Footprints of Faith

Walks for schools through culture, history and belief in Cambridge

Human Rights KS1: Curriculum Links

The Footprints of Faith walks have been designed to fit in with several different curriculum subjects in both KS1 and KS2. The Human rights walk can be linked to history, geography, citizenship and RE:


Knowledge and understanding of events, people and changes in the past

2. Pupils should be taught to:

a. recognise why people did things, why events happened and what happened as a result

b. identify differences between ways of life at different times.


Historical enquiry

4. Pupils should be taught:

a. how to find out about the past from a range of sources of information (for example, stories, eye-witness accounts, pictures and photographs, artefacts, historic buildings and visits to museums, galleries and sites)

b. to ask and answer questions about the past.

Breadth of study

6. During the key stage, pupils should be taught the knowledge, skills and understanding through the following areas of study:

b. the way of life of people in the more distant past who lived in the local area or elsewhere in Britain

c. the lives of significant men, women and children drawn from the history of Britain and the wider world


Knowledge and understanding of places

3. Pupils should be taught:

c. recognise how places have become the way they are and how they are changing [for example, the quality of the environment in a street]

e. recognise how places are linked to other places in the world [for example, food from other countries].


Developing confidence and responsibility and making the most of their abilities

1. Pupils should be taught:

a. to recognise what they like and dislike, what is fair and unfair, and what is right and wrong

b. to share their opinions on things that matter to them and explain their views

Preparing to play an active role as citizens

2. Pupils should be taught:

a. to take part in discussions with one other person and the whole class

b. to take part in a simple debate about topical issues

c. to recognise choices they can make, and recognise the difference between right and wrong

Developing good relationships and respecting the differences between people

4. Pupils should be taught:

c. to identify and respect the differences and similarities between people

Breadth of opportunities

5. During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:

c. take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as ‘where our food and raw materials for industry come from’]

g. consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues]



myself: everyone is a special and unique person learning to make sense of their place in the world

belonging: where and how people belong to families and communities and why belonging is important



2. become aware that Jesus is special for Christians, who remember his life and try to follow his teaching, and who believe that the risen Jesus is with then now,

self and Community:

2. learn that Jesus taught that everyone is important and of equal value in the sight of God and that people should love God and love their neighbour

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