Week 13 Background to: Evidence Evidence Step 4: Evidence Step 5: Evidence Step 6: Causation and * Synthesises learning how * Anglo-Saxon Target Step 4 Learners appreciate Learners can Learners use sources – consequence religion links to individuals and to Stretch to Step that historians need to distinguish between to make simple and Norman Evidence the power of institutions 5 interrogate sources to information about the inferences about the England Analytical * Who had more power over Stretch to Step work out what past and evidence past and are beginning narrative The church or the 6 happened in the past. that historians extract to understand that * The reigns of people’s lives? (story of state? (Reinforced 2) from sources through historians gather King Richard I Becket) * Limits of the power of the and King John, a process of evidence by Church people (including 1189–1216 interrogation in order interrogating – priests) still lived un-Christian to support their information with a * Crime and lives, held non-Christian claims, i.e. I can particular purpose. punishment superstitions, kings defied the through time, suggest that X was Church important because of c1000–present evidence Y and Z. * Medicine through time, c1250–present * Henry VIII and his ministers, 1509–1540 Half-term: Spring 1 The problems of medieval monarchs Unit title: Week 14 Enquiry question: Who were England's Medieval Monarchs? Content details Links to Edexcel Progression Target Additional Extra stretch End of half term GCSE (9–1) scale focus understanding for understanding for understanding assessment will History all students some students cover Week 14 Useful context for Acquisition of Chronology Step 4: Chronology Step 5: Chronology Step 5: Causation and * England's medieval monarchs knowledge Learners can use Learners are beginning Learners can use their The reigns of King consequence (1066–1485) Chronology terms like year, to fit chronological understanding of Richard I and Evidence * Chronology King John, Target Step 4 decade or century in knowledge into a chronological terms to * Compare the fates of each Stretch to Step their work and can simple structure of construct timelines – how many were 5 apply them to historical over short and long killed/deposed/passed on the historical situations understanding (e.g. periods of history. ‘I crown to an heir with which they are know that 1536 was in familiar. the sixteenth century
Week 13 * Synthesises learning – how religion links to individuals and to the power of institutions * Who had more power over people’s lives? The church or the state? * Limits of the power of the Church – people (including priests) still lived un-Christian lives, held non-Christian superstitions, kings defied the Church 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 * Henry VIII and his ministers, 1509–1540 Evidence Target Step 4 Stretch to Step 5 Stretch to Step 6 Evidence Step 4: Learners appreciate that historians need to interrogate sources to work out what happened in the past. (Reinforced 2) 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 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) Half-term: Spring 1 Unit title: The problems of medieval monarchs Week 14 Enquiry question: Who were England's Medieval Monarchs? 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 * England's medieval monarchs (1066–1485) * Chronology * Compare the fates of each – how many were killed/deposed/passed on the crown to an heir Useful context for The reigns of King Richard I and King John, Acquisition of knowledge Chronology Target Step 4 Stretch to Step 5 Chronology Step 4: Learners can use terms like year, decade or century in their work and can apply them to historical situations with which they are familiar. Chronology Step 5: Learners are beginning to fit chronological knowledge into a simple structure of historical understanding (e.g. ‘I know that 1536 was in the sixteenth century Chronology Step 5: Learners can use their understanding of chronological terms to construct timelines over short and long periods of history. Causation and consequence Evidence