Change and continuity Step 6: They can recognise that a change may be important to one society or group of people but has little historical significance in another context. Weeks 3–4 Enquiry question: What's the truth about Victorian Women? Evidence Evidence Step 6: Evidence Step 7: Week 3 Evidence Step 7: Evidence * Victorian attitudes towards Target Step 6 Learners use sources Learners can make They are able to Change and women. Property ownership, Stretch to Step 7 to make simple supported inferences formulate questions continuity physical and mental abilities, role inferences about the about the past by using a that are loosely in society past and are beginning source and the detail based on a line of * Victorian attitudes towards to understand that contained within it. enquiry, but marriage historians gather Evidence Step 7: They struggle to explain * Women's clothes evidence by can support comments why this would be * Differences between how interrogating on utility and reliability an important working class and upper class information with a by using content from question to answer. women were seen and treated particular purpose. sources that they are Learners can use a given, but this remains Week 4 Evidence small group of sources undeveloped. * Victorian women in medicine Target Step 6 together to make (Florence Nightingale), teaching, Stretch to Step 7 simple inferences and literature, Politics (Elizabeth Fry), present this as Science and Maths (Ada evidence. Lovelace) (Reinforced) * Jobs women were doing by Evidence Step 7: 1900 Learners can comment * Women climbers and cyclists on the utility of a source as well as its reliability, but they may be confused about how these two ideas work together.
Change and continuity Step 6: They can recognise that a change may be important to one society or group of people but has little historical significance in another context. Weeks 3–4 Enquiry question: What's the truth about Victorian Women? Week 3 * Victorian attitudes towards women. Property ownership, physical and mental abilities, role in society * Victorian attitudes towards marriage * Women's clothes * Differences between how working class and upper class women were seen and treated Evidence Target Step 6 Stretch to Step 7 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. Learners can use a small group of sources together to make simple inferences and present this as evidence. (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. Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. Evidence Step 7: They can support comments on utility and reliability by using content from sources that they are given, but this remains undeveloped. Evidence Step 7: They are able to formulate questions that are loosely based on a line of enquiry, but struggle to explain why this would be an important question to answer. Evidence Change and continuity Week 4 * Victorian women in medicine (Florence Nightingale), teaching, literature, Politics (Elizabeth Fry), Science and Maths (Ada Lovelace) * Jobs women were doing by 1900 * Women climbers and cyclists Evidence Target Step 6 Stretch to Step 7