Half-term: Summer 2 Unit title: What's the best way to bring about change? What's the best way to bring about change? Weeks 33–38 Enquiry question: Content details Links to Edexcel Progression Target understanding Additional Extra stretch End of half term GCSE (9–1) scale focus for all students understanding understanding assessment will History for some students cover Evidence Week 33 Crime and Evidence Step 7: Evidence Step 8: Evidence Step 8: Evidence * How to bring about change by punishment Target Step 7 Learners can make Learners can Learners can support Interpretations stirring up moral outrage through time, Stretch to Step 8 supported inferences distinguish their comments on * Elizabeth Fry and prison about the past by using a between ideas of sources by using c1000–present reform source and the detail utility and source content and * Link back to anti-slavery contained within it. reliability, and sometimes by campaigns (Reinforced) understand that referencing the historians use provenance of a Evidence Step 7: Learners can comment source, although they ‘unreliable’ on the utility of a source sources as struggle to draw as well as its reliability, valuable pieces of conclusions from ideas but they may be evidence. of nature, origin and confused about how purpose. these two ideas work together. (Reinforced) Causation and Week 34 The American Causation and Causation and * Is conflict a good way to bring West, consequence consequence Step 8: consequence Step about change? Target Step 8 Learners can explain 9: Learners are * The American Civil War, why Stretch to Step 9 why events had certain beginning to place it broke out and whether it settled consequences and begin their causal the issues that started it to recognise that one reasoning within a * Compare with the English Civil cause may have multiple wider contextual War or conflicting knowledge of the consequences. They will period or country begin to see how causes studied.
Half-term: Summer 2 Unit title: What's the best way to bring about change? Weeks 33–38 Enquiry question: What's the best way to bring about change? Content details Links to Edexcel GCSE (9–1) History Progression scale focus Target understanding for all students Additional understanding for some students Extra stretch understanding End of half term assessment will cover Week 33 * How to bring about change by stirring up moral outrage * Elizabeth Fry and prison reform * Link back to anti-slavery campaigns Crime and punishment through time, c1000–present Evidence Target Step 7 Stretch to Step 8 Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. (Reinforced) 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. (Reinforced) Evidence Step 8: Learners can distinguish between ideas of utility and reliability, and understand that historians use ‘unreliable’ sources as valuable pieces of evidence. Evidence Step 8: Learners can support their comments on sources by using source content and sometimes by referencing the provenance of a source, although they struggle to draw conclusions from ideas of nature, origin and purpose. Evidence Interpretations Week 34 * Is conflict a good way to bring about change? * The American Civil War, why it broke out and whether it settled the issues that started it * Compare with the English Civil War The American West, Causation and consequence Target Step 8 Stretch to Step 9 Causation and consequence Step 8: Learners can explain why events had certain consequences and begin to recognise that one cause may have multiple or conflicting consequences. They will begin to see how causes Causation and consequence Step 9: Learners are beginning to place their causal reasoning within a wider contextual knowledge of the period or country studied.