* Elizabethan religious Historical interpretations (e.g. variety of reasons for its settlement vocabulary films, paintings, interpretations (e.g. construction to who songs) are made to visual, written, made it. Interpretations Week 32 Early Elizabethan provide groups of spoken) and explain * Catholic reaction to the Target Step 5 England, 1558–1588 people with a story the reasons for their Reformation in Europe Some relevant Stretch to Step 6 about the past. construction (e.g. to * The Armada background to: entertain, to inform, Historical vocabulary * Catholic plots against * Spain and the New Step 5: Learners can to persuade). Elizabeth World remember and use Analytical * Crime and historical vocabulary narrative Step 6: punishment through in their work and are Learners can time, c1000–present beginning to construct a Analytical Week 33 Crime and assimilate new words descriptive narrative * The aims of the narrative punishment through into their current about the past and Gunpowder Plot time, c1000–present Target Step 5 understanding. They show hints of * Events of the plot Stretch to Step 6 have a basic analysis within their * How the conspirators understanding that work. There are hints were caught and treated historical language is of organisation. contextually relevant and may ask questions about whether a term is appropriate in a new period or country. Analytical narrative Step 5: Learners can construct a descriptive narrative of the past with some development, but with little evidence of organisation. They use factual information as support throughout their narrative, but this may be patchy in places and lack relevance.
* Elizabethan religious settlement Historical vocabulary interpretations (e.g. films, paintings, songs) are made to provide groups of people with a story about the past. Historical vocabulary Step 5: Learners can remember and use historical vocabulary in their work and are beginning to assimilate new words into their current understanding. They have a basic understanding that historical language is contextually relevant and may ask questions about whether a term is appropriate in a new period or country. Analytical narrative Step 5: Learners can construct a descriptive narrative of the past with some development, but with little evidence of organisation. They use factual information as support throughout their narrative, but this may be patchy in places and lack relevance. variety of interpretations (e.g. visual, written, spoken) and explain the reasons for their construction (e.g. to entertain, to inform, to persuade). Analytical narrative Step 6: Learners can construct a descriptive narrative about the past and show hints of analysis within their work. There are hints of organisation. reasons for its construction to who made it. Week 32 * Catholic reaction to the Reformation in Europe * The Armada * Catholic plots against Elizabeth Early Elizabethan England, 1558–1588 Some relevant background to: * Spain and the New World * Crime and punishment through time, c1000–present Interpretations Target Step 5 Stretch to Step 6 Week 33 * The aims of the Gunpowder Plot * Events of the plot * How the conspirators were caught and treated Crime and punishment through time, c1000–present Analytical narrative Target Step 5 Stretch to Step 6