Curriculum links

History

• Students are encouraged to ask perceptive questions and think critically, weigh evidence, sift arguments and develop judgements.
• Help increase coherent knowledge and understanding of Britain’s past and that of the wider world.
• Increase understanding of the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
• Understand the connections between local, regional, national and international history, as well as between political, economic and social history.
• Study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Relationships education 

• That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.
• How important friendships are in making us feel happy and secure, and how people choose and make friends.
• The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.
• About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. 
• What a stereotype is, and how stereotypes can be unfair, negative or destructive.

Philosophy for children

• Recognise the need to show awareness of the listener when discussing challenging subjects, by explaining ideas, listening carefully and responding with appropriateness.
• Understand how the past has been interpreted and represented in different ways by different people.
• Improve children’s rigorous, critical and creative thinking.

English

• consider and evaluate different viewpoints, attending to and building on the contributions of others.
• using Standard English confidently in a range of formal and informal contexts, including classroom discussion.
• giving short speeches and presentations, expressing their own ideas and keeping to the point.

Reading comprehension:

• Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
• Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
• Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
• Predicting what might happen from details stated and implied.
• Retrieve and record information from non-fiction.
• Identifying how language, structure and presentation contribute to meaning.
• Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.
• Distinguish between statements of fact and opinion.
• Provide reasoned justifications for their views.

Fundamental British Values

• An appreciation of and respect for different cultural traditions. 
• Build an understanding of respect, tolerance and freedom, as well as individual and collective responsibilities to protecting fundamental rights.
• Enable students to contribute to a more welcoming, tolerant and inclusive environment.

Art and Design 

• Evaluate and analyse creative works using the language of art, craft and design.
• Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Learning outcomes

Knowledge and understanding

• Understand the significance of the transatlantic slave trade and its impact on today’s society
• Be introduced to Black role models and celebrate their achievements and excellence
• Be introduced to the work of young contemporary activists
• Learn what ‘tools’ they can use to help challenge racism and raise awareness

Skills

• Use historical terms and concepts in a sophisticated and empathetic way
• Identify significant events, make connections and draw contrasts
• Analyse primary sources, including reliability and bias
• Develop their visual literacy skills by learning how to look for clues in works of art and decipher what these clues may mean.
• Improve their speaking and listening skills in a group discussion context.
• Develop cultural awareness of Black British and Afro-Caribbean cultures.

Attitudes

• Increase confidence in identifying and challenging racism
• Appreciate a variety of perspectives when leaning about historical events
• Learn about artefacts in a museum context and as primary sources of investigation
• Understand how to treat and respect the objects they are working with
• See Liverpool's built environment as a resource for historical research to help understand legacies of slavery.
•  Appreciate a variety of perspectives when leaning about historical events

Enjoyment, inspiration, creativity

• Students enjoy themselves and are enriched and inspired by their experience.
• Students feel a sense of achievement and wellbeing by participating in creative activities. 
• Students feel inspired to create art.

Activity, behaviour, progression

• Students feel motivated to progress their creative practise both at school and at home.
• Students will feel empowered to continue to challenge race, racism in their everyday lives and communities.