Year 9: Three-year Scheme of Work Half-term: Autumn 1 Unit title: Getting the vote How democratic was Britain in the 19th Century? Weeks 1–2 Enquiry question: Content details Links to Progression scale Target Additional Extra stretch End of half term Edexcel focus understanding for all understanding for understanding assessment will GCSE (9–1) students some students cover History Developing Evidence Week 1 Evidence Step 6: Evidence Step 7: Evidence Step 7: Evidence * Look at elections in c1800 and concept of Target Step 6 Learners use sources Learners can make Learners can Change and why people criticised them: democracy is Stretch to Step 7 to make simple supported inferences comment on the continuity Rotten boroughs, franchise, important to: Historical inferences about the about the past by using a utility of a source electoral practices, etc. vocabulary past and are beginning source and the detail as well as its Weimar and * Build on Namier research Target Step 6 to understand that contained within it. reliability, but they Nazi – information on the electoral Germany, historians gather Historical vocabulary may be confused system towards the end of the evidence by Step 6: They have a about how these 1918–1939 18th Century in and to other interrogating growing awareness of two ideas work The Structure of topics. information with a context and can begin to together. They can Politics * Review key terms and the particular purpose. explain why some support comments concept of democracy Learners can use a historical language is on utility and small group of sources relevant in one period reliability by using Change and Week 2 together to make but not another (e.g. content from * The 1832 Reform Act and the continuity simple inferences and Leveller, Lollard, sources that they extent of its influence Target Step 6 present this as Protestant). are given, but this * Chartists Stretch to Step 7 evidence. Change and continuity remains * The 1867 and 1884 Reform Historical vocabulary Step 7: Learners undeveloped. Acts and their influence; Secret Step 6: Learners use understand that the Ballot Act historical vocabulary historical significance of correctly in their work changes differs and it is becoming a depending on the feature of the way in timescale used or the which they talk and person looking at the write about history. change.
Year 9: Three-year Scheme of Work Half-term: Autumn 1 Unit title: Getting the vote Weeks 1–2 Enquiry question: How democratic was Britain in the 19th Century? 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 1 * Look at elections in c1800 and why people criticised them: Rotten boroughs, franchise, electoral practices, etc. * Build on Namier research – information on the electoral system towards the end of the 18th Century in The Structure of Politics * Review key terms and the concept of democracy Developing concept of democracy is important to: Weimar and Nazi Germany, 1918–1939 and to other topics. Evidence Target Step 6 Stretch to Step 7 Historical vocabulary Target Step 6 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. Historical vocabulary Step 6: Learners use historical vocabulary correctly in their work and it is becoming a feature of the way in which they talk and write about history. Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. Historical vocabulary Step 6: They have a growing awareness of context and can begin to explain why some historical language is relevant in one period but not another (e.g. Leveller, Lollard, Protestant). Change and continuity Step 7: Learners understand that the historical significance of changes differs depending on the timescale used or the person looking at the change. 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. They can support comments on utility and reliability by using content from sources that they are given, but this remains undeveloped. Evidence Change and continuity Week 2 * The 1832 Reform Act and the extent of its influence * Chartists * The 1867 and 1884 Reform Acts and their influence; Secret Ballot Act Change and continuity Target Step 6 Stretch to Step 7