| Humanities What matters statements and Progression Steps | Swansea at War | Industrial Revolution | Alice Francis | Romans | UNCRC | Climate change and Extinction | How Swansea has Changed (May vary according to time frame chosen) |
| Enquiry, exploration and investigation inspire curiosity about the world, its past, present and future. | |||||||
| I can use my experiences, knowledge and beliefs to generate ideas and frame enquiries. | √ | √ | |||||
| I have actively engaged with a range of stimuli, and had opportunities to participate in enquiries, both collaboratively and independently. | √ | √ | √ | √ | √ | √ | √ |
| I can use appropriate methods to gather information related to my enquiries and I am able to interpret the information obtained in the context of the enquiry question. | √ | √ | √ | √ | √ | ||
| I can understand the difference between facts, opinions and beliefs, and consider how this may affect the importance and usefulness of evidence. | √ | √ | √ | √ | |||
| I can reflect on the strengths and weaknesses of the approaches I have taken to my enquiries. | |||||||
| I can present my findings in a variety of ways, drawing conclusions and making judgements based on the evidence used. | √ | √ | √ | ||||
| Events and human experiences are complex, and are perceived, interpreted and represented in different ways. | |||||||
| I can form, express and discuss my own opinions on a range of issues after considering evidence and the views of others. | √ | √ | |||||
| I can infer and compare people’s opinions, viewpoints and interpretations from sources and evidence. | √ | √ | √ | √ | √ | ||
| I can use evidence to explain hoe aspects of the past have been represented and interpreted in different ways. | √ | √ | √ | √ | √ | √ | √ |
| I can begin to understand that interpretations are influenced by identity, experiences, viewpoints and beliefs. | √ | √ | √ | √ | √ | √ | √ |
| Our natural world is diverse and dynamic, influenced by processes and human actions. | |||||||
| I can describe and give simple explanations about the impact of human actions on the natural world in the past and present. | √ | √ | √ | ||||
| I can describe and give simple explanations about the impact that physical processes have had on people, places and landscapes in the past and present. | √ | √ | √ | ||||
| I can describe and give simple explanations on how and why some places, spaces, environments and landscapes are especially important to different people and for different reasons. | √ | √ | |||||
| I can locate and give simple explanations for the distinctive features of places, spaces and landforms in my locality and in wales, as well as the wider world. | √ | √ | √ | ||||
| I can describe spatial patterns of places, environments and landforms in my locality and in Wales, as well as in the wider world. | √ | √ | √ | ||||
| I can give simple descriptions of the processes that lead to change in the natural world | √ | √ | √ | ||||
| Human societies are complex and diverse, and shaped by human actions and beliefs. | |||||||
| I have an understanding that the past can be divided into periods of time. I also have an understanding that these periods have distinctive features and are different from one another, as well as different from the present. | √ | √ | √ | √ | √ | √ | √ |
| I can describe and explain similarities and differences between people’s lives both in the past and present | √ | √ | √ | √ | √ | √ | √ |
| I can describe how some different characteristics of communities and societies have changed, within and across periods of time, in my locality and in wales, as well as in the wider world. | √ | √ | √ | √ | √ | √ | √ |
| I can identify and explain the main causes and effects of events in a range of contexts, and I can recognise how these impact communities and societies. | √ | √ | √ | √ | √ | √ | √ |
| I can explore a range of ways in which identity is formed and some of the influences that impact upon diversity in society. | √ | √ | √ | √ | |||
| I can describe and explain the ways in which my life is similar and different to others, and I understand that not everyone shares the same experiences, beliefs and viewpoints. | √ | √ | √ | √ | √ | √ | |
| I have an understanding of how factors in the past and present have shaped my communities. | √ | √ | √ | √ | √ | √ | √ |
| I can understand and describe how my community is governed and how people are represented. | √ | √ | |||||
| I can describe the different ways that countries and societies, including wales, have been governed in the past and present. | √ | √ | √ | √ | √ | ||
| I can describe some of the relationships, links and connections between a range of societies. | √ | √ | √ | ||||
| Informed self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical actions. | |||||||
| I have an understanding that injustice and inequality exists in societies. I also have an understanding of what human rights are and why they are important to me and to other people. | √ | √ | √ | ||||
| I can explain who is responsible for upholding rights in my locality and in wales, as well as in the wider world. I also have an understanding that some people are denied their rights. | √ | ||||||
| I can recognise that there is a difference between wants, needs and rights. | √ | ||||||
| I can understand that there are a range of factors that influence people’s behaviour, actions and decisions. | √ | √ | √ | ||||
| I can understand the consequences of my actions and the actions of others, and how these affect local, national and global issues. | √ | √ | √ | √ | |||
| I can understand that there are arrange of factors that influence my and other people’s behaviours, actions and decisions and that these include ethical and moral judgements and viewpoints. | √ | √ | √ | √ | |||
| I can understand the consequences of my actions and the actions of others, and how these affect my locality and Wales, as well as the wider world. | √ | √ | √ | √ | √ | ||
| I can participate in decision-making, and I can share opinions and evidence with decision-makers and elected representatives in my community. | √ | ||||||
| I have planned and taken an active role in response to challenges and opportunities in my local community, or in wales or the wider world, and I have done so individually or as part of a team. | √ | √ | |||||
| Cross Curricular | |||||||
| Science and Technology | |||||||
| I can explain how the impact of our actions contribute to the changes in the environment and biodiversity. | √ | √ | √ | ||||
| I can describe the impacts of science and technology, past and present, on society | √ | √ | √ | ||||
| I can describe how living things compete for specific resources and depend on each other for survival | √ | ||||||
| I can recognise that our planet provides natural materials and can explain why they may have been processed to make them useful. | √ | √ | √ | ||||
| I can explain that energy can be transferred from place to another and how this can be used to provide the energy we need in our modern lives. | √ | ||||||
| Health and Wellbeing | |||||||
| I have developed an understanding that my values, attitudes and identity are shaped by different groups and influences. | √ | ||||||
| I can respect the rights of others and I understand how these impact on myself and others | √ | ||||||
