Assessment Criteria - Year 9 History

KS3 Grade

HISTORICAL CONCEPTS

KNOWLEDGE & UNDERSTANDING

HISTORICAL INTERPRETATION

HISTORICAL ENQUIRY

WRITTEN COMMUNICATION

Projected KS4 Grades

 7

I can evaluate causes/ consequences, make links and begin to suggest long and short term impacts.

I can analyse the strengths and weaknesses of different historian’s interpretations of an event/person/change

I use criteria to evaluate the significance of an event or person, consistently.

 I can analyse several sources by examining their strengths and weaknesses in terms of their content or origin.

 I can select organise and deploy knowledge to produce consistently well-structured narratives, descriptions and explanations, making good use of key terms and accurate dates.

 9

6

I can identify several causes and/or consequences confidently explaining the links between them.
I can analyse examples of change and continuity, and their impact across different time periods.

I can explain how a person or event was significant in both the long and short term.

I can explain why people attach significance to some people or events but do not yet use any consistent criteria to judge this.
I can suggest reasons why an interpretation might have been produced.

 I can analyse a source, confidently identifying the nature, origin and purpose of the source and can explain how this has an impact on the use of the source.

I can select organise and deploy knowledge to produce well-structured narratives, descriptions and explanations, making good use of key terms and accurate dates.

8

5

I can give several examples of causes and consequences, and am beginning to explain how they are linked. I am beginning to explain changes over a specific time period.

  I can explain why a person or event is significant and give several fully developed reasons, across several examples.

I can explain why differing views of significance the same event exist.
I am beginning to offer simple explanations why these different opinions might have been formed.

I am beginning to explore reasons why the author’s opinion can affect a source.

I can use my knowledge and understanding to identify and evaluate sources of evidence.
I can select organise and deploy knowledge to produce very structured work.

7

4

I can describe several examples of causes and consequences, with details of how they are linked.
I can describe changes or continuity across time periods in some detail

I can describe, in detail, reasons why an individual or event is significant. This is supported with several examples with detailed knowledge.

I can describe different opinions about the same person or an event

I am beginning to explain the reasons for similarities or differences between sources.

 I am beginning to identify useful sources for a particular task from a range of sources.
I am beginning to select and organise information to produce structured work. 

6

3

I can describe several examples of causes and consequences, with simple details.
I can describe some changes or continuity in a given time period.

 I can describe the significance of a person or event and can give a simple reason why I think this is, and am beginning to support this with simple knowledge.

  I can describe different strengths and weaknesses in interpretations of people or events.
I am beginning to explain why opinions of an event may have been formed.

 I can compare two sources of evidence.
I can select relevant information from a number of sources.

I can describe an opinion about an event or person and am beginning to support it with evidence. I can write in a structured way, using paragraphs, key dates and terms.

5

2

 I can identify different examples of causes and consequences, change and continuity and give simple details about the causes or changes.

I can identify an example of a significant person or effect, but I can’t explain their significance.

 I can identify and describe different opinions about an event or person, from more than one source.

I can combine some simple pieces of information from different sources.

I can select relevant quotes or details from sources.
I am beginning to produce structured work, with paragraphs, some key dates and terms

4

1

I can show an understanding of chronology by dividing the past into different periods of time.
I can identify some of the similarities and differences between these periods

I have a growing knowledge and understanding of some of the main events, people and changes in the topics I have studied, but don’t fully explain it.

I can identify basic similarities and differences between stories of the past.

I can pick out simple opinions shown in a source, but do not give any details to explain them.
I can pick out simple details in a source that is linked to a specific question.

 I am beginning to give a few reasons for, and results of, the main events and changes.
I am beginning to use some key dates and terms.

3

WT+

I can identify some events and objects and place them approximately in their time order.
I can identify simple ways that my life is different from the lives of people in the past.

I can show some knowledge and understanding of some of the topics I have studied but don’t explain anything.

I can identify some different ways that the story of the past has been told.

I can make simple observations based on comprehension of a source.

I can use some terms concerned with the passing of time.
I can give simple descriptions of what happened in the past

2

WT

1

Each KS3 level can be subdivided into:-

Contact Us

Heaton Manor School & Sixth Form
Jesmond Park West
Newcastle Upon Tyne
NE7 7DP

Tel: +44(0)191 2818486
Fax: +44(0)191 2810381

Email Admin (Mrs Burn):-admin@heatonmanor.newcastle.sch.uk

Finance:-finance@heatonmanor.net
Staff:- 
Key staff email list

Feedback

If you have a question or query feel free to contact us.

Job Opportunities

Current Vacancies and application forms

Other Links

Freedom of Information Act Publication Guidelines
School Policies
Statutory information