Week 7 Anglo-Saxon and Change and Learners can identify may be used as a * Cultural changes (e.g. language) Norman England continuity and describe some catch-all term). * Feudal system Target Step 4 historical changes that c1060–1088 Change and * Domesday Book The feudal system Stretch to Step took place in periods continuity Step 4: is also important 4 with which they are They can describe background for familiar, but they view some broad historical changes as events that developments and Warfare through time, took place and trends (e.g. present and The continuity simply as technological the absence of change. progress), but with reigns of King little accuracy or Richard I and King John, linking to chronology. Autumn 2 Half-term: Unit title: Religion in Medieval England Weeks 8–10 Enquiry question: Why was the Church so important in people’s lives? Content details Links to Edexcel Progression Target Additional Extra stretch End of half term GCSE (9–1) scale focus understanding for all understanding for understanding assessment will History students some students cover Week 8 Background to: Evidence Evidence Step 4: Evidence Step 5: Evidence Step 6: Causation and * Medieval views of the afterlife Target Step 4 Learners appreciate Learners can Learners use sources * Anglo-Saxon consequence (heaven, hell and purgatory) Stretch to Step that historians need to distinguish between to make simple and Norman Evidence * Ways of improving chances of England 5 interrogate sources to information about the inferences about the Analytical getting to heaven: good works, Chronology work out what past and evidence past and are beginning narrative pilgrimages, the power of prayer, Historical happened in the past. that historians extract to understand that * The reigns of (story of saints vocabulary (Reinforced) from sources through historians gather King Richard I Becket) * Effects on everyday life and King John, Evidence Step 4: a process of evidence by 1189–1216 Learners comment on interrogation in order interrogating the reliability of to support their information with a * Crime and sources may claims, i.e. I can particular purpose. punishment (‘biased’ through time, be used as a catch-all suggest that X was term) but have little important because of c1000–present understanding of how evidence Y and Z. * Medicine historians build an through time, Evidence Step 5: c1250–present evidence picture. Learners make
Learners can identify and describe some historical changes that took place in periods with which they are familiar, but they view changes as events that took place and continuity simply as the absence of change. may be used as a catch-all term). Change and continuity Step 4: They can describe some broad historical developments and trends (e.g. technological progress), but with little accuracy or linking to chronology. Week 7 * Cultural changes (e.g. language) * Feudal system * Domesday Book Anglo-Saxon and Norman England c1060–1088 The feudal system is also important background for Warfare through time, and The reigns of King Richard I and King John, Change and continuity Target Step 4 Stretch to Step 4 Half-term: Autumn 2 Unit title: Religion in Medieval England Weeks 8–10 Enquiry question: Why was the Church so important in people’s lives? 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 8 * Medieval views of the afterlife (heaven, hell and purgatory) * Ways of improving chances of getting to heaven: good works, pilgrimages, the power of prayer, saints * Effects on everyday life 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 Evidence Target Step 4 Stretch to Step 5 Chronology Historical vocabulary Evidence Step 4: Learners appreciate that historians need to interrogate sources to work out what happened in the past. (Reinforced) Evidence Step 4: Learners comment on the reliability of sources (‘biased’ may be used as a catch-all term) but have little understanding of how historians build an evidence picture. 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 5: Learners make 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) present