What were the causes and consequences of the rise and fall of the British Empire?

An engraving showing the importance attached to the British Empire on the 50th Anniversary of Queen Victoria’s reign in 1887.

Overview Enquiry Questions1 What happened to the size of the British Empire in the period 1750-1900?2 How do we explain the rise of the British Empire 1600-1900?3 How can we explain the decline of the British Empire by 1945?

A list of key terms in this topic

What happened to the size of the British Empire in the period 1750-1900?

Getting started with the Mystery! Background contextual information

Think about this image in pairs and share your thoughts with another pair.Source A. A map showing the extent of the British Empire by 1900

Nature : This is aOrigins: This was produced by....in X.Purpose: The purpose of this image was too...Content: The image showsKnowledge: There were a range of views about..

Piece together the background contextual information to the mystery in pairs and check your thinking with another pair.

Heads Tails

1Although by 1763 Britain was a great power, the British Empire was still tiny

during the 1780’s based on India, and this spread rapidly to other parts of Asia by the 1830's and 1840's.

2 However Britain began to build a much larger Empire

when large parts of Africa were added to the Empire.

3 After 1870 the British Empire began to grow again

and became smaller when the American colonies were victorious in the War of Independence 1776-1783.

Development Activity 1. Thinking through causation and consequence of the Mystery. In pairs think through the different continents that help explain where the British Empire grew. Share your thinking with another pair sticking with difficulty and tolerating differences.

1 Britain gradually took more control of India and in 1757 Robert Clive gained Bengal from the French with a private army of the East India Company. The British began to take even more control of India, and by 1857 the Indians decided to revolt against British rule.

7 In 1759 the British general James Wolfe captured Quebec and many Britons began to move to Canada. In 1867 the Dominion of Canada was created, giving Canada more freedom to run its own affairs.

2 Many Africans resisted British rule. British forces defeated the native Zulus and the Boers (former Dutch settlers) to achieve control of South Africa by 1902.

8 From 1788-1852 Britain used Australia as a place to send trouble makers, and these people outnumbered free settlers until 1830.

3 As a result of the American War of Independence 1776-1783, the colonies were granted their freedom and the USA was born.

9 Between 1880-1900 80% Africa was carved up by the European countries. Britain took over 16 colonies including; Egypt, the Sudan, Nigeria and Rhodesia.

4 Farming prospered in Australia and in 1851 gold was discovered. Britons continued to move to Australia with 5 million population by 1914. In 1900 it became a self-governing dominion.

10 In 1850 Britain’s main interests in Africa were in the Cape Colony in the south, and cotton rich Egypt in the east near the Suez canal.

5 In 1865 Canada’s population had grown to 3 million, and by 1900 to 6 million

11 The Indian revolt was put down by the British, and in 1900 India remained firmly under British control.

6 In 1770 Captain James Cook began to take control of Australia and claimed it as belonging to Britain.

12 In the 1760’s arguments broke out between the 13 American colonies and Britain. The colonists were fed up with Britain interfering in their affairs.In 1776 the American colonies declared their independence from Britain.

Development Activity 2. Thinking through causation and consequence of the Mystery. In pairs identify and think through the categories that help explain the growth of the Empire. In pairs using each of the five areas as a sub heading, decide which statements belong to which category in the growth of Empire and stick with difficulty in arranging the chronological order. Share your thinking with another pair sticking with difficulty and tolerating differences of view.

A The British Empire in America. What happened in the 1760's, 1776,1782?

B. The British Empire in Canada. What happened in 1759,186518671900

C. The British Empire in India. What happened in 1757,1857,1900?

D. The British Empire in Australia.What happened in 1770,1788-1852,1900?

E. The British Empire in Africa.What happened in 1850,1880-1900,1902?

How do we explain rise of the British Empire in the period 1600-1900?

Getting started with the Mystery! Background contextual information. Think about these images in pairs and share your thoughts with another pair. What do they reveal about the reasons why Britain was able to develop an Empire?

