The Prehistoric World

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Enquiry:WOuld you have like to have lived in the prehistoric world?

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Assumptions and beliefs

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Throughout our lives we learn about and develop understandings of the world around us and the past from many sources. Our beliefs are shaped by the things that we see and hear.

Although you may not have studied the Prehistoric Era in school you will have developed beliefs and assumptions about life thousands of years ago.

Task: What do we assume?
  • Draw and label a picture of a caveman and his surroundings.
  • Find three other people and form a group. Show and discuss your pictures. What do the have in common? What assumptions have we made about the lives of cavemen?
  • Where do we get these beliefs from? 


Knowing and understanding - Chronology

  • When was the Stone Age? 
  • How did Britain change during the period?
  • ​How did society develop during the Prehistoric era?
  • What can we learn from basic chronology about life in the Prehistoric Era?

A brief history of the prehistoric era

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creating your own timeline

To help you improve your chronological ordering of events throughout this year you will begin to create and maintain a timeline of the periods of time that you learn about:

You are going to begin by adding in some periods that you became familiar with during the Year 6 to 7 transition period. Do not worry if you were not here for this, you will still be able to complete all of today's activities:

Start by using the periods in the handout below: 'timeline description'. These will be the periods that you add to your timeline. Remember that a timeline flows from left to right and has the periods and dates in the correct order in which the occurred/happened.

You can leave space in between the periods and events to illustrate the distance in time between two dates and periods, but it is fine to be approximate with this!

​Below are some suggestions of software, many of them free, that you may use to create your timeline. Remember the timeline is a summary of the event and should also include pictures to illustrate the dates and events. It is a communication tool and should be well presented by being clear.

Padlet: You are beautiful

From your hobby to your career, your class notes to your final exam, your mood board to your runway show, padlets help you organize your life.

Click to set custom HTML

Sutori

Develop the inquiry, ignite the curiosity. The structure of timelines, the simplicity of slides. Foster research & inquiry Use our media literacy content as a platform for students to learn how to search the web and ask the right questions. Critical thinking Upload primary and secondary sources to train students' eyes to analyze and make connections.


what can we learn about Prehistoric britain from ARCHAEOLOGICAL sites?

In this enquiry you will be learning about prehistoric life in Britain 5000 years ago. You will review archaeological evidence and by the end of the enquiry you should be able to make some conclusions of varying certainty about the lives of ordinary people and how their society was organised.

How was Skara Brae discovered?

  • Your teacher will tell you the brief but dramatic story of the Skara Brae site being uncovered in a storm in 1850.
  • Now  re-read the story (Story) and come up with 3-5 questions that you would like to ask about the site to find out more. 
    • Hopefully one of the questions will be ‘what did they find?
  • ​Share your questions with the class.

Where is Skara Brae?

Cut out the map of Skara Brae  - Map
Using google maps to help you write a summary of the location of Skara Brae.

What did they find?

  • You will no be shown two or three of the finds [a house interior, some pottery and a stone ball] to get you looking carefully and asking more questions. 
  • Now describe the objects carefully and ask questions about these objects – What are they? What are they made from? How old are they? Where were they found? Who might have lived there? 
  • Even if you struggle it’s important to see if you can come up with ideas, especially about what the items are made from as this links to the chronological term ‘Stone Age’. 
  • You could annotate each item with description and questions in your book.

When did people live in Skara Brae?

  • We can figure this out by studying the nature of the objects you've been looking at. What are they made of? If you had to choose when they belong to would you choose the Stone, Bronze or Iron Age – and why? By way of a solution you could refer to scientific tests [radio-carbon dating] showing the objects come from the Stone Age to support the fact they’re made from stone!
  • You know need to place Skara Brae in time. Using the timeline description of the Prehistoric Era create a pictorial timeline that shows the main developments.
  • Your timeline must include images to demonstrate developments - you could also use some key words but no written description.

What do the ARTIFACTS tell us about life in Skara brae?

