4190703
Description
Mind Map by Sarah Egan, updated more than 1 year ago
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Created by Sarah Egan
over 8 years ago
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New GCSE history content
- 3 eras
- Medieval (500-1500)
- Early Modern (1450-1750)
- Modern (1700-present day)
- Medieval (500-1500)
- 3 time scales
- short (depth study)
- social, economic, political,
religious, technological and
military factors
- social, economic, political,
religious, technological and
military factors
- medium (period study)
- At least 50 years
- At least 50 years
- long (thematic study)
- Change and continuity over long period
including culture, economics, politics, religion,
science, technology and war.
- Change and continuity over long period
including culture, economics, politics, religion,
science, technology and war.
- short (depth study)
- 3 geographical contexts
- locality
- examine the relationship between a place and
historical events and developments. May range in
scale from e.g. a particular building or part of a
building to a city or rural landscape/ setting
- examine the relationship between a place and
historical events and developments. May range in
scale from e.g. a particular building or part of a
building to a city or rural landscape/ setting
- British
- European or wider world
- locality
- LEARNING OBJECTIVES
- Develop knowledge and understanding of the key features and characteristics of
the periods studied: the chronology, individuals, events, developments and issues
- Develop understanding and appropriate use in context of historical terms including first
order historical concepts such as ‘constitution’, ‘nation’, ‘revolution’, ‘society’
- Develop the ability to create students' own structured accounts, selecting
organising and communicating their knowledge and understanding in written
narratives, descriptions and analyses, reaching substantiated conclusions
- understand of the key features and characteristics of the periods studied in relation
to second order historical concepts of continuity, change, cause, consequence,
significance and similarity and difference within situations
- understand the relationships between different aspects within the periods
studied, making connections, drawing contrasts and analysing trends.
- understand of how evidence is used rigorously to make historical claims, discern
how and why different interpretations of the past have been constructed
- understand of how evidence is used rigorously to make historical claims, discern
how and why different interpretations of the past have been constructed
- understand the relationships between different aspects within the periods
studied, making connections, drawing contrasts and analysing trends.
- understand of the key features and characteristics of the periods studied in relation
to second order historical concepts of continuity, change, cause, consequence,
significance and similarity and difference within situations
- Develop the ability to create students' own structured accounts, selecting
organising and communicating their knowledge and understanding in written
narratives, descriptions and analyses, reaching substantiated conclusions
- Develop understanding and appropriate use in context of historical terms including first
order historical concepts such as ‘constitution’, ‘nation’, ‘revolution’, ‘society’
- Develop knowledge and understanding of the key features and characteristics of
the periods studied: the chronology, individuals, events, developments and issues
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