Week 13 Background to: Evidence Evidence Step 4: Evidence Step 5: Evidence Step 6: Causation and * Synthesises learning how * Anglo-Saxon Target Step 4 Learners appreciate Learners can Learners use sources – consequence religion links to individuals and to Stretch to Step that historians need to distinguish between to make simple and Norman Evidence the power of institutions 5 interrogate sources to information about the inferences about the England Analytical * Who had more power over Stretch to Step work out what past and evidence past and are beginning narrative The church or the 6 happened in the past. that historians extract to understand that * The reigns of people’s lives? (story of state? (Reinforced 2) from sources through historians gather King Richard I Becket) * Limits of the power of the and King John, a process of evidence by Church people (including 1189–1216 interrogation in order interrogating – priests) still lived un-Christian to support their information with a * Crime and lives, held non-Christian claims, i.e. I can particular purpose. punishment superstitions, kings defied the through time, suggest that X was Church important because of c1000–present evidence Y and Z. * Medicine through time, c1250–present * Henry VIII and his ministers, 1509–1540 Half-term: Spring 1 The Crusades Unit title: Weeks 14–16 Enquiry question: Why was Jerusalem worth dying for? Content details Links to Edexcel Progression Target Additional Extra stretch End of half term GCSE (9–1) scale focus understanding for understanding for understanding assessment will History all students some students cover Background to Acquisition of Evidence Step 4: Evidence Step 5: Evidence Step 6: Week 14 Change and * The rise of Islam knowledge Learners appreciate Learners can Learners can use a Conflict in the continuity * Key features of Islamic Middle East, Evidence that historians need distinguish between small group of sources Evidence civilisation c1945–1995 Target Step 4 to interrogate sources information about the together to make Stretch to Step to work out what past and evidence that simple inferences and 5 historians extract from
Week 13 * Synthesises learning – how religion links to individuals and to the power of institutions * Who had more power over people’s lives? The church or the state? * Limits of the power of the Church – people (including priests) still lived un-Christian lives, held non-Christian superstitions, kings defied the Church Background to: * Anglo-Saxon and Norman England * The reigns of King Richard I and King John, 1189–1216 * Crime and punishment through time, c1000–present * Medicine through time, c1250–present * Henry VIII and his ministers, 1509–1540 Evidence Target Step 4 Stretch to Step 5 Stretch to Step 6 Evidence Step 4: Learners appreciate that historians need to interrogate sources to work out what happened in the past. (Reinforced 2) Evidence Step 5: Learners can distinguish between information about the past and evidence that historians extract from sources through a process of interrogation in order to support their claims, i.e. I can suggest that X was important because of evidence Y and Z. 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. Causation and consequence Evidence Analytical narrative (story of Becket) Half-term: Spring 1 Unit title: The Crusades Weeks 14–16 Enquiry question: Why was Jerusalem worth dying for? 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 14 * The rise of Islam * Key features of Islamic civilisation Background to Conflict in the Middle East, c1945–1995 Acquisition of knowledge Evidence Target Step 4 Stretch to Step 5 Evidence Step 4: Learners appreciate that historians need to interrogate sources to work out what Evidence Step 5: Learners can distinguish between information about the past and evidence that historians extract from Evidence Step 6: Learners can use a small group of sources together to make simple inferences and Change and continuity Evidence