabulary to describe periods of time. |
| Understand the difference between fact and opinion. |
| Use and create timelines to chronicle personal, school, community, world or historic events. |
| Recognise continuity and change over time in historical contexts. |
| Identify and describe reasons for and results of, historical events, situations and changes in a period of time. |
| Describe ways in which people’s lives are influenced by time (e.g. through seasons, days of the week, calendars, timetables). |
| Recognise similarity and difference (compare and contrast) of unfamiliar objects, people and events or abstract ideas. |
| Create and interpret simple maps of places around the world, local to global and incorporate map features to display spatial information. |
| Identify and describe reasons for and results of, historical events, situations and changes in a period of time. |
| Reference different time periods using correct terminology, including the terms decade, century and millennium. |
| Explain the difference between the recent past and the distant past. |
| Identify different types of environment in which people live (e.g. tundra, plains, atolls, war-torn, polluted) |
| Identify types of challenges and crises that people face (e.g., social, technological, economic, political, cultural). |
| Use and create timelines to chronicle personal, school, community, world or historic events. |
| Explain the likely future significance of these ideas and actions. |
Learners will:
● Define own roles and responsibilities within the family, class or school.
● Compare children’s and adults’ roles, rights and responsibilities in society.
● Reflect on the rights and responsibilities of children in other societies and make comparisons.
● Examine how the rights of a person directly affect their responsibilities.
● Investigate how services and systems influence societal rights and responsibilities.
● Examine the responsibility of people towards the environment.
● Reflect on opportunities to contribute actively to the community at a range of levels, from local to global.
| Identify the rights and responsibilities individuals have within a group. |
| Identify what people do when they fulfil particular roles. |
| Participate in classroom activities that reflect an understanding of civil discourse (listening to others, participating in class discussions, following rules, taking turns, sharing with others, cooperating in class activities, wise or judicious exercise of authority, etc.). |
| Participate in classroom voting procedure. |
| Identify ways people work as individuals or groups to address a specific problem or need. |
| Select the best choice to achieve a goal when several alternative choices are given. |
| Engage in school voting and civil discourse to improve and sustain democratic principles and support general welfare of students (learner voice and choice). |
| Take civic action in the community to influence the decision of policy makers and individuals on a specific issue. |
| Describe a range of groups and their functions. |
| Explain how rights and responsibilities might vary in different groups. |
| Identify reasons why people may need to work together or depend on others to obtain resources. |
| Identify possible short- and long-term consequences (costs and benefits) of different choices (e.g. economic, personal, social, etc.). |
| Apply a reasoned decision-making process to make a choice / alternative choice that could have been made for an event (e.g. economic, personal, historical, social, etc.). |
| Describe ways people can become leaders (e.g. inheritance, election, appointment, use of force, volunteering). |
| Identify how different styles of leadership affect members of groups. |
| Describe ways leaders seek to resolve differences within and between groups. |
| Identify why groups have rules and laws and the ways in which they are developed. |
| Identify the rights people have at different ages and in different groups. |
| Describe processes that can be used to exercise rights within society. |
| Describe factors (e.g., economic, cultural, age-related, status-related, religious) that shape people’s responsibilities and the ways in which people meet these responsibilities. |
Learners will:
● Examine and interpret simple evidence such as artifacts.
● Compare the validity of statements from a variety of different sources.
● Distinguish between fact and opinion.
● Piece together evidence to explain, report or persuade.
● Analyse and synthesize information.
● Make predictions in order to test understanding.
● Develop a critical perspective regarding information and the reliability of sources.
| Identify and compare features of objects from the past and present. |
| Identify different points of view. |
| Begin to analyse the extent to which evidence can be trusted and use this in learning about the past. |
| Compare information from a range of sources. |
| Identify points of view in the past and present. |
| Identify and describe points of view, attitudes and values in primary and secondary sources. |
| Efficiently assess whether a text/source is right for us (valid). |
| Judge the quality of information we gather – using criteria. |
| Verify the source of the information we gather. |
| Use primary and secondary sources selectively to research events in the past. |
| Analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and limitations. |
| Interpret different perspectives and their implications. |
The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.
Related concepts:
authority, communications, conflict, consumption, cooperation, economic systems, education, decision-making, employment, freedom, governance, governments, justice, legislation, political systems, power, production, transportation, truth, money, trade, exchange, goods and services
Learners understand:
Belonging to groups is important for people.
