The document outlines a framework for developing skills in explaining, analyzing, and evaluating arguments. It presents a continuum of learning from levels 3-4 where students state facts up to levels 7+ where students create new arguments and perspectives. Higher levels involve techniques like adding sophistication to arguments, evaluating multiple viewpoints, and developing a coherent line of argument to support a conclusion. The document provides examples of moving beyond a basic "point, evidence, explanation" structure to incorporating more flair and linking paragraphs together to form a persuasive case.

1. Skill Learning
technique/method
Developing L3/4
<D grade
LAs
List
Describe
‘State a fact’
‘Back it up’
Securing L5/6
D/C grade
MAs
Explaining
Analysing
PEE (L)
MAP
Extending L7+
B/A/A* grade
HAs
Adding
sophistication to
arguments
Evaluating
Creating a new
argument/perspect
ive
Line of Continuum
(‘How Far…’ ‘To
what extent…’)
Jigsaw/Main piece
of the puzzle
Line of argument
Flair

2. Developing

7. Extend
explanations
by using
MAP

9. Where do you ‘sit’ on the issue? Why?
How far…
To what extent…

10. What are the
different ‘pieces
of the jigsaw’
that make up
the ‘big
picture’?
What is the
main piece of
the puzzle?
Why/how does
this link to
every other
piece?
?
?
?
?
?
?
?

11. Each paragraph links to
your eventual
conclusion and helps to
prove it – conclusion is
not a surprise! This is
called LINE OF
ARGUMENT

12. A ‘typical’ PEE explanation:
History is my favourite subject. For example, it involves
looking at different peoples’ opinions. This means that I
enjoy the debate and heated discussion.
Now move away from PEE – add flair throughout part or (moving on to )all of your writing!
Hearing, reading and experiencing the differing opinions of many is
the aspect of History I enjoy most. Heated discussion and debate is
the culmination, which consequently makes History ultimately my
favourite subject.