interpretations to Victorian Learners can use a these two ideas work historians small group of together. * How British traders obtained sources together to Evidence Step 7: slaves make simple They are able to inferences and formulate questions Week 22 Evidence present this as that are loosely based * Trade triangle Target Step 6 evidence. on a line of enquiry, * Thomas Clarkson's research Stretch to Step 7 Evidence Step 6: but struggle to and essay Learners are explain why this * Horrors of the passage beginning to frame would be an Background to: Evidence their own historically important question to Week 23 * Artefacts and paintings to Target Step 6 * The USA, valid questions, but answer. understand aspects of life on a Stretch to Step 7 with limited success. Interpretations Step plantation * British America, 6: Learners can Interpretations Step * The legal status of slaves Learners can select and describe 1713–1783 5: * Why it was so hard to escape select and describe the key features of a slavery, and what happened to the key features of a variety of escaped slaves historical interpretations (e.g. interpretation and visual, written, begin to talk about spoken) and explain the messages that it the reasons for their might send to the construction (e.g. to people viewing it. entertain, to inform, They have a basic to persuade). They understanding that will understand that different this is linked to who interpretations (e.g. made the films, paintings, interpretations, but songs) are made to will not be able to go provide groups of beyond simple people with a story statements. about the past but cannot explain purpose beyond this. (Reinforced)
Learners can use a small group of sources together to make simple inferences and present this as evidence. Evidence Step 6: Learners are beginning to frame their own historically valid questions, but with limited success. Interpretations Step 5: Learners can select and describe the key features of a historical interpretation and begin to talk about the messages that it might send to the people viewing it. They have a basic understanding that different interpretations (e.g. films, paintings, songs) are made to provide groups of people with a story about the past but cannot explain purpose beyond this. (Reinforced) these two ideas work together. Evidence Step 7: They are able to formulate questions that are loosely based on a line of enquiry, but struggle to explain why this would be an important question to answer. Interpretations Step 6: Learners can select and describe the key features of a variety of interpretations (e.g. visual, written, spoken) and explain the reasons for their construction (e.g. to entertain, to inform, to persuade). They will understand that this is linked to who made the interpretations, but will not be able to go beyond simple statements. interpretations to Victorian historians * How British traders obtained slaves Week 22 * Trade triangle * Thomas Clarkson's research and essay * Horrors of the passage Evidence Target Step 6 Stretch to Step 7 Week 23 * Artefacts and paintings to understand aspects of life on a plantation * The legal status of slaves * Why it was so hard to escape slavery, and what happened to escaped slaves Background to: * The USA, * British America, 1713–1783 Evidence Target Step 6 Stretch to Step 7