than just individual changes. Weeks 31–32 Enquiry question: How did people resist communism? Week 31 * Superpower Causation and Change and Change and Causation and * Life in 1960s relations and the consequence continuity Step 8: continuity Step 9: consequence Step 9: Czechoslovakia Cold War, Target Step 7 Learners are Learners can begin Learners use * Dubcek and the Prague Stretch to Step 8 confident when to look at lines of knowledge to Spring Stretch to Step 9 using the language development over a construct a causal * Soviet response of change and are long period of time argument, although beginning to explain and can select some they may struggle to why some changes examples to support make this knowledge Week 32 * Superpower Change and continuity are significant or a simple argument fully relevant to the * Background: role of relations and the Target Step 8 seen as significant about change and question asked. There Gorbachev and protest in Cold War, Stretch to Step 9 depending on continuity or is some attempt to Eastern Europe perspective. significance. organise their answer * Fall of the Berlin Wall Change and Causation and using a causal focus * Responses to the fall of the and there will be continuity Step 8: consequence Step Berlin Wall Learners can explain 8: Learners are able evidence of an lines of development to construct and argument forming. in which changes explain a causal work cumulatively in argument using the same direction or historical knowledge pull in different with which they are directions. However, becoming they struggle to link increasingly lines of development familiar. This to each other. argument will put forward a case for Causation and consequence Step 7: defining the Learners are importance of becoming confident particular causes or in forming a causal groups of causes, picture using but there will be a information that they lack of organisation are given and can
than just individual changes. Weeks 31–32 Enquiry question: How did people resist communism? Week 31 * Life in 1960s Czechoslovakia * Dubcek and the Prague Spring * Soviet response * Superpower relations and the Cold War, Causation and consequence Target Step 7 Stretch to Step 8 Stretch to Step 9 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. However, they struggle to link lines of development to each other. Causation and consequence Step 7: Learners are becoming confident in forming a causal picture using information that they are given and can 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 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 defining the importance of particular causes or groups of causes, but there will be a lack of organisation Causation and consequence Step 9: Learners use knowledge to construct a causal argument, although they may struggle to make this knowledge fully relevant to the question asked. There is some attempt to organise their answer using a causal focus and there will be evidence of an argument forming. Week 32 * Background: role of Gorbachev and protest in Eastern Europe * Fall of the Berlin Wall * Responses to the fall of the Berlin Wall * Superpower relations and the Cold War, Change and continuity Target Step 8 Stretch to Step 9
history-y9-3y-sow-summer1-lifeinthecoldwar.docx