4 – linking curriculum learning to careers
5 – provide encounters with employees and employers
• Learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries.
• Summarising and organising material, and supporting ideas and arguments with any necessary factual detail.
• Drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects.
• Equip pupils to ask perception questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. Distinguish fact from fiction, make connections, draw contrasts and analyse trends within periods. Create relevant, structured and evidentially supported accounts. Understand how different types of historical sources are used to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.
• Pupils should understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.