HISTORY KEY STAGE THREE

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1 HISTORY KEY STAGE THREE SCHEME OF WORK

2 HISTORY KS3 ASSESSMENT AND HOMEWORK POLICY INTRODUCTION It is the aim of the History Department to develop increasingly independent learners who take responsibility for their learning. In order to achieve this and to allow students to develop their own independent learning styles, homework and assessments are set regularly. All students are expected to complete every assessment and homework task set in order for them to achieve their potential and to enter into the process which allows them to see the necessary steps needed to improve and develop their learning. HOMEWORK Homework is set in order to achieve the following: To extend work covered in class To develop self directed study skills To develop the ability to work towards and meet deadlines To develop self discipline and personal organization To inform the assessment process To help develop the skills necessary to Build Learning Power such as Reciprocity, Reflectiveness, Resilience and Resourcefulness and the other abilities linked with this. ASSESSMENT Assessments will be undertaken regularly through the homework projects set each term along with other assessments carried out in class such as group presentations, or timed essay style tasks. Feedback will be given on every assessment task completed and a grade allocated. The grade given will reflect the National Curriculum levels and a further grade to show the target the assessed piece has achieved ranging from A* to D. TYPES OF HOMEWORK SET A major homework project will be set each term for completion within a given timeframe. There will also be further smaller homework tasks set, such as learning glossary words relevant to the topics being studied. Obviously the time expected to be spent on a full project will be far greater than learning a small group of words, for a glossary test, for example. With

3 the larger projects it is anticipated that students should spend 30 minutes on each project each week, usually broken down into four discrete tasks. Students will be notified of homework set during lesson time. This should be noted in planners. A deadline for completion of homework and projects set will also be given at this time. Any students who fail to complete homework will be subject to a range of sanctions including, where appropriate, subject detentions. When homework tasks are set students will have these tasks fully explained to them in class. If they are at anytime unclear of what is expected staff will always arrange a time to spend going through the project again to ensure that things are fully understood by students. Students are able to approach staff too whilst the project is on-going for any necessary clarification. Most tasks include an element of internet research. Students are able to undertake this in their free time, either at school or at home. If there are no internet facilities available staff will provide suitable support materials to allow for project completion. Other research will be required, on occasion, such as visits to local sites or work in the library. TERMLY HOMEWORK PROJECTS YEAR 7 TERM 1 TERM 2 TERM 3 Henry VIII Medieval monarchs Greatest Twentieth Century Invention YEAR 8 TERM 1 TERM 2 TERM 3 Exeter Cathedral The French Revolution Mohandis Ghandi YEAR 9 TERM 1 TERM 2 TERM 3 Moving to Australia WW2 Family History Martin Luther King

4 ASSESSMENT FEEDBACK SAMPLE On completion of each assessed piece of work students will receive feedback similar to the assessment sheet shown below. There will be ideally, three things marked that are going well and two things that show room for improvement. There will also, if appropriate, be a teacher s comment included. Once this has been returned to students they will be encouraged to add their own comment on their marked assessment. Before the next assessment is undertaken students will be encouraged to refer to the previous feedback sheet to ensure that they are clear about the necessary steps in order to improve and build on previous success. Regular tasks in class for peer and self assessment will take place which will show students how they might improve, although this will not be undertaken with every assessment task. NB: The comments on these feedback sheets are generic and will apply to all assessment tasks. HISTORY ASSESSMENT FEEDBACK NAME: Title of Assessment: This is going well Reading the question and instructions carefully Taking time to think about and plan work Taking care with spelling, punctuation and grammar, including using paragraphs correctly Providing examples to back up your ideas Giving reasons why events happened and explaining them Answering the question instead of writing historical stories Using historical words, including those in the glossary Using details from sources (pictures and written) when answering questions about them Using your own ideas to give your opinion about historical events and evidence Using historical facts, such as dates and names, accurately Attempting to answer all parts of the assessment Additional Teacher Comment (if needed) This is a target for improvement Student Comment:

