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Introduction
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Welcome to our Cambridge Primary and Lower Secondary Humanities series.
We are delighted to introduce you to teaching resources for the Cambridge Primary Humanities (0065) and Cambridge Lower Secondary Humanities (0839) curriculum frameworks.
This exciting new series has been designed by talking to humanities teachers all over the world. We have taken the scope and detail of the curriculum frameworks and then designed our Teacher’s Resources so that you can teach and engage your learners in the most pedagogically sound and inspiring ways.
The Teacher’s Resource gives you a bank of enquiry questions with enquiry-led teaching activities and advice on how to integrate the enquiry-led approach and successful teaching methods, including active learning, assessment for learning, metacognition and skills for life into your classroom.
Starter, main and plenary teaching ideas with PowerPoint presentations for front-of-class teaching, video content links and worksheets for each enquiry engage learners’ curiosity about their world and motivate them to build their knowledge of humanities subjects. They give you flexibility to adapt lessons to your needs, including guidance on how to teach the learning objectives in an active way and adapt them to your context. Video content links include suggestions for alternatives, enabling you to make the most appropriate, cultural choice and help your learners see themselves in the curriculum.
Assessment guidance makes it easier for you to assess your learners’ progress, with guidance on how to gather formative feedback on the understanding and skills you want your learners to develop. We have included support for adapting the level of difficulty of the enquiry and language support, so you can cater for all your learners.
All our resources are written for teachers and learners who use English as a second or additional language. We have taken care in defining new and subject-specific language in an accessible way, so that learners have opportunities to build and reinforce their use of English.
We hope you enjoy using these resources during your course.
Dr Biljana Savikj
Commissioning
Editor for
Primary and Lower Secondary Humanities, Cambridge University Press & Assessment
Sensitive content warning: Please be aware that this book contains external links to websites and videos that might be sensitive or graphic in nature, so viewer discretion is advised. You may wish to review any of the external links before using them in the classroom to ensure their suitability for your setting.
Note on links: Links to external websites and videos are live at the time of publication but we do not have control over access if a link fails or a video is removed by the owner. We have provided suggested search terms in case a link is broken and endeavour to ensure all links are checked and updated where possible.
Note on accessibility: Links to external websites and videos are outside of Cambridge University Press & Assessment’s influence and may not adhere to our accessibility standards. Please review all content before use in the classroom and ensure it is suitable for all learners. You may wish to use different sources or amend activities to better suit your learners where required.
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We
How to use this series
This suite of resources supports teachers following the Cambridge Primary and Lower Secondary Humanities curriculum frameworks (0065/0839). The three digital teacher’s resources are designed to follow on from each other and help you cover all the learning objectives from the Humanities curriculum frameworks across Stages 1-9. However, each teaching idea is self-contained and can be used exibly. All teaching ideas are customisable to ensure that they meet your classroom’s unique needs.
This digital Teacher’s Resource is designed for use across Stages 1-3 and contains 12 enquiries covering all learning objectives and the three Strands: People, Past and Places from the curriculum framework. Each enquiry includes starter, main and plenary teaching ideas with step-bystep guidance and curated front-of-class resources, worksheets and links to engaging video content.
This digital Teacher’s Resource is designed for use across Stages 4-6 and contains 12 enquiries covering all learning objectives and the three Strands: People, Past and Places from the curriculum framework. Each enquiry includes starter, main and plenary teaching ideas with step-bystep guidance and curated front-of-class resources, worksheets and links to engaging video content.
This digital Teacher’s Resource is designed for use across Stages 7-9 and contains 12 enquiries covering all learning objectives and the three Strands: People, Past and Places from the curriculum framework. Each enquiry includes starter, main and plenary teaching ideas with step-bystep guidance and curated front-of-class resources, worksheets and links to engaging video content.
How to use this Teacher’s Resource
This Teacher’s Resource contains enquiries to help you cover the learning objectives for the Cambridge Primary Humanities curriculum framework. The enquiries are downloadable through Cambridge GO. Each enquiry includes starter activities, main activities, language support and ideas for assessment and reflection. You will also find worksheets, PowerPoint presentations and links to video content to support your delivery.
Whilst these enquiries are complete, it is important to keep in mind that you know your learners better than anyone else. So, if you ever find any activity unsuitable for your context, you do not have to follow the plans exactly. We have included guidance how to adapt the enquiry to suit your context. These resources contain video links to third-party videos. We recommend that you view them before sharing them with your learners to ensure they are suitable for your context and to check that the links work as expected.
About the assessment
The Cambridge Primary and Lower Secondary Humanities curriculum frameworks are not assessed. It should also be noted that the learning objectives cannot be fully assessed as having been achieved within just one lesson. However, it is possible to assess whether behaviour in a particular lesson aligns to the learning objective. Therefore, some assessments of learning objectives are ongoing. Keeping with the principles of the curriculum frameworks, learners are encouraged to assess their own progress as much as possible. This can help them to develop self-awareness and empower themselves to improve and progress. Additionally, you can provide learners with formative feedback on the skills they need to develop. You can do this through discussions, observations and lesson outputs, where you discuss with learners what went well and how they can further improve.
