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History is so much more than the past. To ‘do’ History is to take part in a scientific investigation requiring precision and careful consideration. History is the art of illuminating and interpreting the changes, events and people from times gone by. It is a lens through which we can see and understand each other, and ourselves. Most of all, for Year 7 students at KH8, History is about learning how to think critically and to care deeply.
“If you don’t know history, then you don’t know anything. You are a leaf that doesn’t know it is part of a tree.”- Michael Crichton
Topics
“The past is in the past”: What is History and how do I do it?
What is the most significant legacy of Henry VIII?
How do we learn about the past? Historical Sources and Malaysian History
Gold and Tin: Was trade the biggest influence in the development of Malaysia?
Rat-astrophe! How much did the Black Death change Europe?
The Historical Association contains a plethora of guides, podcasts, topics and competition links to support learning in History. Students at KH8 have a free subscription to to this- just enter the KH8 student login details for access.
Username: KH8History
Password: history123
Assessment
Assessment
History at KH8 is designed to enable students to build a strong knowledge base and to develop a range of skills not just specific to the discipline of HIstory, but that they are able to utilise across a variety of settings. As students progress through the school, our expectation is that they will continually develop these skills and apply them to a range of topics with increasing confidence and expertise.
Our assessment objectives are intricately linked so it is often the case that learning completed in class will involve the use and application of a range of knowledge, skills and understanding. As with other Humanities subjects, the high order skills of explaining and evaluating can be challenging to some students in younger year groups, therefore our expectations of these skills especially increases as the students move up to Year 9 and approach the transition to GCSE level. .
Below are two grade descriptors to give an overview of what a grade 9 and 6 Historian looks like:
Grade 9
You can describe the main events, people, changes and places relevant to a historical time period in depth, using them to explain features that characterise a period. You use specific factual detail such as names, dates and statistics to give ‘flavour’ to your writing.
You are able analyse a source by considering purpose, origin, nature, content and context,, considering its usefulness for telling you about a topic. This will also include a degree of source evaluation by assessing the reliability and accuracy of sources, compared to your own knowledge.
In your writing, you are able to reach a clear judgement for what you think is the most significant cause or factor in explaining a historical development. You can also introduce and conclude your work successfully. You show an excellent grasp of what the question actually asks for and use a strong level of spelling, punctuation and grammar with few if any errors.
Grade 6
You can describe the main events, people and places relevant to a historical time period with some factual detail and using chronological order. You can explain why you trust a source using general criteria such as the origin and nature of the source. You use well developed historical detail to explain the significance of at least two points when explaining why events happened or situations changed.
You can structure your work into paragraphs that each have a distinct theme. Your answers are largely relevant to the questions posed. You take into account more than one point of view when attempting to write a balanced answer. Your writing contains some spelling and grammar errors but on the whole is good.
AO1: (Knowledge): How much do you know?
AO2 (Sources): How well can you understand historical sources and interpretations?
AO3, 4 and 5 (Describe, Explain, Evaluate): How well can you use knowledge, sources and interpretations to answer historical questions?
AO6 (SPaG): How well can you write in History?
You can list some basic facts about the topic.
You can list some basic facts in time order
You can describe some of the main events, people and periods for the topic we have covered.
You can describe some of the main events, people and periods for the topic we have covered, in time order.
You can describe the main events, people and periods for the topic we have covered.
You can describe the main events, people and periods for the topic we have covered, in time order.
You can describe the main events, people and periods for the topic we have covered, in more depth.
You can describe the main events, people and periods for the topic we have covered, in more depth, placing them into a clear chronological framework.
You can describe the main events, people and periods for the topic we have covered in depth, using them to explain features of a period.
You can make general observations from sources.
You can describe one thing you can see in a source and relate it to the question.
You can identify two things in a source that help to answer the question.
You can infer information from an historical source.
You support your historical inferences using observations from the source.
You can explain why you trust a source using general criteria.
You can explain why you trust the source, thinking about its content, origin or purpose.
You are able to place the source into its wider historical context and use this to explain its purpose
You are able analyse a source, considering its usefulness for telling you about the topic. This will also include a degree of source evaluation.
You can list one or two pieces of information to support your answer.
You are starting to describe your point.
You apply relevant knowledge to answer the question using accurate historical detail.
You explain the relevance of your knowledge, linking strongly to the question.
You explain the relevance of one piece of information and are starting to explain the second though it is not as well developed.
You use well developed historical detail to explain the significance of at least two points.
You are starting to consider how your points might be linked together.
You consider fully how your points can be linked together.
You reach a clear judgement for what you think is the most significant point.
You are not yet writing in simple sentences.
You are writing in simple bullet point sentences.
You can write in full sentences about the topic, your answer will not be overly focussed on the question.
You can write in full sentences about the topic and are correctly spelling key historical words. You are still largely failing to answer the question.
You are starting to use paragraphs in your work. You are starting to make your answer relevant to the question. You are starting to show you can take into account more than one point of view.
You can structure your work into paragraphs that each have a distinct theme. Your answer is largely relevant to the question. You take into account more than one point of view.
You can link your paragraphs together, so that your essay flows. Each point refers back to the question and so your answer is very relevant to what has been asked of you. All points of view are considered in depth.
You can also introduce and conclude your work successfully. You show an excellent grasp of what the question actually asks for. Having taken into account all points of view you come to a well substantiated opinion.
Your view is clear throughout your answer.
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