  • Look at all the pictures of the artefacts for Skara Brae. 
    • Decide with your partner what each one tells you about prehistoric life and write it down in a list
    • e.g. The people at Skara Brae used stone and flint tools
  • How certain are you of the statements you have in your list? 
    • Give them a score between 1-5, with 5 meaning there is a lot of evidence that this happened.
    • Discuss with your partner how certain we can be about everything that happened in the past ​

WHat else can we find out about prehistoric life from the evacuation of the 'tomb of the eagles' in isbister?

  • You will now be given details and pictures of another excavation; this time of a tomb (a place where the dead were buried). You teacher will tell you the story of the find.
  • Read the following details about the skeletons found in the tombs and note down what you can infer about life for the people of Isbister. You can use this table to write your ideas in.
    • Only 2 per cent of the 342 skeletons showed signs of broken bones and most of them showed evidenceof healing
    • Many of the skeletons were those of babies and young children. There were very few skeletons over 40
    • Men's height was on average 170cm, whilst women's average height was 161cm.
    • The ankles of the some of skeletons were unusually well developed.
    • Their teeth were ground down 
    • Most people suffered osteoarthritis - painful swelling of the joints. Nearly half of the adults suffered from it at young ages
    • The female skeletons are younger than the make ones
    • Skulls were found with pieces of bone cut out of them. There were signs of healing around some of these. 
  • Your teacher will tell you the conclusions that archaeologists came to from studying the evidence. How close where they to yours?
  • They will also tell you some extra things that cannot find out from the sources, but can be found out by studying people living today.

How accurate is kathleen fidler's depiction of stone age life?

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  • Read these extracts from The Boy with the Bronze Axe, 
    • a. Highlight aspects of the story that are strongly supported by evidence
    • b. Highlight aspects that arent supported by evidence
    • c. Highlight aspects that you think there is evidence for but we cannot be certain
  • Write a letter to Kathleen Fidler critiquing the historical accuracy of The Boy with the Bronze Axe. Firstly, explain to her the bits you were pleased she included because you think there is enough evidence to support her interpretation. Then point out the parts that you dont think she should have included because you dont think there is enough evidence to be certain it was like how she describes

Review of Learning

To consider the key learning achieved throughout this unit of study go back to your caveman drawing.
  • What did you get right? What assumptions did you make?
  • What did you get wrong? Why did you get it wrong?
  • Draw a new sketch of prehistoric man demonstrating your new understanding
  • Would you  have liked to have lived in Prehistoric Scotland? Explain your answer.

Area of study - Ancient Egypt and Rome

Enquiry: Ancient Egypt or Ancient Rome?

