Weeks 16–17 Enquiry question: How did Britain survive? Week 16 * Warfare through Evidence Change and Change and Change and * Propaganda and censorship time, Target Step 7 continuity Step 7: continuity Step 8: continuity Step 9: * Evacuation Stretch to Step 8 They will be able to Learners can explain Learners can begin * Rationing communicate their lines of development to look at lines of * Women understanding of in which changes development over a changes by work cumulatively long period of time identifying lines of in the same direction and can select some Week 17 * Warfare through Causation and development rather or pull in different examples to support * Operation Sealion time, consequence than just individual directions. However, a simple argument * The Battle of Britain Target Step 7 changes. they struggle to link about change and * The Blitz, 1940–1941 Context for: Stretch to Step 8 Evidence Step 7: lines of development continuity or * Superpower They are able to (e.g. religious, significance. relations and the formulate questions political, economic) Cold War, that are loosely to each other and based on a line of may see them as enquiry, but struggle discrete from each to explain why this other. would be an Evidence Step 8: important question to Learners can answer. formulate their own historical questions but struggle to plan a line of enquiry or select sources to use. Weeks 18–20 Enquiry question: What led to the defeat of the Axis powers? Week 18 Background to: Historical vocabulary Causation and Causation and Causation and War on the Eastern Front: * Warfare through Target Step 7 consequence Step 7: consequence Step 8: consequence Step 9: * Operation Barbarossa time, Analytical narrative Learners are Learners are able to Learners use * Battle of Stalingrad Target Step 7 becoming confident construct and knowledge to * Scale of losses * Weimar and Stretch to Step 8 in forming a causal explain a causal construct a causal Nazi Germany, Stretch to Step 9 picture using argument using argument, although information that they historical knowledge they may struggle to 1918–1939 * Superpower are given and can with which they are make this knowledge relations and the construct a sound becoming fully relevant to the Cold War, explanation of why increasingly question asked.
Weeks 16–17 Enquiry question: How did Britain survive? Week 16 * Propaganda and censorship * Evacuation * Rationing * Women * Warfare through time, Evidence 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. Evidence Step 7: They are able to formulate questions that are loosely based on a line of enquiry, but struggle to explain why this would be an important question to answer. 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. Evidence Step 8: Learners can formulate their own historical questions but struggle to plan a line of enquiry or select sources to use. 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. Week 17 * Operation Sealion * The Battle of Britain * The Blitz, 1940–1941 * Warfare through time, Context for: * Superpower relations and the Cold War, Causation and consequence Target Step 7 Stretch to Step 8 Weeks 18–20 Enquiry question: What led to the defeat of the Axis powers? Week 18 War on the Eastern Front: * Operation Barbarossa * Battle of Stalingrad * Scale of losses Background to: * Warfare through time, * Weimar and Nazi Germany, 1918–1939 * Superpower relations and the Cold War, Historical vocabulary Target Step 7 Analytical narrative Target Step 7 Stretch to Step 8 Stretch to Step 9 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 Causation and consequence Step 8: Learners are able to construct and explain a causal argument using historical knowledge with which they are becoming increasingly 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.
history-y9-3y-sow-spring1-alternativeunit-ww2.docx