Downloadable resources
About the curriculum framework
Curriculum framework correlation document: A table showing how the Humanities resources map to the curriculum. About the enquiry-led approach: A pdf document explaining the steps in the Enquiry Approach and how to use it in your classroom.
Letter for parents: A template letter for parents introducing the Cambridge Primary and Lower Secondary Humanities resources.
Lesson plan template: A Word document you can use for planning your lessons.
About the curriculum framework
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The information in this section is based on the Cambridge Primary Humanities curriculum framework (0065) from 2024. You should always refer to the appropriate curriculum framework document for the year of your learners’ assessment to confirm the details and for more information. Visit www.cambridgeinternational.org to find out more.
The Cambridge Primary Humanities curriculum framework has been designed to lay the foundations for learners’ lifelong learning, including:
• curiosity about the world around them and enthusiasm for learning
• knowledge, understanding and skills that can be applied in and across subjects
• effective and confident communication skills, including in English
• understanding of their personal and local context, as well as having global awareness.
Learners explore the world, its people and places, locally, nationally and globally, in the past, present and future. They develop knowledge, understanding and skills related to:
• how the world works and changes – key concepts, events, processes and interconnections
• how they make sense of the world – worldviews, narratives, ideas, interpretations and explanations
• their role in the world as informed individuals and community members
• diversity in the human, natural and physical world
• questioning and reflecting to broaden and deepen understanding and inform future thinking
• humanities and social sciences subjects to support progression to future study and a lifelong interest in these subjects.
The curriculum is organised in three strands: People, Past and Places. The People strand relates to humanities and social science subjects, such as psychology, sociology and economics, Past to history and Places to geography.
The curriculum learning objectives are organised by stage groups, for Stages 1 to 3, 4 to 6 and 7 to 9, so that you can decide when to teach them.
You do not have to teach all the strands and/or all the learning objectives. You decide what to teach.
You have the option to teach the enquiries without adaptation or adapt them for your learners and context.
To help your learners develop a deep understanding of the Cambridge Primary Humanities curriculum, we recommend that you use our Enquiry Approach. The Enquiry Approach helps you plan engaging, rigorous and challenging enquiries for your learners. We have included guidance in this Teacher’s Resource. You can also find more information on the Cambridge Assessment International Education website.
A curriculum framework correlation document (mapping the Cambridge Primary Humanities resources to the learning objectives) is available to download from Cambridge GO as part of this Teacher’s Resource.
About the assessment for Cambridge Primary Humanities
The assessment approach for this subject is one of formative assessment, with developmental feedback given by teachers. Teachers are encouraged to assess learners formatively in the classroom through discussion, observation and lesson outputs. For more information on assessment in the classroom, go to www.cambridgeinternational.org
Cambridge Primary and Lower Secondary Humanities: Stages 1 to 3
Past
Enquiry 2: How did the invention of the X -ray machine change the world?
Enquiry summary In this enquiry, learners will be given the opportunity to explore the discovery of the X-ray and the impact the X-ray machine has had on medicine. They will use pictures, videos and role -play to learn about the use of X-rays in the diagnosis of broken bones today and use pictures and a story to explore how the X-ray was discovered and how broken bones were diagnosed before the discovery. Learners will compare the treatment of broken bones before and after the invention of the X-ray machine to assess the impact of the invention. Learners will develop key historical skills of source analysis and understanding and describing chronology throughout the enquiry, and they may be able to articulate the wider impact the invention of the X -ray machine has had on society. There are many opportunities for learners to reflect on the importance of the story of the discovery of the X-ray and for them to offer their own opinions. The enquiry is also a great way to introduce the idea of subjectivity within historical study and how the past can be interpreted differently by individuals.
Enquiry question How did the invention of the X -ray machine change the world?
Teaching time 6 hours
Learning objectives
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Success criteria
123PTas.02 From a past context, describe one or more significant scientific discoveries or inventions.
123PTas.03 From a past context, describe a treatment or set of treatments for a medical condition.
123PTbc.02 From a past context, describe some common cultural norms or practices.
123PTbc.03 From a past context, retell a story or set of stories.
123PTsk.01 Use sources to develop an understanding of the past.
123PTsk.03 Develop a basic understanding of chronology.
1 I can explain how the X-ray machine is used today.
2 I can retell the story of how the X-ray was discovered.
3 I can describe how doctors found out if a bone was broken before the X -ray machine was invented.
4 I can explain why the invention of the X-ray machine was important.
5 I can use a picture to find out about something that happened.
6 I can listen to a story to find out about something that happened.
7 I can put things that happened in order.
8 I can use a simple timeline.
Key considerations
A Whilst the story of the discovery of the X -ray will undoubtedly interest young learners, the historical skill of source analysis will be new and challenging, and they will need support and guidance, for example, by using guided questioning (question ideas are provided throughout the enquiry).
o Take care to be sensitive when asking learners about their own and family experiences with X-rays.
o The sources include external and internal images of the human body and historical depictions of medical procedures. Use of these should be handled with care.