Development Activity 1. Thinking through causation and consequence of the Mystery. In pairs think through the categories that help explain the growth of the British Empire. Share your thinking with another pair sticking with difficulty and tolerating differences of view.

Source A. Between 1750-1900 Britain became increasingly dependent on trade. Trade provided money to invest in British industries such as cotton, coal and iron. Trade also provided markets to send finished manufactured goods too.

Source C. The development of Empire was closely linked to the growth of British seapower and the Strength of the Royal Navy. The colonisation of Canada and India would have been unthinkable without a strong and determined Navy.

Source E. During the 19th Century many people left Britain in search of a better future. The main areas of settlement were America, Canada, South Africa, Australia and New Zealand.

Source B. The number of Britons emigrated overseas during the period 1750-1900:1815-34 560,0001834-50 1,809,0001851-1860 2,054,0001861-1871 1,675,000

Source D. By 1900 Britain imported £6,174,910 of raw cotton, foodstuffs and other goods from the Americas, Africa, Europe, Asia and Australia. In turn it exported £4,165,240 worth of iron, coal, cotton and other goods all over the world.

Source F. During the 19th Century iron replaced wood in the construction of warships and steam replaced sail. British industry was ahead of most of its competitors in the production of theses goods at this time and thus was able to retain is power and Empire.

Development Activity 2. Thinking through causation and consequence of the Mystery. In pairs identify and think through the categories that help explain the growth of the British Empire. Share your thinking with another pair sticking with difficulty and tolerating differences of view. Complete the following table in best by simply labelling the sources that should appear in the second column. Furthermore draw a diagram and add some thoughts about the way in which the three factors may be linked.

Reasons that explain why the British Empire grew 1750-1900.

Evidence to support this reason

Factor 1. Military & Technology.British forces used modern guns and ships to defeat poorly armed native forces.

Factor 2. Industry & Trade.Britain had large amounts of goods to sell abroad and needed raw materials for its industries back home.

Factor 3. Settlement.British people wanting to live abroad needed colonies to live in.

Development Activity 3. Independent Enquiry on the Mystery. You are building an analysis and evaluation of a viewpoint or interpretation and should be written in 18 mins. This will involve looking at evidence to support the view and evidence to challenge the view and these may involve factors to be addressed e.g. P, E, S. Two main parts.. one and half pages.

“The British Empire grew mainly because British people wished to settle in other areas of the world” How far do you agree with this view?

Introduction. There is evidence to support and challenge this view. It is argued that

· There is evidence to support/challenge the view…. Point, Evidence, Explanation· However there is evidence to challenge/support the view. Point, Evidence, Explanation

In conclusion whilst there is evidence to both support and challenge the view, the view that is most convincing is X. Point, Evidence, Explanation Furthermore is important to recognise that these factors interlink. For example

How do we explain the decline of the British Empire by 1945?

Getting started with the Mystery! Background contextual information. Think about these images in pairs and share your thoughts with another pair. What do they reveal about the reasons why Britain’s Empire went into decline?

Development Activity 1. Thinking through causation and consequence of the Mystery. In pairs think through the categories that help explain the growth of the British Empire. Share your thinking with another pair sticking with difficulty and tolerating differences of view.

Source A. There was a rise in peaceful protest in India after the 1919 Amristar Massacre by the British and Mahatma Gandhi led demonstration over the next 30 years to achieve independence for Indian people.

Source B. The cost for Britain in maintaining its Empire in India was becoming more of a problem. For example the Second World War left Britain nearly bankrupt and dependent on American loans.

Source C. In Britain views towards granting Hong Kong its independence began to grow. For example in 1984 Prime Minister Thatcher allowed a deal to be signed giving Hong Kong back to China by 1997.

Source D. The British did not have support of other countries over India. In particular America was disapproving of the idea of Empire and supported withdrawal and independence.

Source E. There was a rise in violent protest in Kenya after 1952 with the Mau mau who began to achieve widespread support against the White settlers who controlled the government and the British authorities.

Source F. The cost for Britain in maintaining its Empire in Kenya was becoming more of a problem. For example they spent over £60 million in defeating the Mau Mau. In December 1963 kenya was granted its Independence.

