historical knowledge, but will need a lot of although this may be support to begin to patchy. do this. Interpretations Step 7: Interpretations Step Learners are able to link 8: Learners can the construction of explain how and why different interpretations an interpretation may to the use of different have been sources. They have a constructed using broad understanding points relating to that historians can purpose, viewpoint, explain the same event background, source through different stories availability and (e.g. the abolition of the selection. slave trade as an economic argument, as the work of white abolitionists, or as a story of slave revolts and resistance). Chronology Step 7: Learners increasingly have their own simple chronological picture into which they can place new knowledge, although they may still need some support. They are beginning to make assumptions about periods because of knowledge that they already have (e.g. ‘was everyone a Catholic because this was before the Reformation?’).
historical knowledge, although this may be patchy. Interpretations Step 7: Learners are able to link the construction of different interpretations to the use of different sources. They have a broad understanding that historians can explain the same event through different stories (e.g. the abolition of the slave trade as an economic argument, as the work of white abolitionists, or as a story of slave revolts and resistance). Chronology Step 7: Learners increasingly have their own simple chronological picture into which they can place new knowledge, although they may still need some support. They are beginning to make assumptions about periods because of knowledge that they already have (e.g. ‘was everyone a Catholic because this was before the Reformation?’). but will need a lot of support to begin to do this. Interpretations Step 8: Learners can explain how and why an interpretation may have been constructed using points relating to purpose, viewpoint, background, source availability and selection.