Year 9: Three-year Scheme of Work Half-term: Summer 2 to bring about change?) Unit title: Music as propaganda and protest (Alternative to What’s the best way Weeks 33–34 Enquiry question: What can music tell us about history? 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 Week 33 Evidence Evidence Step 7: Evidence Step 8: Evidence Step 8: * English folk songs: how can Target Step 7 Learners can make Learners can Learners can support they be used as sources? Stretch to Step supported inferences distinguish between their comments on * Broadsheet ballads 8 about the past by using ideas of utility and sources by using * Rural folk a source and the detail reliability, and source content and songs e.g. ‘The contained within it. understand that sometimes by Farmer’s Boy’ * Industrial folk songs e.g. historians use referencing the Evidence Step 7: Learners can comment sources provenance of a ‘Fourpence a Day’ ‘unreliable’ on the utility of a as valuable pieces of source, although they Causation and Week 34 source as well as its evidence. struggle to draw * Why did monarchs support consequence reliability, but they Causation and conclusions from ideas musicians? Target Step 8 may be confused about consequence Step 9: of nature, origin and * Charles II, patron of baroque Stretch to Step how these two ideas Learners are purpose. * Enlightened despots as patrons 9 work together. beginning to place Evidence Step 9: e.g. H.R.E. Joseph II and Mozart Causation and their causal Learners are starting to consequence Step 8: reasoning within a make judgements Learners can explain wider contextual about sources and how why events had certain knowledge of the they can be used for a consequences and period or country specified enquiry. begin to recognise that studied. They support the one cause may have Evidence Step 8: comments that they multiple or conflicting Learners use general make by using precise consequences. They contextual content from sources will begin to see how knowledge of the and backing it up with
Year 9: Three-year Scheme of Work Half-term: Summer 2 Unit title: Music as propaganda and protest (Alternative to What’s the best way to bring about change?) Weeks 33–34 Enquiry question: What can music tell us about history? 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 33 * English folk songs: how can they be used as sources? * Broadsheet ballads * Rural folk songs e.g. ‘The Farmer’s Boy’ * Industrial folk songs e.g. ‘Fourpence a Day’ Evidence Target Step 7 Stretch to Step 8 Evidence Step 7: Learners can make supported inferences about the past by using a source and the detail contained within it. 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 ideas work together. Causation and consequence Step 8: Learners can explain why events had certain consequences and begin to recognise that one cause may have multiple or conflicting consequences. They will begin to see how Evidence Step 8: Learners can distinguish between ideas of utility and reliability, and understand that historians use ‘unreliable’ sources as valuable pieces of evidence. Causation and consequence Step 9: Learners are beginning to place their causal reasoning within a wider contextual knowledge of the period or country studied. Evidence Step 8: Learners use general contextual knowledge of the Evidence Step 8: Learners can support their comments on sources by using source content and sometimes by referencing the provenance of a source, although they struggle to draw conclusions from ideas of nature, origin and purpose. Evidence Step 9: Learners are starting to make judgements about sources and how they can be used for a specified enquiry. They support the comments that they make by using precise content from sources and backing it up with Week 34 * Why did monarchs support musicians? * Charles II, patron of baroque * Enlightened despots as patrons e.g. H.R.E. Joseph II and Mozart Causation and consequence Target Step 8 Stretch to Step 9
history-y9-3y-sow-summer2-musicinhistory.docx