Source G. In Britain views towards granting India its independence began to grow. For example the Labour Party elected in 1945 had long been in favour of Indian independence. In 1947 India was granted her Independence.

Source H. The British did not have support of other countries over Kenya. In particular in trying to defeat the Mau Mau the British appeared brutal to many ordinary Kenyans and the rest of the world

Source I. There was a rise in protest in China over British occupation of Hong Kong by the 1980’s with China insisting on its legal right to take the territories around Hong Kong back by 1997

Source J. The cost for Britain in maintaining its Empire in Hong Kong was becoming more of a problem. For example if the territories around Hong kong would have been given back by 1997, this would have made hong Kong Island impractical to run.

Source K. In Britain views towards granting Kenya its independence began to grow. For example Prime Minister Harold Macmillan declared himself in favour of the idea that Africans should gain Independence in his Winds of Change speech in 1960.

Source L. The British did not have support of other countries over Hong Kong. In particular China was preparing to assert its right to the territory and China had the understanding of America in this process.

Development Activity 2. Thinking through causation and consequence of the Mystery. In pairs identify and think through the categories that help explain the decline of the British Empire. Share your thinking with another pair sticking with difficulty and tolerating differences of view. Complete the following table in best by simply labelling the sources that should appear in the second column. Furthermore draw a diagram and add some thoughts about the way in which the four factors may be linked.

Reasons that explain why the British Empire grew 1750-1900. Evidence to support this reason

Factor 1. Rise of Protest from the colonies.The British began to leave the colonies because of the rise of protest to be independent from Britain by the people of the colonies.

Factor 2. Economics and impact of War.Britain left the colonies because they were no longer making so much money from the colonies. Britain was bankrupt after the Second World war and it was becoming increasingly expensive to govern the colonies.

Factor 3. Pressure from other countries.After the Second World War Britain needed financial and military support from its key ally America in order to keep the conies. America was not in favour of large Empires.

Factor 4. Changing views in Britain.Some British politicians started to argue that the colonies should be granted their independence.

Development Activity 3. Independent Enquiry on the Mystery. You are building an analysis and evaluation of a viewpoint or interpretation and should be written in 18 mins. This will involve looking at evidence to support the view and evidence to challenge the view and these may involve factors to be addressed e.g. P, E, S. Two main parts.. one and half pages.

“The British Empire declined mainly because British people wished to grant former colonies in other areas of the world their independence” How far do you agree with this view?

Introduction. There is evidence to support and challenge this view. It is argued that

· There is evidence to support/challenge the view…. Point, Evidence, Explanation· However there is evidence to challenge/support the view. Point, Evidence, Explanation

In conclusion whilst there is evidence to both support and challenge the view, the view that is most convincing is X. Point, Evidence, Explanation Furthermore is important to recognise that these factors interlink. For example

Here’s what the students do for their GCSE Paper for Causation

Question Number 1. Co-operate, share, stick with difficulty and tolerate uncertainty.What do Sources A and B show about changes in X? Explain your answer, using Sources A and B and your own knowledge. 8 marks

Target: knowledge recall and selection, analysis of change in a historical context, inference from sources (AO1/AO2/AO3).

Level Mark Descriptor1 1-2 Simple statement

EITHER Candidate offers general comment about changes, without providing support from source(s) or own knowledge of the historical context.OR Statement(s) which do not address ‘change’ and are based on detail from the individual source or single source with own knowledge.Award 1 mark for each relevant point made to maximum of 2.

2 3-6 Developed statement Candidate states that change based on an explanation of the situation in each source.Offers statement(s) based on detail from the source(s) and/or from own knowledge of the historical context.Maximum 4 marks if answer is based only on sources or own knowledge.

3 7-8 Analysis.Candidate makes an inference about the nature or extent of change based on the explicit use of both sources and supported from own knowledge of the historical context.

Q1 You are building an explanation of change over time in 12 mins using two sources and your own knowledge. Three short paragraphs… one page.