5 GRADES AND LEVELS FOR ASSESSMENT National Curriculum History Attainment Targets Level 4 history by describing some of the main events, people and periods they have studied, and by identifying where these fit within a chronological framework. They describe characteristic features of past societies and periods to identify change and continuity within and across different periods and to identify some causes and consequences of the main events and changes. They identify and describe different ways in which the past has been interpreted. Ehen finding answers to historical questions, they begin to use information as evidence to test hypotheses. They begin to produce structured work, making appropriate use of dates and terms. Level 5 history by describing events, people and some features of past societies and periods in the context of their developing chronological framework. They begin to recognize and describe the nature and extent of diversity, changing and continuity, and to suggest relationships between causes. They suggest some reasons for different interpretations of the past and they begin to recognize why some events, people and changes might be judged as more historically significant than others. They investigate historical problems and issues and begin to ask their own questions. They begin to evaluate sources to establish evidence of particular enquiries. They select and deploy information and make appropriate use of historical terminology to support and structure their work. Level 6 history by beginning to analyse the nature and extent of diversity, change and continuity within and across different periods. They begin to explain relationships between causes. They begin to explain how and why different interpretations of the past have arisen or been constructed. They explore criteria for making judgments about the historical significance of events, people and changes. They investigate historical problems and issues, asking and beginning to refine their own questions. They evaluate sources to establish relevant evidence for particular enquiries. They select, organize and deploy relevant information and make appropriate use of historical terminology to produce structured work.

6 Level 7 history by analyzing historical change and continuity, diversity and causation. They explain how and why different interpretations of the past have arisen or been constructed. They begin to explain how the significance of events, people and changes has varied according to different perspectives. They investigate historical problems and issues, asking and refining their own questions and beginning to reflect on the process undertaken. When establishing the evidence for a particular enquiry, pupils consider critically issues surrounding the origin, nature and purpose of sources. They select, organize and use relevant information and make appropriate use of historical terminology to produce well structured work. Level 8 history, constructing substantiated analyses about historical change and continuity, diversity and causation. They analyse and explain a range of historical interpretations and different judgments about historical significance. They suggest lines of enquiry into historical problems and issues, refining their methods of investigation. They evaluate critically a range of sources and reach substantiated conclusions independently. They use historical terminology confidently, reflecting on the way in which terms can change meaning according to context. They produce precise and coherent work. Exceptional Performance Pupils show a confident and extensive knowledge and understanding of local, national and international history. They use this frame and pursue enquiries about historical change and continuity, diversity and causation constructing well substantiated, analytic arguments within a wide frame of historical reference. They analyse links between events and development that took place in different countries and in different periods. When exploring historical interpretations and judgments about significance, pupils construct convincing and substantiated arguments and evaluations based on their understanding of the historical context. They evaluate critically a wide range of sources, reaching substantiated conclusions independently. They use historical terminology confidently, reflectively and critically. They consistently produce precise and coherent narratives, descriptions and explanations.

7 History homework grades A Grade Work (A*, A or A-) =Excellent-Very Good This must be a piece of work that is completed to the very best of your ability. It will show a high level of care and effort. It must feature one, some, or all of the following: Excellent understanding and handling of historical information and ideas. Consistently accurate use of facts and figures The selection of detailed, relevant information Careful thought and imaginative ideas that go beyond the predictable Clear expression to describe, evaluate and explain Neat and attractive presentation. B Grade Work (B+, B or B-) = Very Good-Good This work will show some or all of the following: A solid understanding of historical information and some ideas. Mainly accurate use of facts and figures The selection of important, useful information in some detail Some evidence of thought and individual input Well-expressed with largely clear description and evaluation. The work is well presented and easy to follow C Grade Work (C+, C or C-) = Satisfactory This work will show some or all of the following: A basic use of historical information The use of facts and figures where appropriate, although not always accurate Basic information selected in point form Little evidence of individual input and thought Adequately expressed although may lack focus and rely upon description Presentation will be acceptable but with little evidence of care and attention. D Grade Work =Poor A piece of work which receives a D Grade is most likely to have been rushed, poorly thought out and not very well presented. This may contain some or all of the following: Little understanding of historical information or ideas Little or no use of evidence (facts, figures and information) Virtually no trace of individual thought Expression is poor and difficult to follow; the work is vague and lacks direction and focus Presentation is scruffy and shows no sign of care and attention

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