Nile was important to the Ancient Egyptians). Communication Construct informed responses that involve Construct informed responses that Construct informed responses that involve thoughtful selection and thoughtful selection and organisation of involve thoughtful selection and organisation of relevant historical relevant historical information. organisation of relevant historical information. When doing this they should use specialist information. When doing this they should use terms like Ancient Britain, settlement, and When doing this they should use specialist terms (e.g. ancient, pyramid vocabulary linked to chronology. specialist terms, e.g. Bills of mortality, and pharaoh) and vocabulary linked to Produce structured work that makes some plague pits and vocabulary linked to chronology. Produce structured work that makes connections, draws some contrasts, frame chronology. some connections; draws some historically-valid questions involving Produce structured work that makes contrasts; frames historically-valid thoughtful selection and organisation of some connections, draws some questions involving thoughtful selection relevant historical information (e.g. contrasts, frame historically-valid and organisation of relevant historical comparing the Pyramids of Ancient Egypt questions involving thoughtful selection information using appropriate dates and with Stonehenge). and organisation of relevant historical terms. information using appropriate dates and terms. Enquiry, Understand some of the methods of Understand some of the methods of Understand some of the methods of historical enquiry, and how evidence is historical enquiry, and how evidence is used historical enquiry, and how evidence is Interpretation used to make detailed observations, to make detailed observations, finding used sources to make detailed finding answers to questions about the and Using answers to questions about the past (such as observations, finding answers to past. Sources about life in Ancient Britain). questions about the past. Use some sources to start devising Use some sources to start devising Use some sources to start devising historically valid questions about historically valid questions about change and historically valid questions about change, cause, similarity and difference, and significance (e.g. the lifestyles and significance (such as the development of change, cause and significance e.g. of beliefs of the Ancient Egyptians). farming and of settlement). the Great Plague. Understand some of the methods of Understand some of the methods of Understand some of the methods of historical enquiry, how evidence is used historical enquiry, (such as maps), and how historical enquiry, how evidence is used to make historical claims. these can be used to make historical claims to make historical claims.
Nile was important to the Ancient Egyptians). Communication Construct informed responses that involve thoughtful selection and organisation of relevant historical information. When doing this they should use specialist terms like Ancient Britain, settlement, and vocabulary linked to chronology. Produce structured work that makes some connections, draws some contrasts, frame historically-valid questions involving thoughtful selection and organisation of relevant historical information (e.g. comparing the Pyramids of Ancient Egypt with Stonehenge). Construct informed responses that involve thoughtful selection and organisation of relevant historical information. When doing this they should use specialist terms, e.g. Bills of mortality, plague pits and vocabulary linked to chronology. Produce structured work that makes some connections, draws some contrasts, frame historically-valid questions involving thoughtful selection and organisation of relevant historical information using appropriate dates and terms. Construct informed responses that involve thoughtful selection and organisation of relevant historical information. When doing this they should use specialist terms (e.g. ancient, pyramid and pharaoh) and vocabulary linked to chronology. Produce structured work that makes some connections; draws some contrasts; frames historically-valid questions involving thoughtful selection and organisation of relevant historical information using appropriate dates and terms. Enquiry, Interpretation and Using Sources Understand some of the methods of historical enquiry, and how evidence is used to make detailed observations, finding answers to questions about the past (such as about life in Ancient Britain). Use some sources to start devising historically valid questions about change and significance (such as the development of farming and of settlement). Understand some of the methods of historical enquiry, (such as maps), and how these can be used to make historical claims Understand some of the methods of historical enquiry, and how evidence is used sources to make detailed observations, finding answers to questions about the past. Use some sources to start devising historically valid questions about change, cause and significance e.g. of the Great Plague. Understand some of the methods of historical enquiry, how evidence is used to make historical claims. Understand some of the methods of historical enquiry, and how evidence is used to make detailed observations, finding answers to questions about the past. Use some sources to start devising historically valid questions about change, cause, similarity and difference, and significance (e.g. the lifestyles and beliefs of the Ancient Egyptians). Understand some of the methods of historical enquiry, how evidence is used to make historical claims.
History-Y34-Scheme-of-Work-.docx