Week 17 Chronology Change and Change and Change and Change and * Overview of who controlled Change and continuity Step 6: continuity Step 7: continuity Step 7: continuity the succession in this period continuity Learners can begin to Learners can use the They will be able to Analytical * James II and William & Target Step 6 use some of the language of change communicate their narrative Mary Stretch to Step 7 language of change to to talk about understanding of * Anne and the Hanoverian talk simply about the developments and changes by succession pace or extent of how they are identifying lines of * Why the Stuarts were changes with which measured in different development rather rejected they are familiar. They ways (e.g. political, than just individual * Is divine right over? can recognise that a economic, pace, changes. change may be extent). Learners Change and Week 18 important to one understand that the * Timeline of changes in the continuity society or group of historical power of parliament from Target Step 6 people but has little significance of Elizabeth (linking back to Stretch to Step 7 historical significance changes differs previous 2 units) in another context. depending on the * What parliament was like in Chronology Step 6: timescale used or the the reigns of George I and Learners are person looking at the George II who were the MPs – increasingly confident change. and who elected them? The in placing a new Chronology Step 6: power of parliament vs. power period or topic within Learners' timelines of the monarch their own and other work show * Who was Robert Walpole chronological an appreciation of and what is a Prime Minister? reference and are the different scales of * Comparison with rising beginning to make time and how they fit absolutism in France links between periods together. that they have studied. How 'modern' was England by 1789? Week 19 Enquiry question: Change and Week 19 Medicine through Change and Change and Change and Change and * How much had ideas time, c1250–present continuity continuity Step 5: continuity Step 7: continuity Step 7: continuity changed by 1789? Target Step 5 Learners can Learners can use the They will be able to Analytical * Science, government and Stretch to Step 6 describe change language of change communicate their narrative architecture Stretch to Step 7 using features of the to talk about understanding of * Comparison with Tudor period or periods that developments and changes by monarchy and society they are studying. how they are identifying lines of
Week 17 * Overview of who controlled the succession in this period * James II and William & Mary * Anne and the Hanoverian succession * Why the Stuarts were rejected * Is divine right over? Chronology Change and continuity Target Step 6 Stretch to Step 7 Change and continuity Step 6: Learners can begin to use some of the language of change to talk simply about the pace or extent of changes with which they are familiar. They can recognise that a change may be important to one society or group of people but has little historical significance in another context. Chronology Step 6: Learners are increasingly confident in placing a new period or topic within their own chronological reference and are beginning to make links between periods that they have studied. Change and continuity Step 7: Learners can use the language of change to talk about developments and how they are measured in different ways (e.g. political, economic, pace, extent). Learners understand that the historical significance of changes differs depending on the timescale used or the person looking at the change. Chronology Step 6: Learners' timelines and other work show an appreciation of the different scales of time and how they fit together. Change and continuity Step 7: They will be able to communicate their understanding of changes by identifying lines of development rather than just individual changes. Change and continuity Analytical narrative Week 18 * Timeline of changes in the power of parliament from Elizabeth (linking back to previous 2 units) * What parliament was like in the reigns of George I and George II – who were the MPs and who elected them? The power of parliament vs. power of the monarch * Who was Robert Walpole and what is a Prime Minister? * Comparison with rising absolutism in France Change and continuity Target Step 6 Stretch to Step 7 Week 19 Enquiry question: How 'modern' was England by 1789? Week 19 * How much had ideas changed by 1789? * Science, government and architecture * Comparison with Tudor monarchy and society Medicine through time, c1250–present Change and continuity Target Step 5 Stretch to Step 6 Stretch to Step 7 Change and continuity Step 5: Learners can describe change using features of the period or periods that they are studying. Change and continuity Step 7: Learners can use the language of change to talk about developments and how they are Change and continuity Step 7: They will be able to communicate their understanding of changes by identifying lines of Change and continuity Analytical narrative