Cover lesson · History · Year 11 · Advanced
DCF: Producing → Sourcing, searching and planning digital content
Name: Class: Date:
Print: this sheet, one per pupil, and the stimulus sheet “The Great Strike of Penrhyn, 1900 to 1903: practice enquiry screens”, one between two. No computers are needed.
Run: 5 min pupils read the four screens in pairs · 6 min Stage 1, hypothesis and time plan · 14 min Stage 2, the item grid · 10 min Stage 3, the plan · 15 min Stage 4, one paragraph, alone and in silence · 7 min Stage 5, reflection. Total 57 minutes.
Collect: this sheet. It practises the five enquiry stages of GCSE History Unit 2: An in-depth study on European and/or World history, which pupils complete on WJEC’s e-assessment platform: review the question, timeline and narrative and form a hypothesis; critically analyse the items; plan; develop the response; critically reflect. This is practice only, not NEA work. The Penrhyn strike is Welsh history and is not one of the six Unit 2 options, so it cannot be the live task. Items B, 1 and 2 are invented for practice and the stimulus says so.
In Unit 2 you answer an enquiry question on screen, using a narrative, a timeline and four items: two sources and two interpretations. Good answers are planned before they are typed. Today you practise all five stages on a topic you have probably not studied, the Great Strike of Penrhyn, so that you can focus on the method: how to read the items, judge them, plan a response you can type up quickly, and reflect on it.
(a) Underline the key words in the question on Screen 1. Then write a hypothesis: your first answer to the question in 2 sentences, based on the narrative and timeline only.
(b) The real Unit 2 assessment lasts 3 hours. Plan how you would split 180 minutes across the five stages, and say why.
| Stage | Minutes | Why |
|---|---|---|
| 1. Question, narrative, timeline, hypothesis | ||
| 2. Analyse the items | ||
| 3. Plan the response | ||
| 4. Develop the response | ||
| 5. Critically reflect |
For each source: what it shows about division, and its provenance (who, when, why). For each interpretation: its main view, and how it was developed (who wrote it, when, for whom, using what evidence). Then judge how useful each item is for this question.
| Item | What it shows or argues | Provenance, or how the interpretation was developed | How useful for this question, and why |
|---|---|---|---|
| A | |||
| B | |||
| 1 | |||
| 2 |
Why do Interpretations 1 and 2 differ? Give two reasons.
Plan it the way you would on screen: short notes, item codes in square brackets ([A], [B], [I1], [I2]), and one line for each paragraph that says what it argues.
| Paragraph | What it argues (one line) | Items used | Own knowledge from the narrative |
|---|---|---|---|
| 1 | |||
| 2 | |||
| 3 | |||
| Conclusion |
Name two things you would do on screen to work well and safely, and one digital habit that could lose you marks.
Write paragraph 1 or 2 of your plan in about 150 words. Use at least two items, say what each shows, judge it using its provenance, and link back to the question.
Answer in full sentences. Has your hypothesis changed, and why? Which item was most valuable, and which was least? What would you do differently next time?