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        • Extreme Environments >
          • How do people live in cold environments?
          • The Sirius Patrol: Surviving in Extreme Environments
          • Mt Everest
          • Deserts
      • Year 9 History >
        • Teacher Documents
        • East Meets West >
          • 1A. WHY DO CIVILISATIONS EXPAND?
          • 1.B THE ROLE OF POLITICAL UNITY AND TRADE
          • 1.C The role of Trade
          • 1.D THE ROLE OF THE INDIVIDUAL
          • 1.E THE FIRST CRUSADE
          • 1E. ASSESSMENT: THE BENEFITS OF INTERCONNECTEDNESS OUTWEIGH THE COSTS TO HUMANITY' EVALUATE THIS STATEMENT IN REFERENCE TO THE PERIOD 250AD-1250AD
        • 2. THE NEW WORLD >
          • Ancient civilizations of the Americas
          • The conquest of the Americas
          • WHAT MADE THOMAS CLARKSON SO ANGRY?
        • 4. THE BIG IDEA: WHY WAS THE FIRST 50 YEARS OF THE 20TH CENTURY THE MOST VIOLENT? >
          • 4.A FIRST GLOBALIZATION 1750-1914
          • 4.B LONG WAR 1914-1990
        • YEAR 9 END OF YEAR ASSESSMENT
    • Year 8 Humanities >
      • Topic 1: Where is the riskiest place to live in the USA? >
        • What makes a disaster?
        • Population patterns USA
        • Hurricanes
        • Tornadoes
        • Tectonics in the USA
        • Wildfires
        • Hazards Final Assessment
      • Topic 2: The Changing Story of Power >
        • Part 1: From King to Parliament >
          • Case Study: English Kings
          • Could Kings do what ever they wanted?
          • The growth of Parliament
          • The Reformation
          • Charles I
        • Part 2: From Parliament to People >
          • The Enlightenment
          • The American War of Independence
          • Why were the French so Angry?
          • How did the Enlightenment affect Britain?
          • The Fight for Women's Rights
          • Did the militant actions of the Suffragettes help or hinder the cause of votes for women?
          • Why did women win the vote?
        • Assessment >
          • Revision of Turning Points
      • Topic 3: How can we become positive change makers? >
        • Our World in 2045
        • What are the long-term causes of climate change?
        • The Industrial Revolution and climate
        • significant Inventions
        • Costs and benefits of Industrialization
        • The enhanced Greenhouse effect
        • The impact of climate change
        • Is the World that bad?
        • What is the problem with plastic?
        • How can we manage climate change?
        • Mitigation and adaptation strategies
        • Protest as a means of change
        • Change maker project
        • Y8: Model United Nations
    • Year 7 Humanities >
      • Year 7 Geography >
        • Biomes
        • Why do the impacts of tectonic hazards vary?
        • Topic 3: Microclimate Investigation
        • Settlement Studies
        • Geography in the news
      • Year 7 History >
        • 1. The Ancient World >
          • a. Prehistoric Life >
            • Middle School History
          • b. Egypt or Rome? >
            • Historical Enquiry - Comparing Ancient Societies
            • Ancient Egypt
            • Ancient Rome
          • Assessment
        • 2. The Medieval World >
          • "Muck and Misery" Investigation
          • Medieval Guidebook Assessment
          • Medieval Baghdad
        • 3. The American West >
          • Native American Culture
          • The First Settlers
          • Pioneers
          • Mormons
          • Homesteaders
          • Cowboys and cow towns
          • The Plains Wars
          • Impact of settlement on the Native Americans
          • Assessment
        • 4. The Industrial World
        • 5. Civil Rights
        • 6. The Significance of the Lives of Ordinary People
        • 7. Year 7 Assessments
        • 8 . Digital Library
  • HS Geography
    • IB Geography >
      • Introduction to IB Geography
      • Paper 1- Geographic Themes >
        • Urban Environments >
          • Urban sections 1-3