From source A (date) it is suggested that..This is further supported by.. PEEx (Use CTK, NOP)During the time that separates A and B there were a changes PEEx (Use CTK, NOP)From source B (date) it is suggested that..This is further supported by PEEx (Use CTK, NOP)

Question Number 2. Co-operate, share, stick with difficulty and tolerate uncertainty. The boxes below show two different periods/events. Choose one and describe the key features of X during this time. 6 marks

Target: knowledge recall and selection, key features and characteristics of periods studied (AO1/AO2).

Level Mark Descriptor0 No rewardable material

1 1-3 Generalised answer is offered with little specific detail.Candidate offers limited detail

2 4-6 Relevant details are offered with link to key features Answer describes the key features and supports points with evidence

Q2 You are building an explanation reasons for how or importance, change or causes in 13 mins. This might involve factors e.g. P, E, S. Three paragraphs… one page.

One reason for how, importance/change/cause is PEExA further reason for how, importance/change/cause is PEExA final reason for how/ importance/change/cause is PEEx

Question Number 3. Co-operate, share, stick with difficulty and tolerate uncertainty. How useful is this source to a historian who is investigating Y? Use Source C and your own knowledge to explain your answer.

Target: knowledge recall and selection, key features and characteristics of periods studied, evaluation of source utility (AO1/AO2/AO3).

Level Mark Descriptor1 1-2 Judgement based on simple valid criteria.

Comments are based on assumptions about usefulness because it is reliable or because of the content relevance or amount of detail.Allow 1 mark for each valid point based on source or on own knowledge, up to a maximum of 2 marks.

2 3-6 Judgement is based on the usefulness of the source because of its content or reliability. EITHER Answer focuses on the usefulness of content. OR Answer sees usefulness as dependent on reliability and analyses the details and treatment of content or nature/origin/purpose in order to assess how reliable/representative/authoritative the source is.Maximum 4 marks if answer is based entirely on source or own knowledge.

3 7–8 Judgement is based on an evaluation of the usefulness of the source’s content in the light of its provenance/ reliability. Answer considers the value of information, taking into account its reliability or how representative/authoritative it is, making explicit what difference this makes to what the source can contribute. NB: No access to Level 3 if do not include additional knowledge.

Q3/4 You are building an analysis of the utility of evidence in 12 mins. This might involve factors e.g. P, E, S. Two main paragraphs.. one page.

Introduction. It is argued that the mainly useful/limited for an historian studying X● The source is useful to an historian studying X. For example (Use CTK, NOP)● However the source is also limited in its usefulness. For example (Use CTK, NOP)

Conclusion. Comment on the extent of usefulness and give your main reasons.

Question Number . Co-operate, share, stick with difficulty and tolerate uncertainty.⅘Why did X make little practical difference to Y in England in the period Z? Why did it take so long for X? In what ways did developments in X lead to changes in Y during the Z period?

You may use the following in your answer. ● …● … You must also include information of your own.

Target: knowledge recall and selection, factors relevant to continuity and change in a historical context in a historical context (AO1/AO2).

Level

Mark Descriptor

1 1-4 Simple or generalised comment is offered, supported by some knowledge. Candidate offers generalised comment with little supporting detail or offers details about a very limited aspect of the question.

2 5-8 Statements are developed with support from material which is mostly relevant and accurate. Candidate may provide details to support several pointsMaximum 7 marks for answers that do not describe an aspect in addition to those prompted by the stimulus material.

3 9-12 The response shows understanding of the focus of the question and deploys sufficient accurate and relevant material to support the points made. Candidates provide several relevant pieces of evidence to support a range of points, which show understanding of question coverage.Maximum 10 marks for answers that do not explore aspects in addition to those prompted by the stimulus material.

Q4/5 You are building an explanation in 18 mins. This might involve factors e.g. P, E, S. Three paragraphs… one page.

● One reason for is PEEx● A further reason is PEEx● A final reason for is PEEx

Question Number 6 /7. Co-operate, share, stick with difficulty and tolerate uncertainty.Why was X so important in Y across the period….? How important was X for Y? ‘X was more important during the period Y than Z’ Do you agree? Why did X occur? How far did X change over the period?

Target: Analysis of significance/ causation/change (AO 1 & 2: 16 marks)

Level Mark Descriptor

1 1-4 Simple or generalised comment is offered, supported by some knowledge. Candidate makes generalised statements or describes one aspect in limited detail.Writing communicates ideas using everyday language and showing some selection of material but the response lacks clarity and organisation. The candidate spells, punctuates and uses the rules of grammar with limited accuracy

2 5-8 5–8Statements are developed with support from material which is mostly relevant and accurate. Candidate states that there was some continuity or change and provides detailed descriptions of aspects of each period.Maximum 7 marks for answers that do not describe an aspect in addition to those prompted by the stimulus material.Writing communicates ideas using a limited range of historical terminology and showing some skills of selection and organisation of material, but passages lack clarity and organisation. The candidate spells, punctuates and uses some of the rules of grammar with general accuracy.

3 9-12 The response shows understanding of the focus of the question and deploys sufficient accurate and relevant material to support the points made. Candidate provides an analysis of each period and makes comparisons between periods.Maximum 10 marks for answers that do not explore aspects beyond those prompted by the stimulus material.Writing communicates ideas using historical terms accurately and showing some direction and control in the organising of material. The candidate uses some of the rules of grammar appropriately and spells and punctuates with considerable accuracy, although some spelling errors may still be found.

4 13-16

A sustained analysis, supported by precisely-selected and accurate material and with sharply focused development of points made. Answer as a whole focuses well on the question. Candidate recognises the need to compare aspects of progress with areas of stagnation, in order to make a judgement.NB: No access to Level 4 for answers which do not explore aspects beyond those prompted by the stimulus material,Writing communicates ideas effectively, using a range of precisely- selected historical terms and organising information clearly and coherently. The candidate spells, punctuates and uses the rules of grammar with considerable accuracy, although some spelling errors may still be found.

Marks for SPaG

0 Errors severely hinder the meaning of the response or candidates do not spell, punctuate or use the rules of grammar within the context of the demands of the question.

1 Candidates spell, punctuate and use the rules of grammar with reasonable accuracy in the context of the demands of the question. Any errors do not hinder meaning in the response. Where required, they use a limited range of specialist terms appropriately.

2 Candidates spell, punctuate and use the rules of grammar with considerable accuracy and general control of meaning in the context of the demands of the question. Where required, they use a good range of specialist terms with facility.

3 Candidates spell, punctuate and use the rules of grammar with consistent accuracy and effective control of meaning in the context of the demands of the question. Where required, they use a wide range of specialist terms adeptly and with precision.

Q5b You are building an analysis and evaluation of a viewpoint or interpretation and should be written in 24 mins. This will involve looking at evidence to support the view and evidence to challenge the view and these may involve factors to be addressed e.g. P, E, S. Two main parts.. one and half pages.

Introduction. There is evidence to support and challenge this view. It is argued that

· There is evidence to support the view. For example PEEx· However there is evidence to challenge this view and suggest other factors were more significant. For example PEEx

In conclusion whilst there is evidence to both support and challenge the view, the view that is most convincing is X.

KS3/4 ProgressChartHistory

AO1 Recall select and communicate Knowledge and understanding of history.

AO2 Describe, explain, analyse and evaluate causes, consequences, changes, continuities and their significance.

AO3a) Describe, explain, analyse and evaluatea) a range of source material.

AO3b) Describe, explain, analyse and evaluateb) how different historical events have been interpreted and represented.

ImaginativeUsing intuitionMaking connectionsPlaying with possibilities

CollaborativeCo-operating appropriatelyGiving and receiving feedbackSharing the product

InquisitiveWondering and questioningExploring and investigatingChallenging assumptions

ImaginativeUsing intuitionMaking connectionsPlaying with possibilities

DisciplinedCrafting and improvingReflecting criticallyDeveloping techniques

PersistentSticking with difficultyDaring to be differentTolerating uncertainty

DisciplinedCrafting and improvingReflecting criticallyDeveloping techniques

PersistentSticking with difficultyDaring to be differentTolerating uncertainty

9A**

Creator

a. I am confidentb. I am secure inc. I am beginning

I can go beyond excelling in all of the qualities of this Assessment Objective, which are thoroughly explained in the Grade A descriptor.I craft and refine my work selecting a wide range of sophisticated techniques with skill and flair. I critically reflect on my strengths and weaknesses, taking control of my learning.

