MER Policy & Handbook
Scheme of Work
Medium Term Planning
Half Term Plan
Unit Title:
th
How did Britain changed in the 19 century?
Description of Unit / Unit Overview:
Key Learning Objectives:
On completion of this unit a learner should:
1. Identify and investigate, individually and as part of a team, specific
historical questions or issues, making and testing hypotheses.
2. Reflect critically on historical questions or issues identify, select and
use a range of historical sources, including textual, visual and oral
sources, artefacts and the historic environment.
3. Evaluate the sources used in order to reach reasoned conclusions.
4. Present and organise accounts and explanations about the past that
are coherent, structured and substantiated, using chronological
conventions and historical vocabulary.
5. Communicate their knowledge and understanding of history in a
variety of ways, using chronological conventions and historical
vocabulary.
Stretch/Challenge:
Weekly Breakdown if required:
Inclusion/Differentiation:
What was Britain like in 1750?
-Pre-populated sheets given where
students can fill in the gaps with
provided historical terms
-Pathways more suited to different
abilities, allowing them to access the
learning that has taken place in the
lesson.
-Group/paired work
-Writing frames
How and why did Manchester
change?
How effective were the historians
at improving their cities?
How and why did Parliament
change between 1750 and 1900?
What was the relationship between
the British and their empire? (4
lessons focused on Africa, India
and Australia)
Challenge/extension tasks within lessons
Targeted questions to activate higher level cognition
Homework opportunities:
ILP- Students provided individual pack to be completed
Assessment Focus:
Understanding of Historical Concepts (Change & Continuity; Similarity &
Difference; Cause & Consequence) : Use of Historical Terms/Language
(within coherent, structured and substantiated written work) : Understanding
of Chronology.
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In what ways did the average life expectancy of people in Britain change
during the 19th Century?
Why did towns and cities increase in size so quickly during the 19th
Century?
“Getting clean water to their houses mattered more to poor people in the
19th Century than getting the vote.” Do you agree with this claim?
Cross Curricular Opportunities:
Literacy: Students will be using all the above skills through evaluating and reading sources, written work as outlined above. Speaking in class and grouped
discussions.
Enterprise:  Teamwork
 Creativity
 Problem Solving
 Decision Making
 Communication
 Presenting
 Reflecting/ Evaluating
NUMERACY:
Digital Learning: Students
Use of IWB, video and audio
Laptops/PC to research homework.
SMSC: Understanding the diverse experiences and ideas, beliefs and
attitudes of men, women and children in past societies and how these have
shaped the world.
Chronology and timeline of the British Empire period.
Students will be using the chart of empire map.
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