sources. They have a may be weaker in broad understanding that parts. They use some historians can explain the accurate information same event through in their work but this different stories (e.g. the does not necessarily abolition of the slave show conceptual trade as an economic understanding and argument, as the work of may be limited in white abolitionists, or as a scope. story of slave revolts and resistance). Analytical narrative Step 6: Learners can construct a descriptive narrative about the past and show hints of analysis within their work. There are hints of organisation, but this does not yet have an impact on the overall structure. The information that they use to support their narrative is sometimes accurate, but may lack relevance in places.
sources. They have a broad understanding that historians can explain the same event through different stories (e.g. the abolition of the slave trade as an economic argument, as the work of white abolitionists, or as a story of slave revolts and resistance). Analytical narrative Step 6: Learners can construct a descriptive narrative about the past and show hints of analysis within their work. There are hints of organisation, but this does not yet have an impact on the overall structure. The information that they use to support their narrative is sometimes accurate, but may lack relevance in places. may be weaker in parts. They use some accurate information in their work but this does not necessarily show conceptual understanding and may be limited in scope.