Footprints of Faith

Walks for schools through culture, history and belief in Cambridge

Human Rights KS2: 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:

a. about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past

b. about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world

c. to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied

d. to describe and make links between the main events, situations and changes within and across the different periods and societies studied.

Historical enquiry

4. Pupils should be taught:

a. how to find out about the events, people and changes studied from an appropriate range of sources of information, including artefacts, historic buildings and visits to museums, galleries and sites

b. to ask and answer questions.

Local history study

7. A study investigating how an aspect in the local area has changed over a long period of time, or how the locality was affected by a significant national or local event or development or by the work of a significant individual.

British History

8. In their study of British history, pupils should be taught about:

a. Britain and the wider world in Victorian Britain and Britain since 1930

b. aspects of the histories of England, Ireland, Scotland and Wales, where appropriate, and about the history of Britain in its European and wider world context, in these periods.

Victorian Britain

a. A study of the impact of significant individuals, on the lives of men, women and children from different sections of society.


Knowledge and understanding of places

3. Pupils should be taught:

d. to explain why places are like they are [for example, in terms of historical development]

e. to identify how and why places change, and how they may change in the future

Knowledge and understanding of environmental change and sustainable development

5. Pupils should be taught to:

a. recognise how people can improve the environment

Breadth of study


b. water and its effects on landscapes and people


Developing confidence and responsibility and making the most of their abilities

1. Pupils should be taught:

a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society

Preparing to play an active role as citizens

2. Pupils should be taught:

e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people’s experiences

h. to recognise the role of voluntary, community and pressure groups

Developing good relationships and respecting the differences between people

4. Pupils should be taught:

b. to think about lives of people living in other places and times, and people with different values and customs.

c. to realize the nature and consequences of racism

e. to think about the lives of people living in other places and times, and people with different values and customs

f. to realise the nature and consequences of racism

Breadth of opportunities

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

e. meet and talk with people [for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers]

g. consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment]



sources of inspiration: Jesus and his Christian followers throughout the ages

symbols and religious expression: how religious and spiritual ideas are explored creatively e.g. through music, art, words and actions

religion and the individual: what is expected of a person in trying to follow Christian teaching, and how it shapes the journey of their life

religion, family and community: how Christian families and communities practise their faith, and the contributions this makes to local life

beliefs in action in the world: how people’s beliefs about God, the world and others impact on their lives e.g. global issues of human rights, fairness and the environment



1. understand that the Church is a community of Christians from all races and nationalities,

5. find out about Christians, women and men, now and in the past, whose actions affect or have affected others e.g. people who have helped others, saints and martyrs, people of faith, courage and commitment (including some with a local connection).


3. know about the various uses made of places of worship by Christians and the wider community,


4. explore how Christians express their faith through other forms of writing e.g. hymns, stories and plays, different types of prayers.

Self and community:

1. explore their own experience of concepts and values e.g. love, justice, peace, forgiveness and self-sacrifice, and begin to discover how these are central Christian ideals,

2. learn about some of the ways in which people express their Christian belief and values through action in their church, local community and world, and why they do this,

3. begin to be aware that Christian behaviour is based on beliefs about God and on the teaching of Jesus.

%d bloggers like this: