Educators' Guide for Pedagogy and Assessment
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Learning Area: Humanities
History > LEVEL 10
Learning Area Outcome: I can locate, select, interpret and evaluate information about human experience in the past and in the present, and I can think critically and creatively about humanities issues.
Subject Focus: Historical Enquiry: Making Use of Sources, including the Way History is written, Learning about Events, People and Regions of the Past
1. 
COGNITIVE LEARNING I can compare and evaluate questions about the past and make decisions about which questions to ask.
2.
INFORMATION MANAGEMENT
I can compare different types of sources, evaluate them and compare their uses within the context of different historical enquiries about issues in the past.
3. COGNITIVE
LEARNING
I can identify, compare and evaluate different types of sources, selecting them appropriately for different purposes.
4. INFORMATION MANAGEMENT
I can compare and contrast and critically evaluate sources in order to form conclusions about the past, whilst identifying consistencies and inconsistencies between them.
5.
LEARNING TO BE
5.I can compare and evaluate sources, (including those related to minor communities) and I can appreciate that their reliability depends on the questions that they are being used to answer, whilst taking into account their original aim. I can do this without neglecting the importance of the origin of sources, (i.e. primary versus secondary sources), in terms of the conclusions that can be drawn from them.
6.
PRACTICAL
I can distinguish between different degrees of certainty when making conclusions about the past and I can appreciate that some questions are easier to answer than others.
COGNITIVE LEARNING I can compare and evaluate questions about the past and make decisions about which questions to ask.2.
INFORMATION MANAGEMENTI can compare different types of sources, evaluate them and compare their uses within the context of different historical enquiries about issues in the past.
3.
COGNITIVE LEARNING
I can identify, compare and evaluate different types of sources, selecting them appropriately for different purposes.
4.
INFORMATION MANAGEMENTI can compare and contrast and critically evaluate sources in order to form conclusions about the past, whilst identifying consistencies and inconsistencies between them.
5.
LEARNING TO BE5.I can compare and evaluate sources, (including those related to minor communities) and I can appreciate that their reliability depends on the questions that they are being used to answer, whilst taking into account their original aim. I can do this without neglecting the importance of the origin of sources, (i.e. primary versus secondary sources), in terms of the conclusions that can be drawn from them.
6.
PRACTICAL I can distinguish between different degrees of certainty when making conclusions about the past and I can appreciate that some questions are easier to answer than others.
Learning Area Outcome: I can explore and evaluate similarity and differences as well as change and continuity, in both the past and the present.
Subject Focus: Terminology and Concepts that Nurture Historical Skills
1.
LISTENING AND SPEAKING
I can accurately sequence events, periods and eras, using time-appropriate historical terminology.
2. COGNITIVE
I can use concepts like duration (timescale) and identify and explain large scale patterns in the past. I can question the value of the concept in terms of the change being studied.
3. EXPRESSIVE LANGUAGE
I can compare periods in the past in terms of their characteristic features, draw contrasts between different periods and understand that period labels and characteristics can be debated and evaluated. I can also perceive that they differ from one country to the other.
4. LISTENING AND SPEAKING
I can debate and evaluate the nature and extent of change in the past and recognise that there can be debate and disagreement about how change is measured.
5. LEARNING TO DO
I can use concepts to classify and organise the causes and consequences of historical events and changes and I can understand that the relevance of different factors can be debated. E.g. the way land was used.
6. COGNITIVE LEARNING
I can evaluate the roles of historical causes and consequences in bringing about change by exploring how they were interrelated and how they influenced each other. I appreciate that what happens in a country is not isolated, but is a result of either rapid or gradual happenings in surrounding countries.
7 LEARNING TO DO
I can argue that the significance of different aspects of the past is debatable, such as when there is bias and that it is possible to disagree about how to measure the significance of such aspects.
9. COGNITIVE LEARNING
From conclusions, I can identify lingering traits between one period and another.
LISTENING AND SPEAKINGI can accurately sequence events, periods and eras, using time-appropriate historical terminology.
2.
COGNITIVEI can use concepts like duration (timescale) and identify and explain large scale patterns in the past. I can question the value of the concept in terms of the change being studied.
3.
EXPRESSIVE LANGUAGE I can compare periods in the past in terms of their characteristic features, draw contrasts between different periods and understand that period labels and characteristics can be debated and evaluated. I can also perceive that they differ from one country to the other.
4.
LISTENING AND SPEAKINGI can debate and evaluate the nature and extent of change in the past and recognise that there can be debate and disagreement about how change is measured.
5.
LEARNING TO DOI can use concepts to classify and organise the causes and consequences of historical events and changes and I can understand that the relevance of different factors can be debated. E.g. the way land was used.
6.
