Weeks 16–17 Enquiry question: How did Britain survive? Week 16 * Propaganda and censorship * Evacuation * Rationing * Women * Warfare through time, Evidence Target Step 7 Stretch to Step 8 Change and continuity Step 7: They will be able to communicate their understanding of changes by identifying lines of development rather than just individual changes. Evidence Step 7: They are able to formulate questions that are loosely based on a line of enquiry, but struggle to explain why this would be an important question to answer. Change and continuity Step 8: Learners can explain lines of development in which changes work cumulatively in the same direction or pull in different directions. However, they struggle to link lines of development (e.g. religious, political, economic) to each other and may see them as discrete from each other. Evidence Step 8: Learners can formulate their own historical questions but struggle to plan a line of enquiry or select sources to use. Change and continuity Step 9: Learners can begin to look at lines of development over a long period of time and can select some examples to support a simple argument about change and continuity or significance. Week 17 * Operation Sealion * The Battle of Britain * The Blitz, 1940–1941 * Warfare through time, Context for: * Superpower relations and the Cold War, Causation and consequence Target Step 7 Stretch to Step 8 Weeks 18–20 Enquiry question: What led to the defeat of the Axis powers? Week 18 War on the Eastern Front: * Operation Barbarossa * Battle of Stalingrad * Scale of losses Background to: * Warfare through time, * Weimar and Nazi Germany, 1918–1939 * Superpower relations and the Cold War, Historical vocabulary Target Step 7 Analytical narrative Target Step 7 Stretch to Step 8 Stretch to Step 9 Causation and consequence Step 7: Learners are becoming confident in forming a causal picture using information that they are given and can construct a sound explanation of why Causation and consequence Step 8: Learners are able to construct and explain a causal argument using historical knowledge with which they are becoming increasingly Causation and consequence Step 9: Learners use knowledge to construct a causal argument, although they may struggle to make this knowledge fully relevant to the question asked.
something happened. (Reinforced) Causation and consequence Step 7: They may be starting to prioritise some causes as more important than others, but the explanation or reasoning behind this remains weak. (Reinforced) Causation and consequence Step 7: Learners are beginning to be more selective when deploying historical knowledge, although this may be patchy. (Reinforced) Analytical narrative Step 7: Learners’ narrative accounts of the past are sometimes analytical, but they struggle to link this to a particular key concept. There is an attempt at organisation, but this may be weaker in parts. They use some accurate information in their work but this does not necessarily show conceptual understanding and familiar. This argument will put forward a case for defining the importance of particular causes or groups of causes. Causation and consequence Step 8: Learners can explain why events had certain consequences and begin to recognise that one cause may have multiple or conflicting consequences. They will begin to see how causes and consequences overlap and interact. Analytical narrative Step 8: Learners’ narrative accounts attempt analysis and show some appreciation of the relevant historical concept (e.g. constructing a narrative of a cause) but are not clearly focused. They are able to plan an answer that builds an account, but it lacks internal logic. Learners are able to select mostly There is some attempt to organise their answer using a causal focus and there will be evidence of an argument forming. Analytical narrative Step 9: Learners can construct a narrative account which shows some sound analysis and a basic understanding of how the relevant historical concept should be linked to the narrative. They are able to organise their account so that it shows some logic and an ability to plan. Week 19 War in Western Europe: * D-day * Reconquest of France * Fall of Berlin * Warfare through time, Context for: * Superpower relations and the Cold War, Causation and consequence Target Step 7 Stretch to Step 8 Stretch to Step 9
may be limited in scope. Historical vocabulary Step 7: There is a sound understanding of the importance of context when using historical vocabulary in different periods. There is also a basic awareness that historical vocabulary may need to be adapted within a period. relevant knowledge so that it adds to the quality of their work. Week 20 War in the Pacific: * Causes * Significance of Pearl Harbour * Bombing of Hiroshima and Nagasaki * Warfare through time, Context for: * Superpower relations and the Cold War, Change and continuity Target Step 7 Stretch to Step 8 Stretch to Step 9 Interpretations Target Step 8