Educators' Guide for Pedagogy and Assessment
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Learning Area: Humanities
History > LEVEL 9
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 ask different kinds of questions about the past and when the answer is not so satisfactory, I can try to find similarities with either what usually happens in today's society or with what happened during the same period abroad.
2.
EXPRESSIVE LANGUAGE
I can analyse different types of sources to ask historical questions about issues in the past.
3. READING AND UNDERSTANDING
I can sort and classify different types of sources, comparing their uses and limitations for different purposes.
4.
INFORMATION MANAGEMENT
I can compare and contrast a range of sources of different types, in order to form conclusions about the past, whilst verifying their reliability.
5.
LEARNING TO BE
I can locate sources within their context, including those related to minor communities. I can compare sources in terms of their origins and context.
6. CREATIVE LEARNING
I can distinguish between different degrees of certainty when drawing conclusions about the past.
.
COGNITIVE LEARNING
I can ask different kinds of questions about the past and when the answer is not so satisfactory, I can try to find similarities with either what usually happens in today's society or with what happened during the same period abroad.
2.
EXPRESSIVE LANGUAGEI can analyse different types of sources to ask historical questions about issues in the past.
3.
READING AND UNDERSTANDINGI can sort and classify different types of sources, comparing their uses and limitations for different purposes.
4.
INFORMATION MANAGEMENTI can compare and contrast a range of sources of different types, in order to form conclusions about the past, whilst verifying their reliability.
5.
LEARNING TO BEI can locate sources within their context, including those related to minor communities. I can compare sources in terms of their origins and context.
6.
CREATIVE LEARNINGI can distinguish between different degrees of certainty when drawing conclusions about the past.
.
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 and periods in time, using appropriate historical and time-related terminology.
2. WRITING
I can compare events and periods in the past in terms of their duration (timescale).
3.EXPRESSIVE LANGUAGE
I can compare periods in the past in terms of their characteristic features and I can draw contrasts between different periods. I can identify and follow continuity and evaluate why it happened.
4. LISTENING AND SPEAKING
I can use historical terminology to classify change and identify developments in the past.
5. LEARNING TO DO
I can classify causes and consequences in terms of their role e.g. ‘triggers’ such as lack of rainfall and unsustainable use of land and evaluate and compare their importance in bringing about change. I can distinguish between effects caused locally and those that were the influence of foreign affairs.
6. COGNITIVE LEARNING
I can explain and compare the different roles that causes and consequences played in bringing about change and relate them to each other.
7. COGNITIVE LEARNING
I can evaluate different causes and consequences of historical events and changes, providing arguments to establish their importance.
8. LEARNING TO DO
I can evaluate the relative significance of different aspects of the past using criteria of empathy.
9. COGNITIVE LEARNING
I can form conclusions from lingering traits between one period and another.
LISTENING AND SPEAKING] I can accurately sequence events and periods in time, using appropriate historical and time-related terminology.
2.
WRITINGI can compare events and periods in the past in terms of their duration (timescale).
3.
EXPRESSIVE LANGUAGEI can compare periods in the past in terms of their characteristic features and I can draw contrasts between different periods. I can identify and follow continuity and evaluate why it happened.
4.
LISTENING AND SPEAKINGI can use historical terminology to classify change and identify developments in the past.
5.
LEARNING TO DO I can classify causes and consequences in terms of their role e.g. ‘triggers’ such as lack of rainfall and unsustainable use of land and evaluate and compare their importance in bringing about change. I can distinguish between effects caused locally and those that were the influence of foreign affairs.
6.
COGNITIVE LEARNINGI can explain and compare the different roles that causes and consequences played in bringing about change and relate them to each other.
7.
COGNITIVE LEARNINGI can evaluate different causes and consequences of historical events and changes, providing arguments to establish their importance.
8.
LEARNING TO DOI can evaluate the relative significance of different aspects of the past using criteria of empathy.
9.
COGNITIVE LEARNINGI can form conclusions from 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 acknowledge the importance of taking into account the beliefs, values and knowledge of people in the past when explaining their actions and I try to avoid the problem of hindsight in history.
2. LEARNING TO DO
I can explain the actions of people in the past in terms of their beliefs, values and knowledge.
3.
COMMUNICATING FOR DIVERSITY
I can analyse different values and beliefs that people had during the same periods in the past, just as they do in the present. I can consult biographies to enhance my knowledge in such regard.
4. COGNITIVE LEARNING
I can identify, compare and contrast differences in interpretation in various ways, e.g. in terms of purpose, argumentation, and evidence.
5. COGNITIVE LEARNING
I can explain why differences in interpretation arise in a number of ways, e.g. in terms of the evidence consulted and in terms of the purposes that interpretations serve.
6. PLANNING AND REFLECTION
I can evaluate historical interpretations and representations, e.g. by comparing claims made by different personalities, with historical documents.
LEARNING TO DOI acknowledge the importance of taking into account the beliefs, values and knowledge of people in the past when explaining their actions and I try to avoid the problem of hindsight in history.
2.
LEARNING TO DO I can explain the actions of people in the past in terms of their beliefs, values and knowledge.
3.
COMMUNICATING FOR DIVERSITYI can analyse different values and beliefs that people had during the same periods in the past, just as they do in the present. I can consult biographies to enhance my knowledge in such regard.
4.