I can go beyond excelling in all of the qualities of this Assessment Objective, which are thoroughly explained in the Grade A descriptor.I collaborate creatively, regularly giving intelligent feedback and making excellent use of advice and guidance.I thrive on challenge and can manage uncertainty in the knowledge that this is essential for my creativity.

I can go beyond excelling in all of the qualities of this Assessment Objective, which are thoroughly explained in the Grade A descriptor.I can creatively explore a range of ideas independently. I ask challenging questions that help me to generate my own investigations informed by detailed and imaginative research and analysis.

I can go beyond excelling in all of the qualities of this Assessment Objective, which are thoroughly explained in the Grade A descriptor.I rely on my instincts to help me play with new ideas and create inventive connections in my learning.I thrive on challenge and can manage uncertainty in the knowledge that this is essential for my creativity.

8A*

Creator

a. I am confidentb. I am secure inc. I am beginning

I craft and refine my work selecting a wide range of sophisticated techniques with skill and flair. I critically reflect on my strengths and weaknesses, taking control of my learning.I can go beyond excelling in all of the qualities of this Assessment Objective, which are thoroughly explained in the Grade A descriptor.

I collaborate creatively, regularly giving intelligent feedback and making excellent use of advice and guidance.I thrive on challenge and can manage uncertainty in the knowledge that this is essential for my creativity.I can go beyond excelling in all of the qualities of this Assessment Objective, which are thoroughly explained in the Grade A descriptor.

I can creatively explore a range of ideas independently. I ask challenging questions that help me to generate my own investigations informed by detailed and imaginative research and analysis.I can go beyond excelling in all of the qualities of this Assessment Objective, which are thoroughly explained in the Grade A descriptor.

I rely on my instincts to help me play with new ideas and create inventive connections in my learning.I thrive on challenge and can manage uncertainty in the knowledge that this is essential for my creativity. I can go beyond excelling in all of the qualities of this Assessment Objective, which are thoroughly explained in the Grade A descriptor.

7A

Creator

a. I am confidentb. I am secure inc. I am beginning

I craft and refine my work selecting a wide range of sophisticated techniques with skill and flair. I critically reflect on my strengths and weaknesses, taking control of my learning.I can recall, select, organise and deploy detailed historical knowledge effectively and with consistency. I show thorough understanding of the historical periods, themes and topics studied. I communicate ideas using historical terms accurately and appropriately.

I collaborate creatively, regularly giving intelligent feedback and making excellent use of advice and guidance.I thrive on challenge and can manage uncertainty in the knowledge that this is essential for my creativity.I can demonstrate understanding of the past through developed, reasoned and well-substantiated explanations. I make perceptive analyses of the key concepts, features and characteristics of the periods studied, and the interrelationships between them.

I can creatively explore a range of ideas independently. I ask challenging questions that help me to generate my own investigations informed by detailed and imaginative research and analysis.I can evaluate and use critically a wide range of sources of information in an historical context to investigate historical questions, problems or issues independently, and reach reasoned and substantiated conclusions.

I rely on my instincts to help me play with new ideas and create inventive connections in my learning. I thrive on challenge and can manage uncertainty in the knowledge that this is essential for my creativity.I can recognise and comment on how and why events, people and issues have been interpreted and represented in a wide range of different ways, and provide a thorough consideration of their value in the historical context.

6B

Constructor

a. I am confidentb. I am secure inc. I am beginning

I can confidently craft and refine my work. I can skilfully select and use a range of techniques. I am able to reflect on my strengths and weaknesses in detail.I can recall, select, organise and deploy historical knowledge with increasing accuracy and relevance. I show good understanding of the historical periods, themes and topics studied. I communicate ideas using historical terminology confidently.