People have different roles and responsibilities as part of their participation in groups.
People have social, cultural, and economic roles, rights, and responsibilities.
People make choices to meet their needs and wants.
Groups make and implement rules and laws in different ways.
How the ways in which leadership of groups is acquired and exercised have consequences for communities and societies.
How producers and consumers exercise their rights and meet their responsibilities.
How formal and informal groups make decisions that impact on communities.
| A group has certain characteristics. |
| People may belong to a number of groups. |
| There are benefits to belonging to groups. |
| Individuals can have different roles within a group and across a range of groups. |
| People acquire roles in different ways. |
| People fulfill particular roles in different ways. |
| Different types of work are done in a community. |
| People have various work roles. |
| Groups can be described in different ways groups. |
| Groups have different functions. |
| People are part of various groups. |
| Individuals have rights and responsibilities within a group. |
| Rights and responsibilities may vary within different groups. |
| Rights have affiliated responsibilities depending on the nature of the group. |
| There are various categories of goods and services that people produce and use. |
| People produce and use goods and services in different ways. |
| People take roles and there are interactions that occur in the production and consumption process. |
| There are leaders in different groups and situations. |
| People can become leaders through different ways (e.g., through inheritance, election, appointment, use of force, volunteering). |
| Different forms of leadership may affect members of groups. |
| Leaders seek to resolve differences within and between groups. |
| Groups have rules and laws. |
| Processes are used by groups to make rules and laws. |
| There are consequences when rules and laws are broken. |
| People need to exchange goods and services. |
| There are different processes by which good and services are exchanged. |
| Different processes of exchange develop in different societies. |
| People face different types of challenges and crises (e.g., social, technological, economic, political, cultural). |
| There are groups trained to help in different types of crises. |
| Groups and individuals can work together to deal with challenges and crises. |
| People have different rights at different ages and in different groups. |
| There are processes that can be used to exercise rights within society. |
| Certain factors shape people's responsibilities and the ways in which people meet these responsibilities. |
| Consumers have rights. |
| Consumers utilise processes to protect or assert their rights. |
| Consumer protection agencies originate, develop and work in various ways. |
The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.
Related concepts:
change, chronology, civilizations, conflict, discovery, exploration, history, innovation, migration, movement of people and goods, progress, revolution
Learners understand:
How people make significant contributions to society.
How the status of indigenous groups is significant for communities.
How people remember and record the past in different ways.
How early migrants have continuing significance for communities.
How people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
How the movement of people affects cultural diversity and interaction.
How exploration and innovation create opportunities and challenges for people, places, and environments.
Events have causes and effects.
| Changes can affect family and community life. |
| People's lives are influenced by time. |
| People identify personal and family events. |
| Individuals can identify milestones and stages in the lives of family members. |
| People share special events within their communities. |
| There are differences between the recent past and the distant past. |
| People in communities experience events in the recent and distant past. |
| Past events can change or affect the lives of communities. |
| People are connected with their past. |
| Knowing about their past helps people understand who they are. |
| People are interested in the past. |
| People from the past are remembered for different reasons. |
| People's ideas and actions have changed the lives of other people in particular times and places. |
| The ideas and actions of people in the past have consequences. |
| Ideas and actions from the past have future significance. |
| People can find out about the past in different ways. |
| People's experiences and activities have been recorded in different time and place settings. |
| People in the present can learn about people in the past through records. |
| Over time, groups of people experience various events. |
| People experience events with various causes. |
| Events can be linked through cause and effect. |
| There are past and likely future consequences of a series of events for a group of people. |
| Various groups have experienced particular events. |
| Events impact on people's lives in different ways. |
| Different groups of people may experience the same event differently. |
The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.
Related concepts:
artifacts, authority, citizenship, communication, conflict, diversity, family, identity, networks, prejudice, religion, rights, roles, traditions, relationships, rules and laws, artefacts
Learners understand:
How belonging to groups is important for people.
People have different roles and responsibilities as part of their participation in groups.
How the cultures of people are expressed in their daily lives.
People have social, cultural, and economic roles, rights, and responsibilities.
How cultural practices reflect and express people’s customs, traditions, and values.
How people make significant contributions to society.
How groups make and implement rules and laws.
How cultural practices vary but reflect similar purposes.