Language support For teachers:
• Chronology: the order in which a series of events happened, or a list or explanation of these events in the order in which they happened.
• Evidence: sources and information used to support historical narratives, claims, interpretations and arguments. This includes primary sources such as documents, artefacts and eyewitness accounts, as well as secondary sources like scholarly works and analyses.
• Interpretation: the process of constructing the past by evaluating historical evidence to produce meaning, understanding and explanations about past events, people and societies.
• Sources: materials, such as documents, artifacts, texts or oral accounts, that provide evidence or information about past events, people, cultures or societies. These materials are essential for historical analysis, research and the construction of interpretations and narratives.
For learners:
• Discovery: when somebody finds out something new.
• Doctor: a person who helps make sick or hurt people better.
• Experiment: a special test to find out something new.
• Invention: something (e.g. a machine) that has been made for the first time.
• Past: the time before now.
• Patient: someone who is being helped by a doctor or nurse.
• Scientist: someone who finds out how things work or invents or discovers things.
• X-ray: a special ray, or light, that can pass through some parts of your body but not others.
• X-ray machine: a machine that can take a picture of the inside of your body.
SAMPLE
Common misconceptions
• Misconception: Learners may confuse ‘X -ray’ and ‘X-ray machine’ and describe the X -ray as having been invented (instead of discovered).
o How to identify: Listen out for learners’ use of the two terms and how they describe the discovery of the X-ray, especially in Explore, Main teaching idea 1 Listen: How was the X-ray discovered?
o How to overcome: Take care in your own use of the terms. Explain that X -rays are a special kind of light. No-one invented them – they are a natural part of the world around us, like light we can see, but no-one knew about them until Röntgen discovered them
Context This enquiry uses the context of the invention and medical use of the X-ray machine to explore a past scientific discovery and the treatment of a medical condition before and after its discovery. Alternative contexts could include the development of ‘germ theory’, the discovery of vaccines, anaesthesia or antibiotics.
To make the enquiry more challenging or less challenging
To adapt this enquiry for Stage 1:
• For Explore, Main teaching idea 2 Finding out about the discovery , complete Worksheet Past 2.3 in groups or as a class or support learners to read the sentences.
• Learners could complete Share Main teaching idea 1 Freeze frame challenge as a large group as opposed to individually or in small groups. Therefore, they follow the example of a teacher or specific member of the class rather than thinking of their own ‘freeze frame’ action each time.
To adapt this enquiry for Stage 3:
• You could introduce learners to a wider variety of sources, for example:
• Include a quote from Röntgen after Explore, Main teaching idea 2 Learning about the discovery .
• Provide a written source from someone giving or receiving treatment for a broken bone before the invention of the X-ray machine, and support learners by translating the text into words they understand and to compare the usefulness of written sources to pic ture sources when learning about the past (examples can be found here : https://exarc.net/issue-20162/int/broken-leg-year -1350-treatment- and-prognosis – ‘If one has to deal with someone who has a broken leg, then it is imperative that the limb be taken in hand to assess where the bone is broken.’ and ‘The Master (surgeon) kneels between both helpers and holds the leg with his hand and pushes the fractured parts together.’).
• For Worksheet Past 2.2, learners could write their own imaginary diary entry instead of completing the one provided.
• For Worksheet Past 2.3, ask learners to include their own words to complete the sentences.
To make the enquiry shorter or longer
If you are shortening this enquiry, please ensure that all Learning Objectives are still covered.
To make this enquiry shorter:
• For Explore, Main teaching idea 2 Finding out about the discovery , you could decide not to include Worksheet Past 2.2.
• You could omit Share Main Activity 3 Graffiti
To make this enquiry longer:
• After learners have explored the story of Röntgen’s discovery and the accompanying picture (Explore Main Teaching ideas 2 and 3), conduct a ‘hot seat’ activity in small groups: encourage learners to interview a member of the group who is given the role of Röntgen.
• You could use the Reflect opportunity at the end of Explore multiple times during Explore to see how learners’ ideas evolve.
• Learners could compare the discovery of the X -ray with another discovery, such as one linked to another curriculum area (e.g. electricity, or a very simplified idea about using sound to make a picture with ultrasound) or one that occurred in your own country or continent.
Teaching notes Resources
Get curious (1 hour)
Starter idea
1 Mystery picture (15 minutes)
• Description and purpose: This activity introduces learners to an X -ray scan of a person to provide context and knowledge as a baseline for the rest of the enquiry.
• This activity can be carried out in two different ways (a or b), depending on your time and preference:
a Use Past 2 PPT, slide 2 to slowly reveal parts of the mystery picture. After removing each tile, pause and ask learners what they think the picture shows. It does not matter if learners guess correctly, as the task aims to encourage discussion and interest
b In groups, learners try to reassemble the printed image as a jigsaw puzzle and determine what it is.
• Guide a short classroom discussion, including questions such as:
o What type of picture is this?
o What is it a picture of?
o What is this type of picture used for?
o When do you think it is used?
o Where might this picture be made?
o Who might use or make this picture?
o Have you–or someone in your family –ever had an X-ray taken? Why?
