Week 36 Relevant to Evidence Evidence Step 8: Evidence Step 9: Evidence Step 9: Controlling the media to change * Weimar and Target Step 8 Learners can support Judgement of Learners are confident how people think Stretch to Step 9 their comments on provenance is in asking historical Nazi Germany, * Propaganda sources by using source becoming more of source questions of 1918–1939 - During the Blitz * Warfare content and sometimes a feature of their own and can - In Soviet Russia by referencing the describe the types of through time, learners’ - In Nazi Germany provenance of a source, understanding, so sources which would c1250–present * Public information campaigns * Russia and the although they struggle to that ideas of be useful. aimed at changing behaviour, e.g. Soviet Union, draw conclusions from nature, origin and 1980s Aids campaign, stop ideas of nature, origin purpose are 1917–1941 smoking and purpose. sometimes * Medicine through time, (Reinforced) reflected in their answers. c1250–present Evidence Step 8: Learners can formulate their own historical questions but struggle to plan a line of enquiry or select sources to use. Analytical Week 37 Crime and Analytical narrative Analytical Analytical narrative How can we change the law? narrative They are able punishment Step 8: narrative Step 9: Step 9: Learners’ * Abolition of the death penalty through time, Target Step 8 narrative accounts Learners can to organise their in Britain c1000–present Stretch to Step 9 attempt analysis and construct a account so that it * Abortion Law Reform show some appreciation narrative account shows some logic and * Poll Tax riots forced laws to of the relevant historical which shows some an ability to plan, but – be repealed concept (e.g. sound analysis and there is no overall constructing a narrative a basic coherence. Learners of a cause) but are not understanding of are able to select clearly focused. They are how the relevant relevant knowledge able to plan an answer historical concept that has some links that builds an account, should be linked to with the topic and the but it lacks internal logic. the narrative. question. Learners are able to select mostly relevant knowledge so that it adds to the quality of their work. Week 38 Interpretation Interpretations Step 8: Interpretations Is terrorism ever justified? Target Step 8 Learners can explain Step 9: Learners * How do we define terrorism? Stretch to Step 9 how and why an can make a case
Week 36 Controlling the media to change how people think * Propaganda - During the Blitz - In Soviet Russia - In Nazi Germany * Public information campaigns aimed at changing behaviour, e.g. 1980s Aids campaign, stop smoking Relevant to * Weimar and Nazi Germany, 1918–1939 * Warfare through time, c1250–present * Russia and the Soviet Union, 1917–1941 * Medicine through time, c1250–present Evidence Target Step 8 Stretch to Step 9 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. (Reinforced) Evidence Step 8: Learners can formulate their own historical questions but struggle to plan a line of enquiry or select sources to use. Evidence Step 9: Judgement of provenance is becoming more of a feature of learners’ understanding, so that ideas of nature, origin and purpose are sometimes reflected in their answers. Evidence Step 9: Learners are confident in asking historical source questions of their own and can describe the types of sources which would be useful. Week 37 How can we change the law? * Abolition of the death penalty in Britain * Abortion Law Reform * Poll Tax riots – forced laws to be repealed Crime and punishment through time, c1000–present Analytical narrative Target Step 8 Stretch to Step 9 Analytical narrative Step 8: Learners’ narrative accounts attempt analysis and show some appreciation of the relevant historical concept (e.g. constructing a narrative of a cause) but are not clearly focused. They are able to plan an answer that builds an account, but it lacks internal logic. Learners are able to select mostly relevant knowledge so that it adds to the quality of their work. Analytical narrative Step 9: Learners can construct a narrative account which shows some sound analysis and a basic understanding of how the relevant historical concept should be linked to the narrative. Analytical narrative Step 9: They are able to organise their account so that it shows some logic and an ability to plan, but there is no overall coherence. Learners are able to select relevant knowledge that has some links with the topic and the question. Week 38 Is terrorism ever justified? * How do we define terrorism? Interpretation Target Step 8 Stretch to Step 9 Interpretations Step 8: Learners can explain how and why an Interpretations Step 9: Learners can make a case