How the movement of people affects cultural diversity and interaction.
How formal and informal groups make decisions that impact on communities.
How people participate individually and collectively in response to community challenges.
| Communities are comprised of cultural groups. |
| Our cultures and heritages have certain features. |
| There are similarities and differences between features of our own culture and heritage and those of other groups. |
| People associate various activities with their own and other cultures. |
| There are customs and traditions associated with cultural activities. |
| There are customs and traditions associated with an activity from a particular culture. |
| People who live in particular communities have different cultures and heritages. |
| Community activities and features of the community reflect the cultures and heritages of the people who live there. |
| Certain features of the community reflect people's heritage. |
| People interact within their cultural groups. |
| Customs and traditions influence the ways in which people interact within a cultural group. |
| People from different cultures interact within communities in different ways. |
| There are common needs across cultures. |
| There are similarities and differences in the ways cultural groups meet common needs. |
| There are similarities in the purposes and activities of cultural practices across a range of cultural groups. |
| Cultural practices reflect tradition. |
| Individuals and groups in a community have different places of origin. |
| The movement of people can affect the cultural diversity of a community. |
| People attach importance to their culture and heritage. |
| Cultural practices and heritages are recorded and passed on to others. |
| People can retain their culture and heritage when they move to a new community. |
| Changes can occur in aspects of culture and heritage as a result of technological change. |
| Technological change has exposed cultures to a range of ideas with varying consequences. |
| Technological change has affected the ways in which people maintain and pass on their heritage. |
The study of the interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.
Related concepts:
conservation, consumption, distribution, ecology, energy, interdependence, pollution, poverty, sustainability, wealth
(please also see Human Systems and Economic Activities)
Learners understand:
How people make choices to meet their needs and wants.
How places influence people and people influence places.
How people make decisions about access to and use of resources.
How exploration and innovation create opportunities and challenges for people, places, and environments.
How producers and consumers exercise their rights and meet their responsibilities.
| There are different types of resources. |
| People use resources to meet needs and wants in different ways. |
| People may need to work together or depend on others to obtain resources. |
| People work together to obtain resources in different situations. |
| Resources are managed in different ways. |
| People attempt to conserve resources. |
| There are consequences of the depletion of resources. |
| People attach different values to resources. |
| Different cultural groups may use the same resource in alternative ways. |
| People's views about a resrouce and their uses of it may change over time. |
| Opportunities and limitations may arise when resources are viewed or used in new and different ways. |
The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.
Related concepts:
amenities, borders (natural, social and political), dependence, geography, impact, landscape, locality, ownership, population, regions, settlements
Learners understand:
How places are significant for individuals and groups.
How places influence people and people influence places.
How people view and use places differently.
Events have causes and effects.
How people participate individually and collectively in response to community challenges.
Natural disasters impact people and the environment.
| Places are important for various reasons. |
| Activities happen at particular places for a reason. |
| Places have natural and cultural features that are important to people. |
| People can record features of places and environments. |
| People use descriptions of places and environments. |
| People make use of different types of descriptions of places and environments. |
| Weather and natural disasters can impact on people, the built environment and the natural environment. |
| People's activities are influenced by the location and physical features of a place. |
| People's activities can have a damaging effect on natural or cultural features of the environment. |
| People can restore or enhance natural or cultural features of the environment. |
| Place names can reveal things about places and environments. |
| People record descriptions of places and environments in different ways for different reasons. |
| People choose to record particular features of places and environments for various reasons. |
| Natural hazards occur in the physical environment (e.g., floods, wind storms, tornadoes, earthquakes). |
| People live in different types of environments. |
| People seek to overcome the limitations of places and environments. |
| People hold different views about the same places and environments. |
| People use the same place and environments in different ways. |
| Features of places reflect people's relationships to the places. |
| People return to particular places for different reasons. |
| People remember places and environments in different ways. |
| The Earth is continually changing through natural processes that affect human populations. |
| Landscapes have features that reflect people’s past activities. |
| Features of a landscape may result from interactions between people and the environment. |
| Some features resulting from past interactions endure while others disappear. |
| People have different reasons for finding out about places and environments. |
| People find out about places and environments in different ways. |
| Individuals or groups have undertaken journeys and recorded ideas about places and environments for different reasons. |
| Environmental changes (such as natural disasters) have social and economic effects. |