Week 7 Enquiry question: How much more democratic was Britain by 1928? Week 7 Change and Change and Change and continuity Change and Evidence * Compare situation in 1800 with continuity Step 8: Learners are continuity Step 7: continuity Step 8: Change and electoral system in 1928 and with Target Step 7 They will be able to confident when using Learners can continuity today's electoral system Stretch to Step 8 communicate their the language of change explain lines of * Can also compare to previous understanding of and are beginning to development in periods, e.g. the era of Walpole changes by identifying explain why some which changes lines of development changes are significant work cumulatively rather than just or seen as significant in the same individual changes. depending on direction or pull in perspective. different directions. Half-term: Autumn 2 Unit title: The First World War Weeks 8–11 Enquiry question: Why did the First World War start in 1914? Content details Links to Progression scale Target understanding Additional Extra stretch End of half term Edexcel GCSE focus for all students understanding for understanding assessment will (9–1) History some students cover Causation and Week 8 Weimar and Causation and Causation and Causation and Interpretations * The Franco-Prussian War consequence Nazi Germany, consequence Step 6: consequence Step 7: consequence Step Causation and * The unification of Target Step 6 Learners can link Learners are becoming Learners are able 1918–1939 8: consequence Germany in 1871 and how it Stretch to Step 7 categories of causes to confident in forming a to construct and affected relations with form a simple causal causal picture using explain a causal France and the balance of picture and begin to information that they argument using power in Europe explain why something are given and can historical * Concept of Nation and happened in history. construct a sound knowledge with Nationalism Learners may still hold explanation of why which they are the belief that things something happened. becoming Evidence Week 9 Weimar and happen because people Causation and increasingly * Look at the extent of (cartoons) Nazi Germany, wanted them to and may familiar. This consequence Step 7: European empires by late 1918–1939 Target Step 7 be over-reliant on the Learners are beginning argument will put 19th Century Stretch to Step 8 agency of historical to be more selective forward a case for * Germany's desire for an
Week 7 Enquiry question: How much more democratic was Britain by 1928? Week 7 * Compare situation in 1800 with electoral system in 1928 and with today's electoral system * Can also compare to previous periods, e.g. the era of Walpole Change and continuity Target Step 7 Stretch to 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. Change and continuity Step 8: Learners are confident when using the language of change and are beginning to explain why some changes are significant or seen as significant depending on perspective. 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. Evidence Change and continuity Half-term: Autumn 2 Unit title: The First World War Weeks 8–11 Enquiry question: Why did the First World War start in 1914? 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 8 * The Franco-Prussian War * The unification of Germany in 1871 and how it affected relations with France and the balance of power in Europe * Concept of Nation and Nationalism Weimar and Nazi Germany, 1918–1939 Causation and consequence Target Step 6 Stretch to Step 7 Causation and consequence Step 6: Learners can link categories of causes to form a simple causal picture and begin to explain why something happened in history. Learners may still hold the belief that things happen because people wanted them to and may be over-reliant on the agency of historical Causation and consequence Step 7: Learners are becoming confident in forming a causal picture using information that they are given and can construct a sound explanation of why something happened. Causation and consequence Step 7: Learners are beginning to be more selective Causation and consequence Step 8: Learners are able to construct and explain a causal argument using historical knowledge with which they are becoming increasingly familiar. This argument will put forward a case for Interpretations Causation and consequence Week 9 * Look at the extent of European empires by late 19th Century * Germany's desire for an Weimar and Nazi Germany, 1918–1939 Evidence (cartoons) Target Step 7 Stretch to Step 8