History

Learning Goals
International Curriculum Learning Goals | History

History Know that the study of history concerns events,

actions and peoples of past societies and developing
an understanding of the relationship between the
past and students’ lives today. As learners move from
Milepost 1 to the IMYC, the increasing complexity is
influenced by the historical sources learners use, as
well as the depths of understanding required around
the causes, actions and outcomes of events and
situations.
Learners will gain knowledge of a variety of times,
including ancient, modern, recent and living history.
They will know about significant events in specific
periods and places.
Skills of critical analysis, including identifying bias
within a broad range of primary and secondary
sources, are essential to becoming a historian.
These goals are written in such a way to develop
international learning through history. Schools may
need to generate specific, detailed targets depending
on syllabus expectations and resource availability.
As well as meeting the Learning Goals, to be
successful, learners must:
– Use appropriate vocabulary and subject specific
terminology
– Connect learning within and between subjects
– Engage with current affairs on a local and global
level, including ethical issues
– Make use of available, fitting technology
– Demonstrate academic honesty
– Apply all the Personal Learning Goals.

Learners will develop an understanding of world

history and the interconnectedness of the past. They
will cultivate an understanding of and empathy for
peoples of the past through engaging with multiple
perspectives accessed through a variety of sources.

To promote engagement with home, host and

adopted countries’ traditions and cultures, we
recommend drawing on a broad range of stimuli and
resources to support teaching and learning in history.

2
International Curriculum Learning Goals | History

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Historians and their 1.01 2.01 3.01 4.01

Be able to formulate questions Be able to formulate questions Be able to formulate questions Be able to formulate questions
research methods about objects from the past about events from the past related to different perspectives of to investigate various sources
the past including to uncover bias

1.02 2.02 3.02 4.02

Understand that we are still Understand that there are different Understand why accounts of the Understand why historical sources
collecting evidence about the past accounts of the same event same event may differ may contradict each other

1.03 2.03 3.03 4.03

Be able to select and record Be able to select and record Be able to analyse the viewpoint Be able to evaluate the reliability
relevant information about the relevant information including and resulting bias in historical and accuracy of representations
past multiple sources  sources of the past

1.04 2.04 3.04 4.04

Know that there are a variety of Know that historians study an Know how historians build Know that historians build
ways to learn about the past artefact within its historical context inferences about the past based on inferences about the past which
evidence may change with new information

Time and chronology 1.05 2.05 3.05 4.05

Know about the significant events Know about the significant events, Know about the features of Know about the features of
and dates of their own lives dates and features of past societies particular periods and societies different societies within the same
period 

1.06 2.06 3.06 4.06

Know that how people talk about Know that there is a significant Know that the same period or Know that the label given to a
time is influenced by culture division in how we organise time event can be labelled in more than period or event reveals something
called year zero one way about how people remember it

1.07 2.07 3.07 4.07

Be able to order events and Be able to organise events and Be able to classify and organise Be able to make connections
objects chronologically societies chronologically events and societies both between the chronological past
chronologically and regionally of different regions

3
International Curriculum Learning Goals | History

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Cause and effect 1.08 2.08 3.08 4.08

Be able to suggest reasons for Be able to suggest reasons for Be able to infer reasons for Be able to evaluate the
change particular events and changes historical events, situations and significance of people and events,
changes and the changes they influenced

1.09 2.09 3.09 4.09

Be able to identify results/ Be able to describe results/ Be able to explain results/ Be able to explain the causes of,
consequences of historical events consequences of historical consequences of historical and results of different historical
events, situations events, situations events, situations and changes

1.10 2.10 3.10 4.10

Know differences between their Know about similarities and Know how ideas, beliefs and Know how changes in ideas, beliefs
own lives and those of people from differences between past and attitudes in the past influence the and attitudes in the past have
the past present lifestyles  present influenced the present

1.11 2.11 3.11 4.11

Understand that technological Understanding that there are still Understand ancient and modern Understand the positive and
development is not a recent mysteries around how ancient technological developments and negative impacts of technology
phenomenon civilisations used technology their impacts on the periods in which they were
developed

1.12 2.12 3.12 4.12

Understand that events/situations Understand that multiple causes Understand how multiple causes Understand how different types
have causes and effects contribute to change contribute to a change of causes contribute to change,
and these do not all have equal
influence 

4
International Curriculum Learning Goals | History

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Cause and effect 1.13 2.13 3.13 4.13

Be able to associate causes and Be able to give an opinion on the Be able to identify the ‘trigger’ that Be able to explain how
effects of change most significant contributor to led to change and development situations ‘triggered’ change and
change development

1.14 2.14 3.14 4.14

Know that commemorative events Know the history of people and/or Know how the history of one Know how the history of one
may give insight into different places they have a connection with country may directly impact country may effect another
nations another