Main teaching ideas
1 How are X-rays used today? (15 minutes)
• Description and purpose: Learners watch a video to learn about and visualise the modern medical use of an X-ray machine.
• Watch the video about the way X-ray scans are carried out in a modern hospital environment.
• Then introduce the idea of the X -ray machine as a ‘discovery’, and ask learners what ‘discovery’ and ‘invention’ mean. They may be able to provide definitions as a group (see also the Language Support section). You can also encourage learners to share examples of other ‘discoveries’ and ‘inventions’ they are already aware of.
2 Head, shoulders, knees and toes! (15 minutes)
• Description and purpose: Learners begin to explore how significant the invention of the X-ray machine was.
Past 2 PPT , slide 2 or printed source image from Past 2 PPT, slide 2, cut into six pieces (one complete image per group).
SAMPLE
• If appropriate, ask leaners to stand up. Show the X -ray and body part images on Past 2 PPT, slide 3, one at a time. Tell learners they will pretend to be doctors. For each image, ask learners to point to the part of their body that the image shows. Then as k learners to tell you whether the bone in the picture is broken or not. Learners will find this impossible for the external pictures but encourage them to try anyway.
Short video of how X-ray machines are used in modern hospitals: https://kidshealth.or g/CHOC/en/kids/vide o-xray.html
Past 2 PPT, slide 3
Teaching notes
• Ask learners: Did some pictures help us more than others to tell if the bone was broken? and How easy or difficult was it to answer the questions even though you aren’t doctors? Then ask: What does this tell us about the invention of the X -ray machine? The images demonstrate that X-ray scans are very clear images of what is going on inside our bodies and, therefore, are very useful.
Assessment (SC1)
Listen out for learners having a clear understanding of the use of the X -ray machine today to identify broken bones.
Plenary idea (15 minutes)
Show learners the enquiry question on Past 2 PPT, slide 1. Make sure they understand the question. Begin the Working wall for the enquiry by adding the enquiry question. Before inviting learners to each add one question to the wall, ask them to spend some time thinking about the kind of questions they will need to ask to help them find the answer to the enquiry question.
Encourage learners to write a ‘how’, ‘why’, ‘when’, ‘who’ or ‘what’ question, for example:
• When was the X-ray machine invented?
• What can the X-ray machine be used for?
• What did doctors use before X -ray machines?
Once learners have placed their question on the Working wall, invite them to come up in small groups to read each other’s questions.
Explore (2 hours 30 minutes)
Starter ideas
1 Look: Picture hunt (15 minutes)
• Description and purpose: Learners begin to explore how patients were diagnosed before the X-ray was discovered and start to develop the skill of making inferences from historical sources.
• Explain to learners that they are about to travel through time. They will see three pictures of the ways doctors tried to find out what was wrong with patients in the past. Explain that these pictures are a way for us to get a better idea about something t hat happened, just like taking a photograph today.
• Learners should ‘travel’ to each of the three pictures on Past 2 PPT, slide 4 and record their findings on Worksheet Past 2.1. Encourage them to focus on ‘What can I see?’ by writing some descriptive words and then ‘What could be happening?’ by making simp le inferences from the pictures.
• Draw a simple horizontal timeline on the Working wall and mark the ‘invention of the X-ray machine’ in the middle. Ask learners to help you add the pictures to the timeline and explain their reasons (pictures 1 and 2 probably come before the invention of the X-ray machine, and picture 3 comes very soon after the invention). The timeline will be revisited at a later stage in the enquiry.
Resources
SAMPLE
Assessment (123PTsk.03, SC8)
During the final step of the activity, check whether learners can demonstrate a basic understanding of the timeline as a tool to show the order of events.
2 PPT, slide 1
Large print outs of the source pictures on Past 2 PPT, slide 4 (one of each picture).
Worksheet Past 2.1
Past
CAMBRIDGE PRIMARY AND LOWER SECONDARY HUMANITIES STAGES 1 TO 3: PAST
Teaching notes
Reflect (15 minutes)
• Support learners to reflect on what they have discovered and discuss answers as a class. Look at the pictures again using Past 2 PPT, slide 4 and discuss. It is very important to reassure learners that there are no right or wrong answers when it comes to looking at pictures from the past and that we will all see different things. Use these questions:
o What did the pictures tell us about how doctors found out if someone had a broken bone in the past?
o What did the pictures tell us about patients in the past?
o What did the pictures tell us about hospitals in the past?
o What picture tells us most about the time before X -ray machines?
o What did the pictures make you think about the past?
o Was there a picture that you liked the most? Why?
o Why do you think pictures are a good way for us to learn about things that happened a long time ago?
• Learners should then complete the sentence at the bottom of Worksheet Past 2.1, showing they are beginning to understand the importance of the X -ray machine in identifying broken bones.
Assessment (123PTas.02, 123PTas.03, 123PTbc.02, 123PTsk.01, SC3, SC4, SC5)
During the discussion, listen out for learners being able to explain how these pictures help us to understand the usefulness of the X -ray machine today by making doctors’ examinations much easier and more accurate.
Main teaching ideas
1 Listen: How was the X -ray discovered? (30 minutes)
• Description and purpose: Learners gain historical knowledge about the discovery of the X-ray and develop comprehension and memory skills.
• Say you are going to read a story about the discovery of the X - ray. Encourage learners to close their eyes and to practice listening very carefully.
• Read the story:
Wilhelm Röntgen was a scientist from Germany. He discovered X -rays in the year 1895–that’s about 130 years ago! And what is even more amazing, is that he made this discovery completely by accident.
He was doing an experiment, when he found a special ray, or light, that could pass through most things and leave a shadow. Because he didn’t know what to call these rays, he decided to name them X, which means ‘unknown’.
Röntgen also realised that this special light could pass through human skin, making the bones visible. The very first X -ray picture he took was of his wife’s hand. To begin with, people were so shocked by this awesome discovery that they thought it wasn’t real!
By the next year, people became very excited by this discovery. They would wait for hours to have their own body X -rayed. Doctors from across the world also began to use the X-ray to help their patients. X -ray machines got better at taking pictures. To say thank you to Röntgen for his discovery, he was given a very special award called a Nobel Prize.
Resources
Past 2 PPT, slide 4
Worksheet Past 2.1
CAMBRIDGE PRIMARY AND LOWER SECONDARY HUMANITIES STAGES 1 TO 3: PAST
Teaching
notes
• Reread the story one paragraph at a time. After each paragraph, ask learners comprehension questions to establish understanding and to encourage them to memorise important facts. Questions could include:
o What year was the X -ray discovered?
o How was the discovery made?
o Where was the scientist from?
o What did people think about the discovery?
• Now ask learners where they think the story should go on the Working wall timeline. Learners may like to place a picture of Röntgen (from Past 2 PPT, slide 5) on the timeline to help them visualise this and write the year (1895) on the timeline.
• Then select three learners.
o Ask learner 1 to stand very close to the most recent end of the timeline. Explain that this shows when they were born.
o Ask learner 2 to stand or mark where their parents’ births should go on the timeline (likely around 30 years ago) and explain what this shows.
o Ask learner 3 to stand or mark where their grandparents’ births should go (likely around 60 years ago) on the timeline and explain what this shows.
o You may wish to mark this information on the timeline.
Assessment (123PTas.02, 123PTbc.03, 123PTsk.01, 123PTsk.03, SC2, SC4, SC6)
During the discussion, listen out for recall of key points from the story and learners demonstrating understanding by retelling/describing in their own words, as well as identifying the year of the discovery.
2 Finding out about the discovery (40 minutes)
• Description and purpose: This activity further develops learners’ source analysis skills whilst applying historical knowledge about the discovery of the X -ray.
• Show learners the picture of Röntgen on Past 2 PPT, slide 5. Ask them to look at it carefully and think about the things marked by stars. Allow learners 2–3 minutes to have a look, perhaps inviting learners up to the board in small groups to see the image closely. Then ask questions, such as:
o What do you think each star shows? (Yellow star (1) shows an X -ray machine, blue star (2) shows a bright light taking an image and red star (3) shows Röntgen using his own hand to be X -rayed.)
o What type of picture is this? (A drawing)
o Why do you think we do not have a photograph of the discovery of the X -ray? (Although photography was invented before the X -ray, not many people had a camera. Cameras were much more expensive and not as easy to use as they are today.)
o How does this help us to learn about the X -ray?
o Is there anything else you would like to look at to find out about the discovery?
Resources
SAMPLE
Past 2 PPT, slide 5
2.2
Teaching notes
• To further support learners’ understanding of the discovery, ask them to imagine that they are Röntgen and say they will make a diary entry as if they were him. Read aloud the fictional diary entry together from Worksheet Past 2.2 and ask learners to match the words and numbers with the gaps. Answers: great, seven, secret, hand, world.
Assessment (15 minutes) (123PTas.02, 123PTsk.01, SC2, SC5)
Use Worksheet Past 2.3 to check whether learners have understood the message of the sources and their usefulness. The assessment focuses on the picture source previously used, and Past 2 PPT, slide 5 should remain on the board throughout. Answers: 1. pictures, 2. invented, 3. imagine, 4. hand, 5. good.
3 Before and after (15 minutes)
• Description and purpose: This activity gives learners the opportunity to explore the significance of the X-ray machine in more detail and how it changed the world. Learners will consider again how difficult it was for doctors to identify and treat broken bones before the discovery or the X-ray.
• Explain that learners will see some speech bubbles showing what a patient or doctor might say. Read through each speech bubble on Past 2 PPT, slide 6 as a class. For each, ask learners to vote on whether they think it’s what someone might have said before or after the invention of the X-ray.
• Ask learners to pick a word or phrase from each of the speech bubbles that helped them to reach their decision.
Reflect (10 minutes)
After the activity is complete, promote discussion and reflection using questions such as:
• Was this task easy or difficult?
• What does this make you think about how the invention of the X -ray machine changed the world?
Invite learners to write their own speech bubble from before or after the invention. You may wish to add some speech bubbles to the timeline on the Working wall.
