within a chronological framework, and identify They locate and select historical sources Made a judgement regarding which historical relationships between events across different and identify their origin, content features interpretation is the strongest using at least 2 places and periods of time. and purpose. specific factual details to support their claim. They locate and select historical sources and Students explain the historical context of identify their origin, purpose and content these sources. features. They compare and contrast historical Students explain the context of these sources sources and ask questions about their to identify motivations, values and attitudes. accuracy, usefulness and reliability. They compare and contrast historical sources Students analyse the different and evaluate their accuracy, usefulness and perspectives of people in the past using reliability. sources. Students analyse the different perspectives of They explain different historical people in the past and evaluate how these interpretations and contested debates perspectives are influenced by the significant about the past. events, ideas, location, beliefs and values. Students construct an explanation using They evaluate different historical sources of evidence to support the interpretations and contested debates. analysis. Students construct and communicate an In developing these texts, and organising argument about the past using a range of and presenting their findings, they use reliable sources of evidence. historical terms and concepts, evidence identified in sources, and acknowledge In developing these texts and organising and their sources of information. presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they use consistent referencing of these sources.
They locate and select historical sources and identify their origin, content features and purpose. Students explain the historical context of these sources. They compare and contrast historical sources and ask questions about their accuracy, usefulness and reliability. Students analyse the different perspectives of people in the past using sources. They explain different historical interpretations and contested debates about the past. Students construct an explanation using sources of evidence to support the analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information. Made a judgement regarding which historical interpretation is the strongest using at least 2 specific factual details to support their claim. within a chronological framework, and identify relationships between events across different places and periods of time. They locate and select historical sources and identify their origin, purpose and content features. Students explain the context of these sources to identify motivations, values and attitudes. They compare and contrast historical sources and evaluate their accuracy, usefulness and reliability. Students analyse the different perspectives of people in the past and evaluate how these perspectives are influenced by the significant events, ideas, location, beliefs and values. They evaluate different historical interpretations and contested debates. Students construct and communicate an argument about the past using a range of reliable sources of evidence. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they use consistent referencing of these sources.