Puritan/Leveller/Digger that historians extract inferences and the detail contained influence in the from sources through present this as within it. parliamentarians a process of evidence. * Who tended to side with the interrogation in order king and who with parliament. to support their Families that were divided, claims, i.e. I can and people who changed sides suggest that X was important because of Evidence Week 12 Warfare through evidence Y and Z. * Differences between the two time, c1250–present Target Step 6 (Reinforced) armies and their soldiers Stretch to Step 7 * Using sources to identify key Evidence Step 6: characteristics of the New Learners use sources to make simple Model Army inferences about the * How effective was the New past and are Model Army? beginning to * Its role in victory for understand that Parliament historians gather evidence by interrogating information with a particular purpose. Week 13 Enquiry question: Why did the English kill their king? Evidence Evidence Step 6: Week 13 Crime and Evidence Step 5: Evidence Step 7: Causation and * Execution of Charles I punishment Target Step 5 Learners may still Learners can make Learners can consequence * Why some in Parliament through time, Stretch to Step 6 have confused valid comments on comment on the Evidence were reluctant to kill the king Stretch to Step 7 notions of reliability reliability of sources utility of a source as c1000–present * The role of Cromwell surrounding different in relation to a well as its reliability, * Victorian & modern types of historical specific enquiry but they may be interpretations of the Civil material and question. confused about how War reference to these two ideas work provenance remains together. generalised (e.g. sources are ‘primary
Puritan/Leveller/Digger influence in the parliamentarians * Who tended to side with the king and who with parliament. Families that were divided, and people who changed sides 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. (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. inferences and present this as evidence. the detail contained within it. Week 12 * Differences between the two armies and their soldiers * Using sources to identify key characteristics of the New Model Army * How effective was the New Model Army? * Its role in victory for Parliament Warfare through time, c1250–present Evidence Target Step 6 Stretch to Step 7 Week 13 Enquiry question: Why did the English kill their king? Week 13 * Execution of Charles I * Why some in Parliament were reluctant to kill the king * The role of Cromwell * Victorian & modern interpretations of the Civil War Crime and punishment through time, c1000–present Evidence Target Step 5 Stretch to Step 6 Stretch to Step 7 Evidence Step 5: Learners may still have confused notions of reliability surrounding different types of historical material and reference to provenance remains generalised (e.g. ‘primary sources are Evidence Step 6: Learners can make valid comments on reliability of sources in relation to a specific enquiry question. Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how these two ideas work together. Causation and consequence Evidence