History at key stage 3    (Year 8/9)

• analyse three nineteenth-century/early twentieth-century women's struggles according to purpose, method, and compare with today
• demonstrate knowledge of Victorian private and public spheres of activity by deploying information correctly in a Venn diagram

• explain why different criteria are sometimes employed to include or exclude people from the franchise
• demonstrate an understanding of the reasons why different people could or could not vote in 1815
• present, in role, reasons why extension of franchise would have seemed shocking to many people in 1815

• provide an account of events and developments by which different groups sought to challenge the political system between 1815 and 1832
• select information pertinent to the investigation
• create a timeline and timeline commentary indicating the significance of key events between 1815 and 1832
• use knowledge of the 1832 Reform Act to speculate about the options open to those who were disappointed by this legislation
• demonstrate knowledge and understanding of the implications of the Chartists' 'Six Points' by suggesting the likely reaction of the governing classes to these demands
• demonstrate an understanding of the attitude of the Chartists towards women's participation in the political system

• select appropriate reasons for the passing of Reform Acts in the second half of the century
• organise these reasons into a causation diagram, classifying the reasons appropriately

• demonstrate a knowledge of the ways in which women were achieving equality with men throughout the nineteenth century
• show an understanding of the impact legislation could have had on the attitudes of men and women to female equality
• discuss and evaluate conflicting evidence to arrive at a considered viewpoint

• demonstrate understanding of nineteenth-century arguments for female suffrage by matching these to types of individual involved
• explain why some groups and some women would not have supported female suffrage, thereby demonstrating deeper knowledge of social/ political values and atttitudes
• select and organise information on suffragette campaigns
• start to relate this information to the overarching question for the whole unit

• annotate a poster encouraging women to join the war effort with reference to (i) the propaganda devices used; (ii) the values and attitudes revealed by the poster
• suggest reasons why women's war work shifted attitudes to female suffrage
• explain causes and consequences of suffrage legislation in 1918 and 1928

• select, recall and organise relevant information into an argument explaining why it took so much longer for women to gain the vote