more reliable than secondary sources’). Half-term: Spring 1 Unit title: Changing ideas: 1660 to 1789 Why were kings back in fashion by 1660? Week 14 Enquiry question: Content details Links to Edexcel Progression Target Additional Extra stretch End of half term GCSE (9–1) History scale focus understanding for understanding for understanding assessment will all students some students cover Analytical Week 14 Analytical narrative Analytical narrative Change and * Key features of the narrative Learners can Learners can Step 5: Step 6: continuity Commonwealth Target Step 5 construct a construct a Analytical * The death of Cromwell, and Stretch to Step 6 descriptive narrative descriptive narrative narrative the question of the succession of the past with some about the past and * Events leading up to the development, but show hints of Restoration with little evidence analysis within their of organisation. They work. There are hints use factual of organisation. The information as information that they support throughout use to support their their narrative, but narrative is this may be patchy in sometimes accurate, places and lack but may lack relevance. relevance in places. (Reinforced)
more reliable than secondary sources’). Half-term: Spring 1 Unit title: Changing ideas: 1660 to 1789 Week 14 Enquiry question: Why were kings back in fashion by 1660? 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 * Key features of the Commonwealth * The death of Cromwell, and the question of the succession * Events leading up to the Restoration Analytical narrative Target Step 5 Stretch to Step 6 Analytical narrative Step 5: Learners can construct a descriptive narrative of the past with some development, but with little evidence of organisation. They use factual information as support throughout their narrative, but this may be patchy in places and lack relevance. (Reinforced) 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. The information that they use to support their narrative is sometimes accurate, but may lack relevance in places. Change and continuity Analytical narrative