Year 9: What were the causes of WWI? 2016
L
Assessment Objective 1: Knowledge
Assessment Objective 2: Concepts
CAUSE AND CONSEQUENCE
7
I can link multiple events to the historical
context and show precise links with
acknowledged themes of the period.
I begin to use a criterion to evaluate the
source’s strengths and weaknesses
I can analyse the similarities and differences between two
interpretations.
6
I can select from a wide range of
historical events chronologically to
support my points.
I use historical vocabulary in a sustained
and consistent way.
I can link multiple events in a paragraph
to show an in-depth understanding of
the period.
I can identify dates and events
consistently in order to show precision.
I can use my historical knowledge to
make links to themes of the period (e.g.
colonialism, imperialism, equality,
democracy etc.)
I can infer from historical events in order
to make sophisticated explanations of
the period.
My historical knowledge is accurate.
I can select historical events
chronologically to support my points.
I use historical vocabulary consistently
and correctly.
I can link multiple events in a paragraph
to show an in-depth understanding of
the period
I can identify dates and events
consistently in order to show precision
I can infer from historical events in order
to make explanations of the period
My historical knowledge is accurate
I can analyse factors, both long-term
and short-term, to explain why
events occurred within the period
studied.
I begin to analyse events, by
prefacing certain events/people over
others in order to reach a judgment
about the causes and the
consequences of historical events of
the period.
I can differentiate between longterm and short-term causes of events
and can classify consequences into
categories (e.g. social, political, and
economic).
I use historical vocabulary correctly
as well as accurate historical
information to support the points I
make.
I can make a judgment that is
supported by multiple reasons.
I can place a source into its historical context
by explaining the provenance of the source.
I can confidently analyse a source for its
strengths and weaknesses of a source.
I can discuss a source’s usefulness by closely
examining the provenance, strengths and
weaknesses as well as its content.
My judgment follows a rational line of
reasoning and is supported by a range of
historical knowledge.
I can make links to other sources that will be
useful in understanding the period studied
and discuss further questions for enquiry.
I begin to analyse the argument presented in the
interpretation by using quotes from the source to support
my interpretation.
I analyse the interpretation by considering the strengths
and weaknesses of the interpretation.
I can explain what the interpretation says and also aspects
of the period that have been left out of the source and
begin to explain why that is.
I can analyse the similarities and differences between two
interpretations.
I can use multiple points/quotations from the
interpretation to link the content and bias in the
interpretations.
I can to make a judgment over which interpretation is
more useful than the other however I am yet to draw
upon the strengths and weaknesses of the interpretation
to do this.
I can select historical events in order
to demonstrate multiple causes of an
event and multiple consequences of
an event.
I can explain links between historical
events across time.
I use some historical vocabulary to
support points I make.
I can explain my judgment with some
reasons.
I use historical knowledge to support
my explanations.
My response begins to analyse the strengths
and weaknesses of the source using a
criteria.
I consider the provenance, the strengths and
weaknesses of the source as well as the
content of the source before beginning to
make some comment on its usefulness.
I can reach a judgment is clear and explained
using some historical information to support
my judgment.
I begin to think about what more I need in
order to getting a broader understanding of
the historical period.
I can explain the argument presented in the interpretation
by using quotes from the source to support my
interpretation.
I can explain the strengths and weaknesses of an
interpretation by considering what the interpretation says
and what it does not say.
I can identify and explain similarities and differences
between two interpretations.
I can link the content of the two interpretations in a
paragraph using a wide range of quotations/ points from
the sources.
I can use quotations from the interpretations to compare
the argument present in the interpretations.
I can make valid comments to agree or counter an
interpretation by supporting my judgment with some
historical knowledge.
Assessment Objective 3: Sources
Assessment Objective 4: Interpretations
CHALLENGE
5
Year 9: What were the causes of WWI? 2016
4
3
2
1
I begin to show the ability to select
historical events chronologically to
support my points.
I use historical vocabulary consistently
I can link more than one event in a
paragraph to show an understanding of
the period that goes beyond a list or
dates and events.
I am increasingly specific in my use of
dates and events although I do
summarise when I am not sure of the
specific date or event.
I can infer from historical events in order
to make relevant links between them.
My historical knowledge is mostly
accurate
I use a range of knowledge to support
my points
I use historical terms correctly and begin
to apply them consistently throughout
my writing
I can list events chronologically to
demonstrate my point
I begin to infer from historical events in
my explanations
I can demonstrate a somewhat accurate
and increasingly specific knowledge
I can identify and explain relevant
comments about a historical period.
I can use some historical terms correctly.
I can link dates, events and people to a
historical period and begin to expand on
them in greater detail.
I can explain the effect of one event
on other event.
I can explain the consequences of on
event on aspects of the historical
period.
I use some historical vocabulary to
support points I make.
I show signs of presenting a
judgment but with little justification.
I can explain the strengths and weaknesses
of the source.
I can discuss the usefulness of the source by
using its content and provenance (origin,
nature and purpose).
I can show how the provenance links to the
strengths and weaknesses of the source.
I can discuss the usefulness of the source
and come to my own judgment with some
explanation.
In can construct an explanation that explores the
information in the interpretation and makes inferences
supported by a variety of evidence from the
interpretation.
I can explain that the interpretation has used some
information but has left out other information.
I start to explain that the historian is arguing a particular
point by using evidence from the interpretation.
I can explain the similarities and differences between two
interpretations.
I begin to analyse the interpretations by examining their
strengths and weaknesses in order to reach a judgment
about its usefulness.
I can place historical events in order
and describe them.
I can describe how more than one
event contributed to another.
I can describe the effect an event
had on other
events/people/historical periods.
I begin to use some historical
vocabulary although not accurately.
I can make inferences from the source by
describing what I think the message is, but
not always accurately.
I can explain the provenance of the source
(nature, origin and purpose).
I can identify and give some explanation of
the strengths and weaknesses of the source.
I begin to explain the usefulness of the
source by using provenance to guide my
explanations.
I can explain the information presented in the
interpretation and link it to the historical period studied.
I can explain the implicit information in the interpretation
and support it with evidence from the interpretation.
I can explain similarities and differences between two
interpretations.
I begin to explain that the interpretation has used some
information but has left out other information.
I can make simple valid comments to agree or counter an
interpretation with a simple reason.
I can identify events in the past in
order.
I can explain these events.
I can link these events in sentences.
I can show that I understand that one
event may have led to another within
the historical period.
I can explain explicit information in interpretations by
using some other historical information not mentioned in
the interpretation.
I can use the information in the interpretation to make a
general inference about the historian’s perspectives.
I can describe similarities and differences between
interpretations.
I can generate and write simple
comments (one or more) appropriate to
a historical period.
I begin to write about more than one
historical event in a sentence to show
some links between them.
I can write more than one comment
about the historical period.
I can show that one event comes
after another by writing them in
linked sentences.
I can make a general inference from the
source based on what is implied within the
source.
I can use the provenance of the source as
well as the implicit and explicit meaning of
the content, to show an understanding that
the source.
I can use provenance (nature, origin,
purpose) to explain how the source connects
its historical context.
I can comprehend written and visual sources
by identifying explicit meaning in the source.
I can locate explicit information in a source
and describing the meaning in own words.
I can use contextual knowledge of the period
studied to place the source in its context.
I can comprehend the interpretation by describing the
information in it
I can use contextual knowledge of the period studied to
place the interpretation in its historical context
Year 9: What were the causes of WWI? 2016
AO1
WWW
AO2
EBI
AO3
AO4
TARGET