I collaborate effectively. I enjoy giving thoughtful feedback and I make good use of advice and guidance to improve my work.I can confidently manage to keep going when things are difficult. I understand that not knowing is part of the process of being creative and I enjoy taking risks.I can demonstrate understanding of the past through structured descriptions and explanations of the main concepts, features and characteristics of the periods studied with confidence. My descriptions are accurate and my explanations show good understanding of relevant causes, consequences and changes.

I can confidently explore a range of ideas independently and ask challenging questions based on my careful research. I can carry out skilful analysis.I can confidently evaluate and use critically a range of sources of information in an historical context to investigate historical questions, problems or issues, and reach reasoned conclusions, which are well supported.

I am confident in trusting my instincts. I enjoy playing with ideas and making thoughtful connections in my learning.I can confidently manage to keep going when things are difficult. I understand that not knowing is part of the process of being creative and I enjoy taking risks.I can confidently recognise and comment on how and why events, people and issues have been interpreted and represented in different ways, and provide reasoned consideration of their value in the historical context.

5C

Constructor

a. I am confidentb. I am secure inc. I am beginning

I can confidently craft and refine my work. I can skilfully select and use a range of techniques. I am able to reflect on my strengths and weaknesses in detail.I can recall, select, organise and deploy historical knowledge with accuracy and relevance. I show sound understanding of the historical periods, themes and topics studied. I communicate ideas using historical terminology appropriately.

I collaborate effectively. I enjoy giving thoughtful feedback and I make good use of advice and guidance to improve my work.I can confidently manage to keep going when things are difficult. I understand that not knowing is part of the process of being creative and I enjoy taking risks.I can demonstrate understanding of the past through structured descriptions and explanations of the main concepts, features and characteristics of the periods studied. My descriptions are accurate and my explanations show understanding of relevant causes, consequences and changes.

I can confidently explore a range of ideas independently and ask challenging questions based on my careful research. I can carry out skilful analysis.I can evaluate and use critically a range of sources of information in an historical context to investigate historical questions, problems or issues, and with some limited guidance, to reach reasoned conclusions.I can confidently explore a range of ideas independently and ask challenging questions based on my careful research. I can carry out skilful analysis.

I am confident in trusting my instincts. I enjoy playing with ideas and making thoughtful connections in my learning.I can confidently manage to keep going when things are difficult. I understand that not knowing is part of the process of being creative and I enjoy taking risks.I can recognise and comment on how and why events, people and issues have been interpreted and represented in different ways, and provide an appropriate consideration of their value in the historical context.

4D

Experimenter

a. I am confidentb. I am secure inc. I am beginning

I can craft and refine my work with increasing skill. I can competently use a range of techniques. I can reflect on my strengths and weaknesses with growing confidence.I can nearly always recall, select, organise and deploy historical knowledge with accuracy and relevance. I show mainly sound understanding of the historical periods, themes and topics studied. I communicate ideas using historical terminology appropriately.

I often work well with others. I enjoy giving and receiving feedback which I use to improve my work. I am experimenting with a variety of ways to share my work.I am developing a range of ways to keep going when things are difficult. I am able to cope with not knowing and I try to take risksI can nearly always demonstrate understanding of the past through structured descriptions and explanations of the main concepts, features and characteristics of the periods studied. My descriptions are mainly accurate and my explanations show understanding of relevant causes, consequences and changes.

I am developing the ability to explore a range of ideas independently and ask interesting questions that help me carry out more developed research and analysis.I am developing a range of ways to keep going when things are difficult. I am able to cope with not knowing and I try to take risks. I can nearly always evaluate and use critically a range of sources of information in an historical context to investigate historical questions, problems or issues, and with some limited guidance, to reach reasoned conclusions.

I am able to trust my instincts. I can play with ideas and make some interesting connections in my learning.I am developing a range of ways to keep going when things are difficult. I am able to cope with not knowing and I try to take risks. I can nearly always recognise and comment on how and why events, people and issues have been interpreted and represented in different ways, and provide an appropriate consideration of their value in the historical context.

