Week 20 Enquiry question: What has caused conflict in the 20th Century? Week 20 * Superpower Change and Change and continuity Change and Change and Causation and * Review learning: list continuity Step 7: They will be able continuity Step 8: continuity Step 9: relations and consequence drivers of conflict Target Step 7 to communicate their Learners can explain Learners can begin the Cold War, Analytical * "Industrialisation of war" 1941–91 Stretch to Step 8 understanding of changes lines of development to look at lines of narrative * Arms races as drivers of Relevant to: Stretch to Step 9 by identifying lines of in which changes work development over a conflict * Warfare Interpretations development rather than cumulatively in the long period of time * Look at how ideas about through time, Target Step 8 just individual changes. same direction or pull and can select some the drivers of conflict have c1250–present (Reinforced) in different directions. examples to changed over time, e.g. how Interpretations Step 8: However, they support a simple ideas about the Cold War Learners can explain how struggle to link lines of argument about have changed since the and why an interpretation development (e.g. change and conflict ended and as new may have been religious, political, continuity or information, like the Kremlin constructed using points economic) to each significance. archives, has become relating to purpose, other and may see available viewpoint, background, them as discrete from source availability and each other. selection. Half-term: Spring 2 The Holocaust Unit title: Weeks 21–23 Enquiry question: To what extent were Jews persecuted before the Holocaust? Content details Links to Edexcel Progression Target Additional Extra stretch End of half term GCSE (9–1) scale focus understanding for all understanding for understanding assessment will History students some students cover Chronology Evidence Step 7: Week 21 Evidence Step 8: Evidence Step 8: Evidence * Why should we remember Target Step 7 Learners can comment Learners can They use general Interpretations Clifford's Tower? What happened Stretch to Step 8 on the utility of a distinguish between contextual knowledge Chronology and why? source as well as its ideas of utility and of the period studied * European persecution: the reliability, but they reliability, and to support their Spanish Inquisition; Pogroms in may be confused understand that comments, but this Russia and Eastern Europe about how these two historians use remains unfocused.
Week 20 Enquiry question: What has caused conflict in the 20th Century? Week 20 * Review learning: list drivers of conflict * "Industrialisation of war" * Arms races as drivers of conflict * Look at how ideas about the drivers of conflict have changed over time, e.g. how ideas about the Cold War have changed since the conflict ended and as new information, like the Kremlin archives, has become available * Superpower relations and the Cold War, 1941–91 Relevant to: * Warfare through time, c1250–present Change and continuity Target Step 7 Stretch to Step 8 Stretch to Step 9 Interpretations Target Step 8 Change and continuity Step 7: They will be able to communicate their understanding of changes by identifying lines of development rather than just individual changes. (Reinforced) Interpretations Step 8: Learners can explain how and why an interpretation may have been constructed using points relating to purpose, viewpoint, background, source availability and selection. Change and continuity Step 8: Learners can explain lines of development in which changes work cumulatively in the same direction or pull in different directions. However, they struggle to link lines of development (e.g. religious, political, economic) to each other and may see them as discrete from each other. Change and continuity Step 9: Learners can begin to look at lines of development over a long period of time and can select some examples to support a simple argument about change and continuity or significance. Causation and consequence Analytical narrative Half-term: Spring 2 Unit title: The Holocaust Weeks 21–23 Enquiry question: To what extent were Jews persecuted before the Holocaust? 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 21 * Why should we remember Clifford's Tower? What happened and why? * European persecution: the Spanish Inquisition; Pogroms in Russia and Eastern Europe Chronology Target Step 7 Stretch to Step 8 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 Evidence Step 8: Learners can distinguish between ideas of utility and reliability, and understand that historians use Evidence Step 8: They use general contextual knowledge of the period studied to support their comments, but this remains unfocused. Evidence Interpretations Chronology