* Medicine through time, c1250–present understanding of how historians build an evidence picture. Causation and consequence Step 4: Learners can identify a number of causes and are beginning to categorise these into different types or groups of causes, e.g. short-term and or ‘things to do with money’. important because of evidence Y and Z. Evidence Step 5: Learners make generalised references to provenance (e.g. ‘sources from witnesses are more reliable’). Week 9 * Role of priests in daily life * Why people became monks/nuns * Lives of monks and nuns and their effect on local communities, to include caring for the sick and praying for the dead Background to: * Anglo-Saxon and Norman England * The reigns of King Richard I and King John, 1189–1216 * Crime and punishment through time, c1000–present * Medicine through time, c1250–present Evidence Target Step 4 Stretch to Step 5 Week 10 * Influence of religion on medieval ideas: crime, science and medicine, warfare, the structure of society * Architecture Background to: * Anglo-Saxon and Norman England * The reigns of King Richard I and King John, 1189–1216 * Crime and punishment through time, c1000–present * Medicine through time, c1250–present Causation and consequence Target Step 4 Evidence Target Step 6
Weeks 11–12 Enquiry question: ’Why was the Archbishop of Canterbury murdered? Week 11 * Relationship between Henry II and Thomas Becket * Relationship between Church and state * Argument over the power of the Church Background to: * Anglo-Saxon and Norman England * The reigns of King Richard I and King John, 1189–1216 * Crime and punishment through time, c1000–present * Medicine through time, c1250–present * Henry VIII and his ministers, 1509–1540 Causation and consequence Target Step 4 Stretch to Step 5 Causation and consequence Step 4: Learners can identify a number of causes and are beginning to categorise these into different types or groups of causes, e.g. short-term and or ‘things to do with money’. (Reinforced) Causation and consequence Step 4: Learners understand consequence as the fixed result of all the possible causes and may regard the idea of consequences as inevitable or the only possible outcome. Analytical narrative Understand what Analytical Narrative is in the context of the story of Becket. Causation and consequence Step 5: Learners can categorise causes with some confidence and are beginning to recognise that these groupings of causal factors are interrelated, e.g. a poor harvest can have effects on both the economy and society. Structuring and organising knowledge Step 3: Learners can begin to construct simple stories about the past using what they have been taught. Causation and consequence Evidence Analytical narrative (story of Becket) Week 12 * Story of the murder of Thomas Becket * Possible reasons for the murder Background to: * Anglo-Saxon and Norman England * The reigns of King Richard I and King John, 1189–1216 * Henry VIII and his ministers, 1509–1540 Causation and consequence Target Step 4 Stretch to Step 5 Analytical narrative (introduction) Week 13 Enquiry question: Did the Church make everyone good?
Week 13 * Synthesises learning – how religion links to individuals and to the power of institutions * Who had more power over people’s lives? The church or the state? * Limits of the power of the Church – people (including priests) still lived un-Christian lives, held non-Christian superstitions, kings defied the Church Background to: * Anglo-Saxon and Norman England * The reigns of King Richard I and King John, 1189–1216 * Crime and punishment through time, c1000–present * Medicine through time, c1250–present * Henry VIII and his ministers, 1509–1540 Evidence Target Step 4 Stretch to Step 5 Stretch to Step 6 Evidence Step 4: Learners appreciate that historians need to interrogate sources to work out what happened in the past. (Reinforced 2) Evidence Step 5: Learners can distinguish between information about the past and evidence that historians extract from sources through a process of interrogation in order to support their claims, i.e. I can suggest that X was important because of evidence Y and Z. Evidence Step 6: Learners use sources to make simple inferences about the past and are beginning to understand that historians gather evidence by interrogating information with a particular purpose. Causation and consequence Evidence Analytical narrative (story of Becket) Half-term: Spring 1 Unit title: The problems of medieval monarchs Week 14 Enquiry question: Who were England's Medieval Monarchs? Content details Links to Edexcel GCSE (9–1) History Progression scale focus Target understanding for all students Additional understanding for some students Extra stretch understanding End of half term assessment will cover Week 14 * England's medieval monarchs (1066–1485) * Chronology * Compare the fates of each – how many were killed/deposed/passed on the crown to an heir Useful context for The reigns of King Richard I and King John, Acquisition of knowledge Chronology Target Step 4 Stretch to Step 5 Chronology Step 4: Learners can use terms like year, decade or century in their work and can apply them to historical situations with which they are familiar. Chronology Step 5: Learners are beginning to fit chronological knowledge into a simple structure of historical understanding (e.g. ‘I know that 1536 was in the sixteenth century Chronology Step 5: Learners can use their understanding of chronological terms to construct timelines over short and long periods of history. Causation and consequence Evidence
