(Reinforced 2) measured in different development rather Change and ways (e.g. political, than just individual economic, pace, changes. continuity Step 6: Learners can begin to extent). use some of the language of change to talk simply about the pace or extent of changes with which they are familiar. (Reinforced) Half-term: Spring 2 Unit title: The Slave Trade Weeks 20–23 Enquiry question: What was it like to be involved in the slave trade? 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 Background to Evidence Week 20 Evidence Step 6: Evidence Step 7: Evidence Step 7: Evidence * Look at the slave trade in Target Step 6 Learners use sources Learners can make They can support British America, Interpretations Liverpool how important it 1713–1783 Stretch to Step 7 to make simple supported inferences comments on utility – was to the city inferences about the about the past by and reliability by * Britain's 13 colonies in past and are using a source and using content from America beginning to the detail contained sources that they are * Build picture of Britain as a understand that within it. given, but this trading nation historians gather Evidence Step 7: remains evidence by Learners can undeveloped. Interpretations Week 21 interrogating comment on the * What were African Target Step 5 kingdoms like? [Addressing Stretch to Step 6 information with a utility of a source as particular purpose. well as its reliability, misconception of "primitive (Reinforced 2) but they may be Africa"] confused about how * Compare modern Evidence Step 6:
(Reinforced 2) 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. (Reinforced) measured in different ways (e.g. political, economic, pace, extent). development rather than just individual changes. Half-term: Spring 2 Unit title: The Slave Trade Weeks 20–23 Enquiry question: What was it like to be involved in the slave trade? 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 20 * Look at the slave trade in Liverpool – how important it was to the city * Britain's 13 colonies in America * Build picture of Britain as a trading nation Background to British America, 1713–1783 Evidence Target Step 6 Stretch to Step 7 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. (Reinforced 2) Evidence Step 6: Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how Evidence Step 7: They can support comments on utility and reliability by using content from sources that they are given, but this remains undeveloped. Evidence Interpretations Week 21 * What were African kingdoms like? [Addressing misconception of "primitive Africa"] * Compare modern Interpretations Target Step 5 Stretch to Step 6