          • Sustainable Cities
        • Leisure, sport and Tourism >
          • Introduction to Leisure, sport and tourism
          • A global sporting event- The Olympics
          • Managing Rural Tourism Hotspots
          • Managing urban tourism hotspots
          • Tourism as a development strategy
          • Sustainable tourism
          • Variations in Sphere of Influence
          • The impact of Rural festivals
        • Geophysical Hazards >
          • Earthquakes
          • Volcanoes
          • Landslides
      • Paper 2: Geographic perspectives >
        • Changing populations >
          • Population density
          • Processes of population change >
            • Megacities
            • Forced migration
          • Possibilities of population change >
            • Aging population
            • Population policies
            • Gender Equality
            • Human trafficking
            • Demographic dividend
          • Debate: Should the UN curb population growth?
        • Global Climate - Vulnerability and Resilience >
          • The causes of global climate change
          • Impacts of climate change
          • ​Disparities in exposure to climate change risk and vulnerability
          • GOVERNMENT LED ADAPTATION AND MITIGATION STRATEGIES
          • Civil society and corporate strategies to address climate change
        • Global resource consumption and security >
          • Global trends in consumption >
            • GLOBAL AND REGIONAL/CONTINENTAL PROGRESS TOWARDS POVERTY REDUCTION.
            • Measuring trends in global consumption
            • Patterns and trends in the availability and consumption of water
            • Global patterns and trends in the availability and consumption of land/food
            • Global patterns and trends in the availability and consumption of energy
          • Nexus thinking >
            • Two countries with contrasting levels of resource security...
            • Waste disposal and recycling
          • Resource Stewardship >
            • Divergent thinking about population and resource consumption trends
            • The circular economy
        • Infographics
      • Paper 3: Global Interactions >
        • Power, place and networks >
          • Global networks and flows
          • Global Interactions & Global Power
          • Human and physical influences on global interactions
        • HUMAN DEVELOPMENT & DIVERSITY >
          • Development opportunities
          • Changing cultures and identities
          • Cultural Hybridity
          • Local responses to global interactions
        • Environmental risks
        • Geopolitical and economic risks
      • IB Revision- mocks 2021
      • IB Revision
      • Internal Assessment
      • Extended Essay in Geography
    • IGCSE Geography >
      • Population and Settlement >
        • Population >
          • Why is population growing?
          • Population density and distribution
          • Over and Under population
          • Dependent populations
          • Population policy: One Child policy China
          • HIV and AIDs
          • Migration
          • Population revision
          • Debate: Should the UN curb population growth?
        • Settlement >
          • Settlement and service provision
          • Urbanisation
      • Natural Environment >
        • Earthquakes and Volcanoes >
          • Plate tectonics
          • Case study of a volcano: Montserrat
          • Haiti Earthquake
          • Why do people live in hazardous areas?
          • Tectonics revision
          • REVISION- WHAT HAPPENS AT TECTONIC PLATES?
        • Rivers >
          • Hydrological characteristics and processes
          • River Landforms
          • Benefits and threats of rivers
          • Management of rivers: Hard and Soft engineering
          • Rivers revison
        • Coasts >
          • Coastal processes
          • Coastal management
          • Different coastal environments
          • Mangroves
          • Hurricanes- cyclone Alia, Bangladesh