Plenary idea (10 minutes)
• You may like to repeat this activity at several points during Explore to see if any learners change their mind or become more confident in explaining their answer. Give each learner a sticker / sticky note, and show Past PPT 2, slide 7. Ask learners to stick their sticker / sticky note on the statement they agree with the m ost at the moment. Advise learners there is no right or wrong answer, but that in history we need to explain why we have chosen the statement we have.
Assessment idea (123PTas.02, SC4)
During the discussion, listen out for learners being able to explain how and why they reached their decision.
Resources
SAMPLE
Past 2 PPT, slide 5
Worksheet Past 2.3
Past 2 PPT, slide 6
Stickers / Sticky notes
Past 2 PPT, slide 7
Teaching notes
Share (1 hour 30 minutes)
Starter idea
1 Which was first? (10 minutes)
• Description and purpose: Learners practice and develop their chronology skills, in preparation for Main teaching ideas 1, by deciding which one of the two X-ray machines (pictures) came first.
• Show the pictures on Past 2 PPT, slide 8 and ask learners to guess which came first. Learners can discuss their answer with a partner to see if they agree.
• The ordering task will likely be quite simple for learners. Now, reveal and discuss the questions at the bottom of the slide: ‘How do you know? What are the time clues?’ Guide the discussion as needed to ensure that learners develop these skills in chronol ogy and using evidence to justify their answers. Ask questions such as:
o What can you see in the pictures that helped you decide?
o Are there clues in the pictures that help us to understand the order of things?
o Has anything else we have learnt so far helped you decide? For example:
o Picture 1 must be quite new because it is a colour photograph, the computers and plastic tell us it is new, too, and the machine looks better / is more high -tech (advanced).
o Picture 2 looks ‘old fashioned’ (it is a drawing) and the machine looks less high -tech (advanced).
• Ask learners to add the two pictures to the Working wall timeline.
Main teaching ideas
1 Freeze frame challenge (35 minutes)
• Description and purpose: Learners revisit and summarise the discovery and importance of the X-ray and practise chronology skills, whilst also creating their own historical interpretation as part of a group in preparation for returning to the main enquiry question.
• Put learners into groups of two or three, and explain what they need to do to complete Worksheet Past 2.4. Provide reading support as needed, for example, by first reading the statements as a class, and then supporting individual groups as needed. Answers: d, a, e, b, c.
• Then instruct learners that they must work together to create and practice a ‘freeze frame’ drama scene for each part of the story (children make a still representation of each event, like a living photograph). You may wish to model an example to help learners understand the task. Explain that there is no correct way to do this because it is about how they imagine each part of the story, but they must agree as a group.
Resources
SAMPLE
• After learners have been given time to practice and prepare, read aloud each section of the story in the correct order. After each, shout out ‘ Freeze!’, which means learners must demonstrate their freeze frame for that part of the story.
Past 2 PPT, slide 8
Worksheet Past 2.4 (one per group of two to three learners)
Teaching notes
• To encourage peer assessment, you could organise half of the class to perform and the other half to observe and then swap around.
Assessment (123PTas.02, 123PTbc.02, 123PTbc.03, 123PTsk.03, SC2, SC3, SC7, SC8)
Use this activity to assess learners’ comprehension of the story and understanding of the most significant parts. It is also a good opportunity to assess learners’ ability to work with others cooperatively. Look out for learners or groups who have been able to pick out the most important piece of information from each part of the story and apply knowledge previously learnt.
2 How did the X-ray machine change the world? (20 minutes)
• Description and purpose: Learners reflect on the long-term impact of the discovery of the X-ray and start to categorise some impacts as more significant than others, a key historical skill.
• Give each learner a copy of Worksheet Past 2.5, and explain the task. Learners should match each statement to the correct picture.
Answers:
o Stack of books – There are lots of books written about this discovery.
o Trophy – Röntgen, the man who discovered X -rays, won a prize.
o Doctors and nurses – X-ray machines can be used by doctors to help patients get treated quickly.
o People around globe – The X-ray machine is used all over the world.
• Then learners should number the statements from 1 (most important) to 4 (least important). If this is too challenging for some learners, they could cut and stick the statements in order or be asked to draw an up arrow for the most important and a down arrow on the least important. Although there are no right or wrong answers, try to encourage learners to consider the long-term and global impacts of the X -ray machine as a key measure of importance. Refer to the timeline on the Working wall to help learners visualise the importance of the X -ray machine in terms of how long ago it was invented and how important it remains.
• You can support a discussion about learners’ choices using questions such as:
o How did you decide which was most important?
o Was it easy to decide? Why/Why not?
o Do you think everyone has agreed on what is most important?
o How do you know if something is important?
3 Graffiti (15 minutes)
• Description and purpose: Learners reflect on the overall enquiry question and share ideas.
• Give each learner one or more blank piece of paper, and remind them what the overall enquiry question is. Give them 10 minutes to create some ‘graffiti’ that they think answers this question. This can be words or pictures.
Resources
SAMPLE
• Invite learners to stick their graffiti on the wall. Once all graffiti has been placed, give learners time to look at each other’s contributions to the wall.
Worksheet Past 2.5
Teaching notes
Reflect (10 minutes)
Guide a discussion reflecting on the graffiti and the enquiry. You can use these questions:
• Did any piece of graffiti stand out to you?
• Do you think the X-ray machine changed the world?
• Do you still have any questions?
What’s next? (1 hour)
Starter idea
1 One last thing . . . (10 minutes)
• Description and purpose: Learners reflect on the overall enquiry question again, summarising their ideas and opinions into one sentence.
• Show learners the enquiry question again, and put them into groups of three to five.
• Ask each learner to say one sentence to the rest of the group that answers the question. Explain no-one is allowed to give the same answer as someone else, so they might have to think quickly.
• If possible, record some of these conversations and instantly play it back to the group.
Main teaching ideas
1 Chitter Chatter (20 minutes)
• Description and purpose: Learners reflect on their own progress throughout the enquiry including the skills they have developed.
• Put learners into small groups and read the sentences on Past 2 PPT, slide 9 as a class.
• Then give learners a couple of minutes to discuss each sentence in pairs and think about which ‘I have’ sentences they have done. Use questions and prompts to encourage learners to try to remember examples throughout the enquiry where they have been able to demonstrate this skill. You may wish to swap the groups around after each statement to ensure everyone can speak to all members of the class.
2 What else can we learn about? (15 minutes)
• Description and purpose: Learners begin to think about other discoveries or inventions that they may encounter daily that also changed the world.
• Put learners into small groups and remind them that the X -ray machine was invented, meaning that the world didn’t always have X -ray machines. Then ask learners to think about other inventions that make their life better. Guide them as needed to think about and discuss the following:
o An invention in their classroom that helps them learn. Examples could include electricity, the computer, a television and an interactive whiteboard.
Resources
SAMPLE
o An invention at home that makes life easier or better. Examples could include a fridge, heating, shower and electric/gas oven.
o An invention outside that makes their lives better. Examples could include cars/trains, electric lights and bridges.
Audio recording and playback device (optional)
Past 2 PPT, slide 9
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CAMBRIDGE PRIMARY AND LOWER SECONDARY HUMANITIES STAGES 1 TO 3: PAST
Teaching notes Resources
• Ask each group to choose one invention out of those discussed that they would like to learn about in the future and why. Add choices to the Working wall.
Reflect (15 minutes)
• Give each learner a copy of the Reflection Worksheet All Strands to complete. You can use prompts to support learners to record the skills and knowledge that they have obtained throughout the enquiry.
• Completed sheets can be added to the Working wall to complete the enquiry.
PowerPoints (downloadable)
• Past 2 PPT
Worksheets (downloadable )
• Past 2.1
• Past 2.2
• Past 2.3
• Past 2.4
• Past 2.5
• Reflection Worksheet All Strands
SAMPLE
Reflection Worksheet All Strands
We are working towards endorsement of this title for the Cambridge Pathway.
CAMBRIDGE PRIMARY AND LOWER SECONDARY HUMANITIES STAGES 1 TO 3: WORKSHEET
Name:
Past Enquiry 2
Past 2.1
Look: Picture hunt
What can I see?
What could be happening?
What can I see?
What could be happening?
Date:
What can I see?
What could be happening?
I think the X-ray machine is a better way for a doctor to see if someone has a broken bone because . . .
Picture 1
Picture 2
Picture 3
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CAMBRIDGE PRIMARY AND LOWER SECONDARY HUMANITIES STAGES 1 TO 3: WORKSHEET
Name:
Past 2.2
My diary entry
22 December 1895
Date:
SAMPLE
I can’t believe it! Today is a __________ day! I have worked so hard for ___________ weeks doing what I love. I’ve been keeping my work a ___________ from everyone.
After doing lots of experiments using X -rays, tonight I was finally able to see inside my dear wife’s ___________. To see her bones was wonderful. I have seen what is usually invisible! I must now write down my ideas and share them with the ___________.
world hand seven great secret
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CAMBRIDGE PRIMARY AND LOWER SECONDARY HUMANITIES STAGES 1 TO 3: WORKSHEET
Name:
Past 2.3
Using pictures
Choose the best word for each gap.
Date:
1 In history we can use ____________ to help us find out about the past.
2 There are not many photos of the first X -ray machine because not many people had a ____________. We can look at drawings instead.
3 Drawings help us to easily ____________ what might have happened.
4 For example, the picture shows us that Röntgen took an X -ray of his ____________.
Pictures experiments numbers camera invented books imagine forget guess hand leg foot
5 The picture is a ___________ way to find out about the discovery of the X -ray because you can see what the machine looked like.
CAMBRIDGE PRIMARY AND LOWER SECONDARY HUMANITIES STAGES 1 TO 3: WORKSHEET
Name:
Past 2.4
Timeline challenge
Date:
Cut out the parts of the story. Then put them into the correct order on the timeline.