during the reign of Henry VIII’). Weeks 15–16 Enquiry question: How important were England's medieval queens? Week 15 * Claims of Matilda and Stephen * Their personal qualities and fitness to rule * Civil War (during the period of anarchy) and its outcome Evidence Target Step 4 Stretch to Step 5 Evidence Step 4: Learners appreciate that historians need to interrogate sources to work out what happened in the past and will have a sense that historians use sources with the benefit of hindsight. Evidence Step 4: Learners comment on the reliability of sources (‘biased’ may be used as a catch-all term) but have little understanding of how historians build an evidence picture. (Reinforced) Interpretations Step 4: Learners recognise that the arguments that people have had about the past are important to historical discipline and that history is made up of different stories about the past. Evidence Step 5: Learners can distinguish between information about the past and evidence that historians extract from sources through a process of interrogation in order to support their claims, i.e. I can suggest that X was important because of evidence Y and Z. Interpretations Step 5: Learners can select and describe the key features of a historical interpretation and begin to talk about the messages that it might send to the people viewing it. Interpretations Step 5: Learners have a basic understanding that different interpretations (e.g. films, paintings, songs) are made to provide groups of people with a story about the past. Evidence Step 5: Learners make generalised references to provenance (e.g. ‘sources from witnesses are more reliable’). Interpretations Step 6: Learners can select and describe the key features of a variety of interpretations (e.g. visual, written, spoken) and explain the reasons for their construction (e.g. to entertain, to inform, to persuade). Causation and consequence Evidence Week 16 * Story of Eleanor of Aquitaine * Her accomplishments, influence and limitations Background to The reigns of King Richard I and King John, Interpretations Target Step 4 Stretch to Step 5
Weeks 17–20 Enquiry question: How powerful were English monarchs? Week 17 * Reasons John was unpopular * The rebellion and Magna Carta * Significance of Magna Carta The reigns of King Richard I and King John, Causation and consequence Target Step 4 Stretch to Step 5 Causation and consequence Step 4: Learners can identify a number of causes and are beginning to categorise these into different types or groups of causes, e.g. short-term and or ‘things to do with money’. (Reinforced) Causation and consequence Step 5: Learners can categorise causes with some confidence and are beginning to recognise that these groupings of causal factors are interrelated, e.g. a poor harvest can have effects on both the economy and society. Change and continuity Step 4: They can describe some broad historical developments and trends (e.g. technological Causation and consequence Step 6: Learners can link categories of causes to form a simple causal picture and begin to explain why something happened in history. Change and continuity Step 5: Learners can describe change using features of the period or periods that they are studying. They understand that change often happens as a result of events or actions by individuals, rather than being the event or individual themselves. They show a basic understanding that not all changes that take place are as important as each other. Causation and consequence Step 6: Learners may be starting to use simple knowledge of the event or period to back up their causal statements, but this will remain generic. Causation and consequence Evidence Week 18 * Background to Edward I * Why Edward I was a popular monarch * English takeover of Wales * Owain Glyndwr Warfare through time, Causation and consequence Target Step 5 Stretch to Step 6 Week 19 * Edward I's Welsh Castles * The evolution of castles and castle design Warfare through time, Change and continuity Target Step 4 Stretch to Step 5 Week 20 Why Scotland was a challenge to English kings * Edward I and Scotland * Edward II, Robert the Bruce and the Battle of Bannockburn, 1314 * Edward III, the Auld Alliance and the Battle of Neville's Cross Warfare through time, Causation and consequence Target Step 5 Stretch to Step 6
Weeks 24–25 Enquiry question: What drove people to migrate? Week 24 * How big a factor was religion in causing migration to and from Britain? * Jewish migration, expulsion and return * St Bartholomew's Day massacre and the Huguenots * Puritans and the Mayflower Background to: * Spain and the New World * British America, 1713–1783 Interpretations Target Step 5 Stretch to Step 6 Interpretations Step 5: Learners can select and describe the key features of a historical interpretation and begin to talk about the messages that it might send to the people viewing it. They have a basic understanding that different interpretations (e.g. films, paintings, songs) are made to provide groups of people with a story about the past but cannot explain purpose beyond this. (Reinforced) Evidence Step 5: Learners make generalised references to provenance (e.g. ‘sources from witnesses are more reliable’). (Reinforced 2) Interpretations Step 6: Learners can select and describe the key features of a variety of interpretations (e.g. visual, written, spoken) and explain the reasons for their construction (e.g. to entertain, to inform, to persuade). They will understand that this is linked to who made the interpretations, but will not be able to go beyond simple statements. Evidence Step 6: Begin to frame their own historically valid questions about sources or identify appropriate sets of sources. Interpretations Step 6: Learners may regard interpretations as simply opinions and so be inclined to say that they are either all valid or that none of them hold historical purpose. Interpretations Chronology Week 25 * The extent to which economics was a factor in causing migration to and from Britain * Treatment of Irish immigrants in 1840s * Experiences of Windrush generation migrants * Political reaction to migrants in 1960s – Rivers of Blood speech Evidence Target Step 5 Stretch to Step 6