          • Hurricanes- Hurricane Harvey
          • Coasts revision
          • Coastal skills
        • Weather and Climate >
          • Weather measurements
          • The Tropical Rainforest Ecosystem
          • Deserts
          • Climate and vegetation revsion
      • Economic Development >
        • 3.1 Development
        • Industry
        • Globalisation
        • Food production
        • Water
        • Tourism
        • Energy
        • Environmental risks of economic development
        • economic development revision
      • Geographical Enquiry
      • Geographical Skills
      • IGCSE Revision
      • Year 11 Geography mock revision: Jan 2021 >
        • Paper 2: Geographical Skills
        • Paper 4: Fieldwork paper
        • Paper 1: Knowledge paper
  • HS Economics
    • IB ECONOMICS TEACHER PAGES >
      • Activity Styles
    • Year 10 >
      • 1.0 THE BASIC ECONOMIC PROBLEM
      • 2.0 HOW MARKETS WORK AND MARKET FAILURE
      • 3.0 THE INDIVIDUAL AS PRODUCER, CONSUMER AND BORROWER >
        • 3.3 Workers
        • 3.4 Firms
        • 3.5 Small firms and causes and forms of the growth of firms
        • 3.6 Economies and diseconomies of scale
        • 3.7 Firms costs, revenues and objectives
        • 3.8 Firms and Production
        • 3.9.5 Monopoly Markets
      • REVISION OF UNITS 1, 2 AND 3
      • SUMMER LEARNING
    • Year 11 >
      • 4.0 THE ROLE OF GOVERNMENT IN AN ECONOMY >
        • 4.1 Introduction to Macroeconomics
        • 4.1.1 The Role of Government
        • 4.2.1 Macroeconomic Aims of Government
        • 4.2.3 Economic Growth
        • 4.7 EMPLOYMENT AND UNEMPLOYMENT
        • 4.8 INFLATION
        • 4.4.0 FISCAL POLICY
        • 4.4.1 MONETARY POLICY
        • 4.1.2 SUPPLY-SIDE POLICIES AND MACROECONOMICS REVISION
      • 5.0 ECONOMIC DEVELOPMENT >
        • Top Trumps: Economic Development
        • 5.1 DIFFERENCES IN ECONOMIC DEVELOPMENT
        • 5.3.1 POVERTY
        • 5.3 POPULATION
      • 6.0 INTERNATIONAL ASPECTS
      • iGCSE Economics Revision Sessions - May 23rd to June 1st
      • Revision Support
    • Year 12 >
      • 1. Introduction to Economics
      • 2. Microeconomics >
        • 2.A. COMPETITIVE MARKETS: DEMAND AND SUPPLY >
          • HL Demand FE 2022
        • 2.B.ELASTICITIES
        • 2.C.GOVERNMENT INTERVENTION >
          • HL 2020 Government intervention
        • 2.D.MARKET FAILURE >
          • To What Extent Does the American Health Care Market Represent a Market Failure?
        • 2.E.THE THEORY OF THE FIRM 1: PRODUCTION, COSTS, REVENUES, AND PROFIT HL
        • 2.F.THE THEORY OF THE FIRM II: MARKET STRUCTURES HL
        • Real World Examples: Theory of the Firm
      • 3. Macroeconomics >
        • 2A. THE LEVEL OF OVERALL ECONOMIC ACTIVITY
        • 2B. AGGREGATE DEMAND
        • 2C. AGGREGATE SUPPLY
        • THE MULTIPLIER (HL)
        • INFLATION
        • LOW UNEMPLOYMENT
        • EQUITY IN THE DISTRIBUTION OF INCOME
        • ECONOMIC GROWTH
        • OVERVIEW OF DEMAND-SIDE AND SUPPLY-SIDE POLICIES
        • FISCAL POLICY
        • MONETARY POLICY
        • SUPPLY-SIDE POLICIES
      • Exam Papers
      • IA's >
        • IA Marking Exercise
        • Economic Diagrams
      • Extended Essay in Economics
      • SUMMER LEARNING
    • Year 13 >
      • 4. International Economics >
        • 4.A.International trade
        • 4.B.Exchange rates and the balance of payments
        • 4.C.Economics integration and the terms of trade
        • 4.D.Be ambitious resources
      • 5. Development Economics >
        • Understanding Economic Development
        • Topics in Economic Development
        • Foreign sources of finance and foreign debt
        • Consequences of economic growth and the balance between markets and intervention
      • IB Economics - Exams
      • IB ECONOMICS REVISION PAGES >
        • Give Me Fives
        • Economics Past Papers
        • Student Video Tutorials
        • Additional Revision Activities
    • Digital library
    • TOK Inspired Economics Page
    • Process for Deciding Economics University Predicted Grades
