Teachers Information

How to use this site Key aims for pupils & curriculum links Organise a visit


Key aims for pupils & curriculum links


Art and Design
Religious Education
History
Citizenship
pshe
ICT


'Talking Objects' has been designed to enable Key Stage 3 and 4 pupils to reflect on how we perceive the past through the use of objects and work of art from the collections of 5 spectacular museums. These objects have been categorised into a number of themes which provide insights into aspects of past societies. The themes are aspects of life that the pupils will be able to relate to in modern day world.

Key aims and objectives for pupils

  1. To analyse objects within the collections and to consider the objects beyond their aesthetic purpose by contemplating their function and meaning.
  2. For pupils to consider how they define themselves through their surroundings instigated through the study of historical objects.
  3. To utilise the on-line space to partake in discussion and debate arising from the use of the web resource.
  4. To understand the wider context for certain works of art at each collection through the linking of works with partner museums.
  5. To further develop their Personal, Learning and Thinking skills (PLTs) through independent enquiry, creative thinking, self-management and reflective learning.

Curriculum Links

Art and Design

Pupils will learn to appreciate and value images and artefacts across times and cultures, and to understand the contexts in which they were made. Pupils will reflect critically on their own work and other people's work, judging quality, value and meaning.

Key Concepts
Creativity: Produce imaginative images, artefacts and other outcomes that are both original and of value.
Competence: Investigate, analyse, design, make, reflect and evaluate effectively.
Cultural understanding: Engage with a range of images and artefacts from different contexts, recognise the varied characteristics of different cultures and use them to inform their creating and making.
Critical understanding: Engage with ideas, images and artefacts, and identify how values and meanings are conveyed.

Key Processes
Explore and create: Develop ideas and intentions by working from first-hand observation, experience, inspiration, imagination and other sources.
Understand and evaluate: Use research and investigate skills appropriate to art, craft and design. Appreciate how codes and conventions are used to convey ideas and meanings in and between different cultures and contexts. Analyse, select and question critically, making reasoned choices when developing personal work.

Range and Content
Study a range of artefacts from historical, personal and cultural contexts. Consider images alongside a broad range of artefacts from the world of art, craft and design, investigate their function in relation to the setting of users' needs.

Religious Education

Pupils will challenge and question the meaning and purpose of life, beliefs about God, the self and nature of reality, issues of right and wrong and what it means to be human. Pupils' awareness and knowledge of religions and beliefs, teachings, practices and forms of expression, as well as the influence of religion on individuals, families and communities will be enhanced. Users will be challenged to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses. This resource will enable pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own.

Key Concepts
Beliefs, teachings and sources: Interpret sources, authorities, ways of life in order to understand religions and beliefs, and respond critically to beliefs and attitudes.
Practices and ways of life: Explore the impact of religions and beliefs on how people lived their lives and understand that religious practices are diverse, change over time and are influenced by cultures.
Expressing meaning: Appreciate that individuals and cultures express their beliefs and values through many different forms, including art, dress, food, ritual, artefacts, behaviour codes and social action.
Identity, diversity and belonging: Understand how individuals develop a sense of identity through faith and belief.

Key Processes
Learning about religion: Investigate the impact of religious beliefs and teachings on societies. Interpret a range of sources from a variety of contexts.
Learning from religion: Express their own beliefs and ideas, including creative forms and reasoned arguments.

Range and Content
Pupils will consider rights and responsibilities and global issues - what religions and beliefs say about health, wealth and war.

History

This resource will help pupils develop their own identities through an understanding of history at personal, local, national and international levels. It will help them to ask and answer questions of the present by engaging with the past.

Key Concepts
Chronological understanding: Develop a sense of period through describing and analysing the relationships between characteristic features of periods and societies.
Cultural, ethnic and religious diversity: Understand the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world.
Change and continuity: Identify and explain change and continuity within and across periods of history.
Interpretation: Understand why historians and others have interpreted events, people and situations in different ways through a range of media.

Key Processes
Using evidence: Identify, select and use a range of historical sources, including textual and visual sources, artefacts and the historic environment. Evaluate the sources in order to reach reasoned conclusions.

Range and content
British history: The way in which lives, beliefs, ideas and attitudes in Britain have changes over time and the factors - such as technology, economic development, war, religion and culture - that have driven these changes.
European and world history: The impact of significant political, social, cultural, religious, technological and/or economic developments and events on past European and world societies.

Citizenship

Pupils will be able to take an interest in topical and controversial issues and to engage in discussion and debate (through the 'Your Work' area). This will encourage respect for different national, religious and ethic identities as well as equipping pupils to engage critically with and explore diverse ideas, beliefs, cultures and identities. Through this pupils will begin to understand how society has changed and is changing in the UK, Europe and the wider world.

Key Concepts
Democracy and justice: Consider how justice, diversity, respect and freedom are valued by people with different beliefs and backgrounds. Explore roles of citizens in holding those in power to account.
Identities and diversity: Appreciate that identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the UK. Explore community cohesion and the different forces that bring about change in communities over time.

Key Processes
Critical thinking and enquiry: Engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems. Research, plan and undertake enquiries into issues and problems using a range of information and sources.

Range and content
Pupils will recognise the influence of historical context regarding the changing nature of UK, European and world societies, including the diversity of idea, beliefs, cultures, identities, traditions, perspectives and values that are shared.

Other Curriculum Links:

ICT: This will allow pupils to identify and combine information sources and evaluate them for reliability and bias. Pupils will use information sources critically to enable them t establish balanced, informed judgements in reaching conclusions about communities and societies.

PSHE: Through examining past examples pupils will make informed decisions about behaviours and consider the short and long-term consequences of their actions on themselves and others.