Week 21 Evidence Interpretations Interpretations Step Interpretations Step Causation and * Claims of Matilda and Stephen Target Step 4 Step 4: Learners 5: Learners can select 6: Learners can select consequence * Their personal qualities and Stretch to Step recognise that the and describe the key and describe the key Interpretations fitness to rule 5 arguments that features of a historical features of a variety of * Civil War (during the period of people have had interpretation and interpretations (e.g. anarchy) and its outcome about the past are begin to talk about the visual, written, important to messages that it might spoken) and explain Week 22 Background to The Interpretations historical discipline send to the people the reasons for their * Story of Eleanor of Aquitaine Target Step 4 reigns of King and that history is viewing it. construction (e.g. to * Her accomplishments, influence Stretch to Step Richard I and made up of different entertain, to inform, to Interpretations Step and limitations King John, 5 stories about the 5: Learners have a persuade). past. basic understanding Interpretations that different Step 4: They can interpretations (e.g. give simple films, paintings, descriptions of two songs) are made to opposing provide groups of interpretations of an people with a story event or person, but about the past. are still inclined to Evidence Step 5: look for the Learners make interpretation that is generalised references to provenance (e.g. most ‘true’. Evidence Step 4: from ‘sources Learners comment witnesses are more on the reliability of reliable’). sources (‘biased’ may be used as a catch-all term) but have little understanding of how historians build an evidence picture. (Reinforced) How powerful were English monarchs? Weeks 23–26 Enquiry question:
Week 21 * 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 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. Interpretations Step 4: They can give simple descriptions of two opposing interpretations of an event or person, but are still inclined to look for the interpretation that is most ‘true’. 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 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 Interpretations Week 22 * 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 23–26 Enquiry question: How powerful were English monarchs?