  • HS History
    • What is History?
    • IBDP History >
      • Pre - IB History
      • Rationale
      • Introductory Tasks
      • Perspectives Blog
      • IB History Revision Sessions - April 6th to May 1st
      • Paper 1 - Prescribed Subject >
        • Military Leaders >
          • Genghis Khan 1200-1227 >
            • Introduction to the Mongols
            • Mongol Historiography
            • Rise to Power
            • Military Might
            • Leadership
            • Campaigns in China and Asia
            • Impact of the Mongols
            • TOK - Genghis
          • King Richard I of England 1173-1199 >
            • Richard I - Life before 1189
            • Richard I - Crusader King 1190 - 1193
            • Richard I - Military Leadership
            • Richard - Impact
            • Richard I - Reputation and Historiography
            • TOK - Richard I
          • Source Skills
      • Paper 2 - World History Topics >
        • Essay Writing Skills - Paper 2
        • Authoritarian States >
          • Theory
          • Hitler >
            • Emergence and rise to power >
              • HOW MUCH HOPE WAS THERE FOR THE SURVIVAL OF THE WEIMAR REPUBLIC 1919-29?
              • HOW DID THE AIMS AND IDEOLOGY OF THE NAZI PARTY DEVELOP BETWEEN 1919-1923
              • HOW FAR DID THE CONDITIONS OF 1929-33CONTRIBUTE TO THE ESTABLISHMENT OF THE NAZI STATE?
              • WHERE DID SUPPORT FOR NATIONAL SOCIALISM COME FROM?
            • Consolidation and maintenance of power >
              • HOW DID HITLER CONSOLIDATE HIS POWER TO CREATE AN AUTHORITARIAN REGIME?
              • WHAT PART DID PERSONALITY AND PROPAGANDA PLAY IN THE CONSOLIDATION OF POWER?
              • WHAT WERE THE MAIN CHARACTERISTICS OF NATIONAL SOCIALIST GOVERNMENT?
              • WHAT WAS THE NATURE AND EXTENT OF OPPOSITION TO NAZI RULE AND HOW WAS IT DEALT WITH?
              • WHAT WAS THE IMPACT OF FOREIGN POLICY ON HITLER'S CONSOLIDATION AND MAINTENANCE OF POWER?
            • Aims and results of policies >
              • WHAT FACTORS INFLUENCED DOMESTIC AND SOCIAL POLICY
              • ​HOW SUCCESSFUL WAS NAZI ECONOMIC POLICY?
              • WHAT WAS THE RELATIONSHIP BETWEEN THE NAZIS AND THE CHURCHES WITHIN GERMANY?
              • HOW DID THE NAZIS SEE THE ROLE OF EDUCATION AND TRY TO ENSURE THE SUPPORT OF YOUNG PEOPLE?
              • ​HOW DID NAZISM AFFECT THE ARTS AND MEDIA?
              • HOW WERE SOCIAL RELIGIOUS AND RACIAL MINORITIES TREATED WITHIN THE NAZI STATE?
              • WHAT WAS THE POSITION OF WOMEN IN THE NAZI STATE?
              • ​HISTORIOGRAPHY: HISTORIANS VIEWS ON HITLER AS ‘MASTER OF THE THIRD REICH’ AND NAZI GERMANY AS A TOTALITARIAN STATE?
              • HITLER: WEAK OR STRONG DICTATOR? NAZI GERMANY: TOTALITARIAN STATE?
          • Castro >
            • Castro RTP
            • Castro Establisment and consolidation
            • Castro: Aims and results of policies
        • Independence movements 1800 - 2000 >
          • India - Asia >
            • Origin and rise of the Independence Movement >
              • 1857 and Colonial India
              • The Growth of Nationalism
              • Factors in the rise of the Independence Movement
            • Methods and success of the Independence Movement >
              • Leadership in India
              • Why did India win independence?
            • Challenges facing the newly independent state
          • Cuba - The Americas >
            • origins of Cuban Independence before 1823
      • Paper 3 - History of Europe >
        • Essay Writing Skills - Paper 3
        • Monarchies in England and France 1066 - 1223 >
          • Medieval England
          • Pre 1066 - Background
          • The Norman Invasion and its Impact
          • The Angevin Commonwealth
          • The Rise of Capetian France
          • Philip Augustus and Richard
          • Normandy and France - Rivalry and War
          • Royal Government in England and France - A Comparison
        • THE FRENCH REVOLUTION 1774 TO 1815 >