COGNITIVE LEARNINGI can evaluate the roles of historical causes and consequences in bringing about change by exploring how they were interrelated and how they influenced each other. I appreciate that what happens in a country is not isolated, but is a result of either rapid or gradual happenings in surrounding countries.
7
LEARNING TO DOI can argue that the significance of different aspects of the past is debatable, such as when there is bias and that it is possible to disagree about how to measure the significance of such aspects.
9.
COGNITIVE LEARNINGFrom conclusions, I can identify lingering traits between one period and another.
Learning Area Outcome: I can think critically and creatively about moral and ethical issues in the past and the present, and about the diverse ways in which these issues can be understood.
Subject Focus: Ideas, Values, Beliefs and Behaviour of Human Beings. empathising with the Protagonists.
1. LEARNING TO DO I can compare the actions of people in the past and explain these actions in context, by relating them to their values and beliefs and to what was known at the time.
2. LEARNING TO BE
I can explain that values and beliefs differed in the past, just as they do in the present and I can compare ways in which different groups and people in the past differed in their values and beliefs.
3.
COMMUNICATING FOR DIVERSITY
I can explore ways in which beliefs, values and established facts remain constant, as well as ways in which they change over time to arrive at the contemporary situation.
4. EXPRESSIVE LANGUAGE
I can identify, compare and contrast differences in interpretation in various ways, as well as relate their elements together, e.g. showing how the evidence used is shaped by the purpose of an interpretation.
5. LISTENING AND SPEAKING
I can explain differences in historical interpretation in a number of ways and also relate interpretations to the historical context of their times.
6. INFORMATION MANAGEMENT
I can evaluate historical interpretations in various ways and take account of differences in their purpose when making judgments about them. I give due attention to the background of the person making the claim.
LEARNING TO DO I can compare the actions of people in the past and explain these actions in context, by relating them to their values and beliefs and to what was known at the time. 2.
LEARNING TO BEI can explain that values and beliefs differed in the past, just as they do in the present and I can compare ways in which different groups and people in the past differed in their values and beliefs.
3.
COMMUNICATING FOR DIVERSITYI can explore ways in which beliefs, values and established facts remain constant, as well as ways in which they change over time to arrive at the contemporary situation.
4.
EXPRESSIVE LANGUAGEI can identify, compare and contrast differences in interpretation in various ways, as well as relate their elements together, e.g. showing how the evidence used is shaped by the purpose of an interpretation.
5.
LISTENING AND SPEAKINGI can explain differences in historical interpretation in a number of ways and also relate interpretations to the historical context of their times.
6.
INFORMATION MANAGEMENTI can evaluate historical interpretations in various ways and take account of differences in their purpose when making judgments about them. I give due attention to the background of the person making the claim.
Learning Area Outcome: I can ask questions about human experience in the past and present and build and develop my knowledge and understanding through enquiry.
Subject Focus: How can I communicate what I learnt? Recall, Summarise, Record, Argue, Present, Work on feedback, Learning to Learn.
1. COGNITIVE LEARNING
I can recall and select from my facts, reflections and conclusions effectively, varying the examples and the amount of detail that I use in response to the kind of questions I am answering.
2. EXPRESSIVE LANGUAGE
I can summarise my own stored facts, reflections and conclusions effectively, using historical concepts to include contemporary notions such as civil rights, the right of self-determination and minority rights. I can summarise and explain other peoples’ historical arguments while empathising with them.
3. COGNITIVE LEARNING
I can use historical concepts to organise and analyse the topics that I am studying and to compare my arguments with those developed by other people.
4. PRACTICAL
I can use concepts and language clearly and accurately to develop my own arguments and also to compare my arguments to those of others.
5. COGNITIVE LEARNING
I can use historical concepts accurately to develop historical arguments and to compare and evaluate the arguments of others.
6. CREATIVE LEARNING
I can use historical concepts effectively to construct arguments and analyses and to compare answers to historical problems.
7. COGNITIVE LEARNING
I can organise things according to historical context, give presentations in different ways and evaluate my own arguments and the arguments of others in debates and discussions.
8. PERSONAL LEARNING
I am flexible in improving arguments following feedback and fresh ideas.
9. CREATIVE LEARNING
I can further expand my studies by exposing myself to different approaches to historical facts and linking them to my life experiences. I am aware of the need to aviod hindsight and to empathise with people and their situation.
COGNITIVE LEARNINGI can recall and select from my facts, reflections and conclusions effectively, varying the examples and the amount of detail that I use in response to the kind of questions I am answering.
2.
EXPRESSIVE LANGUAGEI can summarise my own stored facts, reflections and conclusions effectively, using historical concepts to include contemporary notions such as civil rights, the right of self-determination and minority rights. I can summarise and explain other peoples’ historical arguments while empathising with them.
3.
COGNITIVE LEARNINGI can use historical concepts to organise and analyse the topics that I am studying and to compare my arguments with those developed by other people.