Timeline
a Röntgen was a very good scientist who carried out lots of different experiments. One day he accidently discovered X-rays!
b News of this fantastic discovery spread quickly. Soon doctors all over the world were using X-rays to help find out if people had broken bones.
c The X-ray machine is now used in hospitals all over the world.
d Before the X-ray was discovered, there were lots of different ways doctors found out if people had broken bones.
e The first X-ray picture Röntgen took of a person, was of his wife’s hand. He managed to see all her bones. They were both amazed!
We are working towards endorsement of this title for the Cambridge Pathway.
CAMBRIDGE PRIMARY AND LOWER SECONDARY HUMANITIES STAGES 1 TO 3: WORKSHEET
Name:
Past 2.5
Date:
SAMPLE
How can we decide if the X -ray machine changed the world?
Draw a line from each picture to the matching sentence.
Then decide how important the pictures are. Number them 1 (most important) to 4 (least important).
The X-ray machine can be used by people all over the world.
X-ray machines can be used by doctors to help patients get treated quickly.
Röntgen, the man who discovered X-rays, won a prize.
There are lots of books written about this discovery.
We are working towards endorsement of this title for the Cambridge Pathway.
Past Enquiry 2
Past 2.2
I can’t believe it! Today is a great day! I have worked so hard for seven weeks doing what I love. I’ve been keeping my work a secret from everyone.
After doing lots of experiments using X -rays, tonight I was finally able to see inside my dear wife’s hand. To see her bones was wonderful. I have seen what is usually invisible! I must now write down my ideas and share them with the world
We are working towards endorsement of this title for the Cambridge Pathway.
Past 2.3
1 In history we can use pictures to help us find out about the past.
2 There are not many photos of the first X -ray machine because not many people had a camera. We can look at drawings instead.
3 Drawings help us to easily imagine what might have happened.
4 For example, the picture shows us that Röntgen took an X -ray of his hand
5 The picture is a good way to find out about the discovery of the X -ray because you can see what the machine looked like.
SAMPLE
Past 2.4 Timeline
d Before the X-ray was discovered, there were lots of different ways doctors found out if people had broken bones.
a Röntgen was a very good scientist who carried out lots of different experiments. One day he accidently discovered X-rays!
e The first X-ray picture Röntgen took of a person, was of his wife’s hand. He managed to see all her bones. They were both amazed!
b News of this fantastic discovery spread quickly. Soon doctors all over the world were using X-rays to help find out if people had broken bones.
c The X-ray machine is now used in hospitals all over the world.
We are working towards endorsement of this title for the Cambridge Pathway.
CAMBRIDGE PRIMARY AND LOWER SECONDARY HUMANITIES STAGES 7 TO 9 : WORKSHEET ANSWERS
Past 2.5
Stack of books – There are lots of books written about this discovery.
Trophy – Röntgen, the man who discovered X -rays, won a prize.
Doctors and nurses – X-ray machines can be used by doctors to help patients get treated quickly.
People around globe – The X-ray machine is used all over the world.
Past, Enquiry 2
How did the invention of the X -ray machine change the world?
Mystery picture
SAMPLE
Röntgen
Before or after?
I wore a special gown in hospital. I took off my jewellery. When I lay down, I had to try and stay as still as possible.
I looked at the patient’s leg very closely with a magnifying glass. There were some bruises, so I think it might be broken.
The doctor asked me to move my arm up and down. This hurt a lot! He says we will look again in two days to see if it is broken.
I carefully pointed the machine at the person’s arm. Then I stood behind a screen to take the picture. This will help me to decide what is wrong.
Explore
It didn’t hurt at all, and it only took a minute. The doctor came in and said he could see straight away that my leg was broken.
Chitter Chatter
I have worked well with other people.
I have tried my hardest even when I found things hard.
I have learnt about something new. I have used pictures and stories.
I have practised new skills.
About the X-ray
1. I can explain how the X-ray machine is used today.
2. I can retell the story of how the Xray was discovered.
3. I can describe how doctors found out if a bone was broken before the X-ray machine was invented.
4. I can explain why the invention of the X -ray machine was important.
My skills
1. I can use a picture to find out about something that happened.
2. I can listen to a story to find out about something that happened.
3. I can put things that happened in order.
4. I can use a simple timeline.
Glossary
SAMPLE
Chronology: the order in which a series of events happened, or a list or explanation of these events in the order in which they happened.
Discovery: when somebody finds out something new. Doctor: a person who helps make sick or hurt people better.
Evidence: sources and information used to support historical narratives, claims, interpretations and arguments. This includes primary sources such as documents, artefacts and eyewitness accounts, as well as secondary sources like scholarly works and analyses.
Experiment: a special test to find out something new. Interpretation: the process of constructing the past by evaluating historical evidence to produce meaning, understanding and explanations about past events, people and societies.
Invention: something (e.g. a machine) that has been made for the first time.
Past: the time before now.
Patient: someone who is being helped by a doctor or nurse.
Scientist: someone who finds out how things work or invents or discovers things.
Sources: materials, such as documents, artifacts, texts or oral accounts, that provide evidence or information about past events, people, cultures or societies. These materials are essential for historical analysis, research and the construction of interpretations and narratives.
X-ray: a special ray, or light, that can pass through some parts of your body but not others.
X-ray machine: a machine that can take a picture of the inside of your body.