COGNITIVE LEARNING I can identify, compare and contrast differences in interpretation in various ways, e.g. in terms of purpose, argumentation, and evidence.
5.
COGNITIVE LEARNING I can explain why differences in interpretation arise in a number of ways, e.g. in terms of the evidence consulted and in terms of the purposes that interpretations serve.
6.
PLANNING AND REFLECTIONI can evaluate historical interpretations and representations, e.g. 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: 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 memory effectively, adapting my use of facts, reflections and conclusions to the historical questions I am addressing.
2. EXPRESSIVE LANGUAGE
I can summarise my historical 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 organise and present what I know in different ways, depending on the historical question I am addressing.
3. PERSONAL LEARNING
I can draw comparisons and contrasts within and between topics and use historical concepts (such as ‘development’ and ‘trend’) to organise my knowledge when addressing historical questions.
4.
INTERPERSONAL
I can communicate my facts, reflections and conclusions clearly and accurately and express arguments intelligibly and analytically, e.g. noting the degree of certainty with which conclusions can be drawn.
5. COGNITIVE LEARNING
I can use historical concepts and terminology accurately, e.g. authoritarian government and use concepts to organise arguments, e.g. to consider how ‘authoritarian’ Italian Fascism was in the 1920s.
6. COGNITIVE LEARNING
I can use historical concepts in detailed ways to draw comparisons and contrasts, e.g. between types of cause.
7. PERSONAL LEARNING
I can organise what I have established in a simple and clear manner. I can present it in different ways and respond to and evaluate the arguments of others in debates and discussions.
8. PERSONAL LEARNING
I can be flexible enough to be able to change my arguments if any fallacies are detected.
9. COMMUNICATION
I can further expand my studies by following research techniques that I have been taught.
COGNITIVE LEARNINGI can recall and select from memory effectively, adapting my use of facts, reflections and conclusions to the historical questions I am addressing.
2.
EXPRESSIVE LANGUAGEI can summarise my historical 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 organise and present what I know in different ways, depending on the historical question I am addressing.
3.
PERSONAL LEARNING I can draw comparisons and contrasts within and between topics and use historical concepts (such as ‘development’ and ‘trend’) to organise my knowledge when addressing historical questions.
4.
INTERPERSONALI can communicate my facts, reflections and conclusions clearly and accurately and express arguments intelligibly and analytically, e.g. noting the degree of certainty with which conclusions can be drawn.
5.
COGNITIVE LEARNINGI can use historical concepts and terminology accurately, e.g. authoritarian government and use concepts to organise arguments, e.g. to consider how ‘authoritarian’ Italian Fascism was in the 1920s.
6.
COGNITIVE LEARNINGI can use historical concepts in detailed ways to draw comparisons and contrasts, e.g. between types of cause.
7.
PERSONAL LEARNINGI can organise what I have established in a simple and clear manner. I can present it in different ways and respond to and evaluate the arguments of others in debates and discussions.
8.
PERSONAL LEARNINGI can be flexible enough to be able to change my arguments if any fallacies are detected.
9.
COMMUNICATIONI can further expand my studies by following research techniques that I have been taught.
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 classify sources (primary or secondary) and ascertain their reliability, whilst selecting those sources which are more likely to answer my questions about the past.
2] I can compare and contrast a range of sources, of different types, to form conclusions about the past, while checking if they are reliable.
2] I can compare and contrast a range of sources, of different types, to form conclusions about the past, while checking if they are reliable.
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 familiarise myself with the timescale of a period and use the correct terms to place events in sequence.
2] I can use historical terminology to classify changes and identify developments in the past.
3] I can classify causes and consquences, in terms of their nature (political, economic, etc.) and timescale (short/long-term) and triggers.
4] I can construct basic arguments to sustain cause and consequence related to major historical events.
5] I can identify continuity traits across different historical periods and form conclusions about one period and another.
2] I can use historical terminology to classify changes and identify developments in the past.
3] I can classify causes and consquences, in terms of their nature (political, economic, etc.) and timescale (short/long-term) and triggers.
4] I can construct basic arguments to sustain cause and consequence related to major historical events.
5] I can identify continuity traits across different historical periods and form conclusions about 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. (History General)
1] I can explain the actions of people in the past, in terms of their beliefs, values and knowledge.
2] I can understand the differences which may exist between the values, beliefs and bodies of knowledge of people of the past and the present, and argue historical events in the light of these differences.
3] I can use sources to determine differences in beliefs, values and knowledge between one historical period and another.
4] I can explain why differences in interpretation can arise, and empathise with the person presenting the interpretation.
2] I can understand the differences which may exist between the values, beliefs and bodies of knowledge of people of the past and the present, and argue historical events in the light of these differences.
3] I can use sources to determine differences in beliefs, values and knowledge between one historical period and another.
4] I can explain why differences in interpretation can arise, and empathise with the person presenting the interpretation.
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 effectively recall and select facts so as to sustain my arguments and reflections regarding the historical questions I am addressing.
2] I can use historical terminology to organise key events into categories and compare and contrast key events from the past.
3] I can use research methods I have learned to expand my knowledge and uncover any weaknesses in my appraisal of the past.
2] I can use historical terminology to organise key events into categories and compare and contrast key events from the past.
3] I can use research methods I have learned to expand my knowledge and uncover any weaknesses in my appraisal of the past.