4.
PRACTICALI can use concepts and language clearly and accurately to develop my own arguments and also to compare my arguments to those of others.
5.
COGNITIVE LEARNING I can use historical concepts accurately to develop historical arguments and to compare and evaluate the arguments of others.
6.
CREATIVE LEARNING I can use historical concepts effectively to construct arguments and analyses and to compare answers to historical problems.
7.
COGNITIVE LEARNING I can organise things according to historical context, give presentations in different ways and evaluate my own arguments and the arguments of others in debates and discussions.
8.
PERSONAL LEARNINGI am flexible in improving arguments following feedback and fresh ideas.
9.
CREATIVE LEARNINGI can further expand my studies by exposing myself to different approaches to historical facts and linking them to my life experiences. I am aware of the need to aviod hindsight and to empathise with people and their situation.
Learning Area Outcome: I can locate, select, interpret and evaluate information about human experience in the past and in the present, and I can think critically and creatively about humanities issues.
Subject Focus: Historical Enquiry: Making Use of Sources, including the Way History is Written. Learning about Events, People and Regions of the Past. (History General)
1] I can locate different sources and evaluate their importance to historical enquiries, by determining whether they contain enough reliable information to reach substantiated conclusions.
2] I can formulate questions about the past and use a variety of sources to answer these queries, whilst indicating any shortfalls the sources may contain.
3] I can detect limitations within sources, in order to distinguish between levels of certainties in my historical enquiry, and realise that some questions are more difficult to answer than others.
4] I can find alternatives to the sources I am using, which are as reliable and informative, even if the newer sources contain a different viewpoint to the initial set.
2] I can formulate questions about the past and use a variety of sources to answer these queries, whilst indicating any shortfalls the sources may contain.
3] I can detect limitations within sources, in order to distinguish between levels of certainties in my historical enquiry, and realise that some questions are more difficult to answer than others.
4] I can find alternatives to the sources I am using, which are as reliable and informative, even if the newer sources contain a different viewpoint to the initial set.
Learning Area Outcome: I can explore and evaluate similarities and differences, as well as continuity and change, in both the past and the present.
Subject Focus: Terminology and Concepts that Nurture Historical Skills. (History General)
1] I can compare periods in the past, in terms of their characteristic features, and draw contrasts between different periods.
2] I can compare and contrast change and the terms used to describe it across different timescales and geographical locations.
3] I can discover and classify causes and consequences of historical events and make connections between local and global events.
4] I can construct arguments to sustain that the past and specific historical events may be disputable.
2] I can compare and contrast change and the terms used to describe it across different timescales and geographical locations.
3] I can discover and classify causes and consequences of historical events and make connections between local and global events.
4] I can construct arguments to sustain that the past and specific historical events may be disputable.
Learning Area Outcome: I can think critically and creatively about moral and ethical issues in the past and the present and about the diverse ways in which these issues can be understood.
Subject Focus: Ideas, Values, Beliefs and Behaviour of Human Beings. Empathising with the Protagonists. (History General)
1] I can compare the actions of people in the past and explain their actions in context, in relation to their values, beliefs and knowledge at the time.
2] I can analyse the beliefs, values and bodies of knowledge of the timescale being studied, and determine the extent to which variations exist with the present.
3] I can detect presentism and other fallacies in the interpretation of the past, and argue whether, and to which extent, such fallacies present an altered viewpoint of the past.
4] I can evaluate historical interpretations and representations by comparing claims, made by different personalities, with historical documents.
2] I can analyse the beliefs, values and bodies of knowledge of the timescale being studied, and determine the extent to which variations exist with the present.
3] I can detect presentism and other fallacies in the interpretation of the past, and argue whether, and to which extent, such fallacies present an altered viewpoint of the past.
4] I can evaluate historical interpretations and representations by comparing claims, made by different personalities, with historical documents.
Learning Area Outcome: I can ask questions about human experience in the past and present, and build and develop my knowledge and understanding through enquiry.
Subject Focus: Subject Focus: How can I communicate what I have learnt? Recall, Summarise, Record, Argue, Present, Work on feedback, Learning to Learn. (History General)
1] I can develop accurate analyses and criticisms through the use of historical concepts.
2] I can organise my knowledge of past events effectively so as to present historically acceptable arguments and debates, while being able to detect any defects in my expositions.
3] I can use research methods I have learned to uncover further historical information or sustain more effective and rich argumentation.
4] I can use my knowledge of the past to create links with the present.
2] I can organise my knowledge of past events effectively so as to present historically acceptable arguments and debates, while being able to detect any defects in my expositions.
3] I can use research methods I have learned to uncover further historical information or sustain more effective and rich argumentation.
4] I can use my knowledge of the past to create links with the present.