3E

Experimenter

a. I am confidentb. I am secure inc. I am beginning

I can craft and refine my work with increasing skill. I can competently use a range of techniques. I can reflect on my strengths and weaknesses with growing confidence.I can confidently recall, select and organise some relevant historical knowledge to show some basic understanding of historical periods, themes and topics studied. I can confidently

I often work well with others. I enjoy giving and receiving feedback which I use to improve my work. I am experimenting with a variety of ways to share my work.I am developing a range of ways to keep going when things are difficult. I am able to cope with not knowing and I try to take risks.I can confidently demonstrate understanding of the past through

I am developing the ability to explore a range of ideas independently and ask interesting questions that help me carry out more developed research and analysis.I can confidently understand sources of information and, taking them at their face value, begin to consider their usefulness for investigating historical issues

I am able to trust my instincts. I can play with ideas and make some interesting connections in my learning.I am developing a range of ways to keep going when things are difficult. I am able to cope with not knowing and I try to take risks.I can confidently identify some differences between ways in which events, people or issues have been

communicate ideas using everyday language.

description of reasons, results and changes in relation to the events, people and issues studied. I can confidently provide limited descriptions of events, issues or periods, including characteristic ideas, beliefs and attitudes.

and draw simple conclusions. represented and interpreted, and may identify some of the reasons for these.

2F

Apprentice

a. I am confidentb. I am secure inc. I am beginning

I am beginning to learn how to craft and refine my work. I am trying to use new techniques and reflect on my strengths and weaknesses.I can recall, select and organise some relevant historical knowledge to show some basic understanding of historical periods, themes and topics studied. I can communicate ideas using everyday language.

I can work well with others. I can give and receive feedback with support which I sometimes use to improve my work. I am beginning to share my work.I am beginning to stick at things when they are difficult and I am getting better at coping with not knowing.I can demonstrate understanding of the past through description of reasons, results and changes in relation to the events, people and issues studied. I can provide limited descriptions of events, issues or periods, including characteristic ideas, beliefs and attitudes.

I am beginning to explore ideas and ask questions. I have attempted some simple research and analysis.I can understand sources of information and, taking them at their face value, begin to consider their usefulness for investigating historical issues and draw simple conclusions.

I am learning how to trust my instincts, I try to make connections in my learning.I am beginning to stick at things when they are difficult and I am getting better at coping with not knowing. I can identify some differences between ways in which events, people or issues have been represented and interpreted, and may identify some of the reasons for these.

1G

Apprentice

a. I am confidentb. I am secure inc. I am beginning

I am beginning to learn how to craft and refine my work. I am trying to use new techniques and reflect on my strengths and weaknesses.I can sometimes recall, select and organise some relevant historical knowledge to show some basic understanding of historical periods, themes and topics studied. I can sometimes communicate ideas using everyday language.

I can work well with others. I can give and receive feedback with support which I sometimes use to improve my work. I am beginning to share my work.I am beginning to stick at things when they are difficult and I am getting better at coping with not knowing.I can sometimes demonstrate understanding of the past through description of reasons, results and changes in relation to the events, people and issues studied. I can sometimes provide limited descriptions of events, issues or periods, including characteristic ideas, beliefs and attitudes.

I am beginning to explore ideas and ask questions. I have attempted some simple research and analysis. I can sometimes understand sources of information and, taking them at their face value, begin to consider their usefulness for investigating historical issues and sometimes draw simple conclusions.

I am learning how to trust my instincts, I try to make connections in my learning. I am beginning to stick at things when they are difficult and I am getting better at coping with not knowing. I can sometimes identify some differences between ways in which events, people or issues have been represented and interpreted, and may occasionally identify some of the reasons for these.

WorkingTowards

I have produced very few ideas. I have attempted to some research.

I have occasionally attempted to describe past events and developments.

I have attempted to record very few of my ideas from thinking about sources..

I am working towards understanding that the past has been represented in different ways.