Week 35 Evidence Evidence Step 6: Evidence Step 7: Evidence Step 7: Change and * Children's living and Some relevance to: Target Step 6 Learners are Learners can They can support continuity working conditions in mills Stretch to Step 7 beginning to frame comment on the comments on utility * Medicine through Evidence and mines their own historically utility of a source as and reliability by time, c1250–present * Chimney sweeps * Crime and valid questions, but well as its reliability, using content from * Orphanages and workhouses with limited success. but they may be sources that they are punishment * The Water Babies/Oliver (Reinforced 2) confused about how given, but this through time, Twist changing attitudes c1000–present Evidence Step 7: these two ideas work remains – towards children Learners can make together. undeveloped. supported inferences Change and Week 36 Medicine through Evidence about the past by continuity Step 7: * Common diseases due to Target Step 7 time, c1250–present using a source and Learners understand overcrowding and poor Stretch to Step 8 the detail contained that the historical sanitation within it. significance of * Lack of access to medical changes differs Evidence Step 7: care Introduction to the depending on the * Cholera Broad Street pump – idea of utility and timescale used or the / Dr Snow what might make a person looking at the Week 37 Crime and Change and source useful to a change. * Why the growth of cities led punishment continuity historian for a to more and different crimes Target Step 6 through time, specific enquiry. * The establishment of the Stretch to Step 7 c1000–present Change and police continuity Step 6: * Sherlock Holmes & the birth They can recognise of forensic science that a change may be important to one society or group of people but has little historical significance in another context. (Reinforced) Weeks 38–39 Enquiry question: Did the Industrial Revolution bring only progress and improvement?
Week 35 * Children's living and working conditions in mills and mines * Chimney sweeps * Orphanages and workhouses * The Water Babies/Oliver Twist – changing attitudes towards children Some relevance to: * Medicine through time, c1250–present * Crime and punishment through time, c1000–present Evidence Target Step 6 Stretch to Step 7 Evidence Step 6: Learners are beginning to frame their own historically valid questions, but with limited success. (Reinforced 2) Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. Evidence Step 7: Introduction to the idea of utility and what might make a source useful to a historian for a specific enquiry. Change and continuity Step 6: They can recognise that a change may be important to one society or group of people but has little historical significance in another context. (Reinforced) Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how these two ideas work together. Change and continuity Step 7: Learners understand that the historical significance of changes differs depending on the timescale used or the person looking at the change. Evidence Step 7: They can support comments on utility and reliability by using content from sources that they are given, but this remains undeveloped. Change and continuity Evidence Week 36 * Common diseases due to overcrowding and poor sanitation * Lack of access to medical care * Cholera – Broad Street pump / Dr Snow Medicine through time, c1250–present Evidence Target Step 7 Stretch to Step 8 Week 37 * Why the growth of cities led to more and different crimes * The establishment of the police * Sherlock Holmes & the birth of forensic science Crime and punishment through time, c1000–present Change and continuity Target Step 6 Stretch to Step 7 Weeks 38–39 Enquiry question: Did the Industrial Revolution bring only progress and improvement?