Week 26 Enquiry question: How have migrants changed Britain? Week 26 * How the reasons for migration have changed over time * Short term impact of key migrations * Long term influence of migrant groups on British society Change and continuity Target Step 5 Stretch to Step 6 Change and continuity Step 5: Learners can describe change using features of the period or periods that they are studying. They understand that change often happens as a result of events or actions by individuals, rather than being the event or individual themselves. Change and continuity Step 5: They show a basic understanding that not all changes that take place are as important as each other. Change and continuity Step 6: Learners can recognise that a change may be important to one society or group of people but has little historical significance in another context. Interpretations Chronology Half-term: Summer 1 Unit title: Challenges to the Catholic Church Weeks 27–30 Enquiry question: Was the Reformation a good thing? Content details Links to Edexcel GCSE (9–1) History Progression scale focus Target understanding for all students Additional understanding for some students Extra stretch understanding End of half term assessment will cover Week 27 * Reasons why some people questioned Catholicism: sinful priests, greed, indulgences, parts not in the bible * Martin Luther & 95 Theses * Short-term reaction to the reformation Background to Henry VIII and his ministers, 1509–1540 Evidence Target Step 5 Stretch to Step 6 Change and continuity Step 5: Learners can describe change using features of the period or periods that they are studying. They understand that change often happens as a result of events or Change and continuity Step 5: They show a basic understanding that not all changes that take place are as important as each other. Change and continuity Step 6: Change and continuity Step 6: They can recognise that a change may be important to one society or group of people but has little historical significance in another context. Change and continuity Interpretations
Half-term: Summer 2 Unit title: Changing ideas: 1660 to 1789 Weeks 34–35 Enquiry question: What made Restoration London exciting? Content details Links to Edexcel GCSE (9–1) History Progression scale focus Target understanding for all students Additional understanding for some students Extra stretch understanding End of half term assessment will cover Week 34 * What can Pepys tell us about everyday life? * What can Pepys tell us about how people reacted to the Great Plague? * What can Pepys tell us about the Great Fire? * What can other sources tell us? Medicine through time, c1250–present Evidence Target Step 5 Stretch to Step 6 Evidence Step 5: Learners make generalised references to provenance (e.g. ‘sources from witnesses are more reliable’). (Reinforced) Evidence Step 6: Learners use sources to make simple inferences about the past and are beginning to understand that historians gather evidence by interrogating information with a particular purpose. (Reinforced) Evidence Step 6: Begin to frame their own historically valid questions about sources or identify appropriate sets of sources. Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. Change and continuity Evidence Week 35 * Enlightenment ideas, the Royal Society * Wren's designs * Why London does not look like Paris – resistance to the new vision for the city Medicine through time, c1250–present Evidence Target Step 6 Stretch to Step 7 Weeks 36–37 Enquiry question: Who ran the country: King or Parliament?
Week 36 * Overview of who controlled the succession in this period * James II and William & Mary * Anne and the Hanoverian succession * Why the Stuarts were rejected * Is divine right over? Chronology Change and continuity Target Step 5 Stretch to Step 6 Change and continuity Step 5: They show a basic understanding that not all changes that take place are as important as each other. Change and continuity Step 6: Learners can begin to use some of the language of change to talk simply about the pace or extent of changes with which they are familiar. Chronology Step 6: Learners are increasingly confident in placing a new period or topic within their own chronological reference and are beginning to make links between periods that they have studied. Change and continuity Step 6: They can recognise that a change may be important to one society or group of people but has little historical significance in another context. Chronology Step 6: Learners' timelines and other work show an appreciation of the different scales of time and how they fit together. Change and continuity Step 7: Learners can use the language of change to talk about developments and how they are measured in different ways (e.g. political, economic, pace, extent). Change and continuity Evidence Week 37 * Timeline of changes in the power of parliament from Elizabeth (linking back to previous 2 units) * What parliament was like in the reigns of George I and George II – who were the MPs and who elected them? The power of parliament vs. power of the monarch * Who was Robert Walpole and what is a Prime Minister? * Comparison with rising absolutism in France Change and continuity Target Step 6 Stretch to Step 7 Week 38 Enquiry question: How 'modern' was England by 1789? Week 38 * How much had ideas changed by 1789? * Science, government and architecture * Comparison with Tudor monarchy and society Medicine through time, c1250–present Change and continuity Target Step 6 Stretch to Step 7 Change and continuity Step 6: Learners can begin to use some of the language of change to talk simply about the pace or extent of Change and continuity Step 7: Learners can use the language of change to talk about developments and how they are Change and continuity Step 7: They will be able to communicate their understanding of changes by identifying lines of Change and continuity Evidence
changes with which the Change and continuity Step 6: They can recognise that a change may be important to one society or group of people but has little historical significance in another context. measured in different ways (e.g. political, economic, pace, extent). development rather than just individual changes.