At the end of this unit
most pupils will: drawing upon their knowledge of the history of Britain 1500-1750, assess the usefulness of portraits as sources of information for the period; frame appropriate questions when studying portraits; describe how features of portraiture changed 1500-1750; identify 'coded messages' in portraits; investigate the lives of particular people and judge how powerful they were; comment on some of the limitations of portraits as sources; describe how portraits can be used to create different interpretations of life in Britain 1500-1750
some pupils will not have made so much progress and will: demonstrate factual knowledge of aspects of life in Britain 1500-1750 when commenting on portraits of the period; find answers to questions by studying portraits; identify differences between portraits produced in the earlier and later parts of the period; extract information from portraits in a way that goes beyond simple observation; combine information from a portrait and information from another source when describing the life of a powerful individual; comment on why portraits exist only of rich people; describe how choices are necessary when setting up an exhibition to depict an aspect of the past
some pupils will have progressed further and will: drawing upon their detailed knowledge of the history of Britain 1500-1750, assess critically portraits as sources for the period; show independence and judgement when carrying out an investigation into the significance of particular portraits; analyse changes in portraiture 1500-1750 and link these to wider social changes; analyse 'coded messages' in portraits; independently reach substantiated conclusions about the lives of particular people represented in portraits; compare the relative value and usefulness of portraits and other contemporary sources; analyse how the intended audience can change the nature of an historical interpretation such as an exhibition of portraits
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