Week 4 Henry VIII and his Change and i.e. I can suggest that historians gather * Short-term consequences ministers, 1509–1540 continuity X was important evidence by of the Reformation in Background to: Target Step 5 because of evidence Y interrogating England * Stretch to Step 6 and Z. information with a Early Elizabethan * Dissolution of the England, 1558–1588 Chronology Step 5: particular purpose. Monasteries the effect on Learners can use their * Medicine through Interpretations – the clergy understanding of Step 5: They have a time, c1250–present * Wider changes in chronological terms to basic understanding religious practice, e.g. construct timelines that different shrines, pilgrims, design of over short and long interpretations (e.g. churches periods of history. films, paintings, Interpretations Step songs) are made to 5: Learners can select provide groups of and describe the key people with a story features of a historical about the past. interpretation and begin to talk about the messages that it might send to the people viewing it. Weeks 5–7 Enquiry question: Who won: Catholics or Protestants? Interpretations Week 5 Early Elizabethan Interpretations Step Interpretations Interpretations Step Change and * Brief overview of Mary's England, 1558–1588 Target Step 5 5: They have a basic Step 6: Learners can 6: Can link the key continuity reign persecution of Stretch to Step 6 understanding that select and describe features of an – Interpretations Protestants Historical different the key features of a interpretation and the * Elizabethan religious vocabulary interpretations (e.g. variety of reasons for its settlement films, paintings, interpretations (e.g. construction to who songs) are made to visual, written, made it. Week 6 Early Elizabethan Interpretations provide groups of spoken) and explain * Catholic reaction to the England, 1558–1588 Target Step 5 people with a story the reasons for their Reformation in Europe Some relevant Stretch to Step 6 * The Armada background to: about the past. construction (e.g. to Historical vocabulary entertain, to inform, * Catholic plots against * Spain and the New Step 5: Learners can to persuade). Elizabeth World remember and use Analytical * Crime and historical vocabulary narrative Step 6: punishment through in their work and are Learners can time, c1000–present
i.e. I can suggest that X was important because of evidence Y and Z. Chronology Step 5: Learners can use their understanding of chronological terms to construct timelines over short and long periods of history. 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. historians gather evidence by interrogating information with a particular purpose. Interpretations Step 5: 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. Week 4 * Short-term consequences of the Reformation in England * Dissolution of the Monasteries – the effect on the clergy * Wider changes in religious practice, e.g. shrines, pilgrims, design of churches Henry VIII and his ministers, 1509–1540 Background to: * Early Elizabethan England, 1558–1588 * Medicine through time, c1250–present Change and continuity Target Step 5 Stretch to Step 6 Weeks 5–7 Enquiry question: Who won: Catholics or Protestants? Week 5 * Brief overview of Mary's reign – persecution of Protestants * Elizabethan religious settlement Early Elizabethan England, 1558–1588 Interpretations Target Step 5 Stretch to Step 6 Historical vocabulary Interpretations Step 5: 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. Historical vocabulary Step 5: Learners can remember and use historical vocabulary in their work and are 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). Analytical narrative Step 6: Learners can Interpretations Step 6: Can link the key features of an interpretation and the reasons for its construction to who made it. Change and continuity Interpretations Week 6 * Catholic reaction to the Reformation in Europe * The Armada * Catholic plots against Elizabeth Early Elizabethan England, 1558–1588 Some relevant background to: * Spain and the New World * Crime and punishment through time, c1000–present Interpretations Target Step 5 Stretch to Step 6