          • THE ORIGINS OF THE FRENCH REVOLUTION
          • 1789: THE END OF THE ANCIEN REGIME
          • CONSTITUTIONAL MONARCHY:REFORMING FRANCE 1789-92
          • WAR, REVOLT AND OVERTHROW OF THE MONARCHY 1792-3
          • GOVERNMENT BY TERROR 1793-4
          • THERMIDORIAN REACTION AND THE DIRECTORY 1794-9
          • THE IMPACT OF THE REVOLUTION
          • NAPOLEON: CONSULATE AND EMPIRE
          • DIGITAL RESOURCES: FRENCH REVOLUTION
        • Imperial Russia 1854 - 1924
      • Internal Assessment (IA) >
        • Formulating a Question
        • Initial Proposal
        • IA Section 1
        • IA Section 2
        • IA Section 3
        • IA Referencing
        • Marking Exercise
        • Timeline Class of 2018
      • Core >
        • Extended Essay
        • Theory of Knowledge
        • CAS
    • IGCSE Cambridge History >
      • Revision Checklists
      • REVISION Past Papers >
        • MODEL Paper 1
        • MODEL Paper 2 >
          • MODEL Paper 2: Cold War Causes
          • MODEL Paper 2: Treaties
      • Depth Study A: WW1 >
        • 1. Why was war not over by December 1914?
        • 2. Why was there stalemate on the Western Front?
        • 3. How important were other fronts?
        • 4. Why did Germany ask for an armistice in 1918?
        • WW1 EXAM QUESTIONS
      • Core Content 1: Treaties
      • Core Content 2 & 3: League 20s & 30s
      • Core Content 4 : Blame for Cold War?
      • Core Content 5: Cold War Conflicts
      • Depth Study B: Germany >
        • 1. Was the Weimar Republic doomed from start?
        • 2. Why was Hitler able to dominate Germany by 1934?
        • 3a. How effectively did the Nazis control Germany?
        • 3b. What was it like to live in Nazi Germany?
  • HS Business
    • REVISION Past Papers >
      • MODEL Paper 2
    • Unit 1 : Understanding Business Activity >
      • IGCSE Business 1.1
      • IGCSE Business 1.2
      • IGCSE Business 1.3
      • IGCSE Business 1.4
      • IGCSE Business 1.5
    • Unit 2 : People in Business >
      • IGCSE Business 2.1
      • IGCSE Business 2.2
      • IGCSE Business 2.3
      • IGCSE Business 2.4
    • Unit 3 : Marketing >
      • IGCSE Business 3.1
      • IGCSE Business 3.2
      • IGCSE Business 3.3
      • IGCSE Business 3.4
      • IGCSE Business 3.5
      • IGCSE Business 3.6
    • Unit 4 : Operations Management >
      • IGCSE Business 4.1
      • IGCSE Business 4.2
      • IGCSE Business 4.3
      • IGCSE Business 4.4
    • Unit 5: Financial Information & Financial Decisions >
      • IGCSE Business 5.1
      • IGCSE Business 5.2
      • IGCSE Business 5.3
      • IGCSE Business 5.4
      • IGCSE Business 5.5
    • Unit 6: External Influences on Business >
      • IGCSE Business 6.1
      • IGCSE Business 6.2
      • IGCSE Business 6.3
  • SOCIOLOGY HOME
    • Unit 1: Theory and Methods >
      • How do sociologists study society?
    • Unit 4: Family
    • The story of Power England
  • TEACHER PAGES
    • Mrs Bennett
    • Ms Capper
    • Mr Bish >
      • WS
      • Top 10's
      • Book club
      • Profile
      • blog: How can self-directed learning be made visible?
    • Mrs Morgan >
      • Debate: Should the UN curb population growth?
      • Books
      • TV and Films
      • Travel
    • Mr Jones
    • Mr Skerry
    • Contact
  • HUMANITIES IN THE NEWS
  • CCA'S AND ENRICHMENT
    • SDGs
    • Real Life History >
      • William H Neyer's Letters 1944-45
      • February 1953
      • March 1953
      • April 1953
      • May 1953
      • June 1953
      • July 1953
      • August 1953
      • September 1953
    • Mini Mock Trial
  • GLOBAL JUSTICE LEAGUE OF BISH
    • VIRTUAL MODEL UN Year 9
    • VIRTUAL MODEL UN
    • Texas State Mock Trial Competition Team
    • TED X
    • BISHMUN 2020 BID
    • Earth Day 2020 >
      • Get Learning
      • Get creative
  • New Page
  • Introduction to year 9 Humanities
  • The UNICEF Global Challenge
  • Year 9 - Leadership Enrichment
    • Week 1 - What is Leadership?
    • Week 2 - What are the qualities of leaders?
    • Review and Reflection