during the reign of Henry VIII’). Weeks 15–16 Enquiry question: How important were England's medieval queens? Evidence Evidence Step 5: Evidence Step 5: Week 15 Evidence Step 4: Causation and * Claims of Matilda and Stephen Target Step 4 Learners appreciate Learners can Learners make consequence * Their personal qualities and Stretch to Step that historians need distinguish between generalised references Evidence fitness to rule 5 to interrogate sources information about the to provenance (e.g. * Civil War (during the period of to work out what past and evidence that from ‘sources anarchy) and its outcome happened in the past historians extract from witnesses are more and will have a sense sources through a Background to Interpretations Week 16 The reliable’). that historians use process of Interpretations Step * Story of Eleanor of Aquitaine reigns of King Target Step 4 sources with the interrogation in order 6: Learners can select * Her accomplishments, influence Richard I and Stretch to Step benefit of hindsight. to support their claims, and describe the key and limitations 5 King John, Evidence Step 4: i.e. I can suggest that features of a variety of Learners comment X was important interpretations (e.g. on the reliability of because of evidence Y visual, written, sources and Z. spoken) and explain (‘biased’ may be used as a Interpretations Step the reasons for their catch-all term) but 5: Learners can select construction (e.g. to have little and describe the key entertain, to inform, to understanding of features of a historical persuade). how historians build interpretation and an evidence picture. begin to talk about the (Reinforced) messages that it might Interpretations Step send to the people 4: Learners recognise viewing it. that the arguments Interpretations Step that people have had Learners have a 5: about the past are basic understanding important to that different historical discipline interpretations (e.g. and that history is films, paintings, made up of different songs) are made to stories about the past. provide groups of people with a story about the past.
during the reign of Henry VIII’). Weeks 15–16 Enquiry question: How important were England's medieval queens? Week 15 * Claims of Matilda and Stephen * Their personal qualities and fitness to rule * Civil War (during the period of anarchy) and its outcome Evidence Target Step 4 Stretch to Step 5 Evidence Step 4: Learners appreciate that historians need to interrogate sources to work out what happened in the past and will have a sense that historians use sources with the benefit of hindsight. Evidence Step 4: Learners comment on the reliability of sources (‘biased’ may be used as a catch-all term) but have little understanding of how historians build an evidence picture. (Reinforced) Interpretations Step 4: Learners recognise that the arguments that people have had about the past are important to historical discipline and that history is made up of different stories about the past. 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. 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. Interpretations Step 5: Learners 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. Evidence Step 5: Learners make generalised references to provenance (e.g. ‘sources from witnesses are more reliable’). 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). Causation and consequence Evidence Week 16 * Story of Eleanor of Aquitaine * Her accomplishments, influence and limitations Background to The reigns of King Richard I and King John, Interpretations Target Step 4 Stretch to Step 5