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How to structure good history writing Always put an introduction which explains what you are going to talk about. Always put a conclusion which summarises.

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Presentation on theme: "How to structure good history writing Always put an introduction which explains what you are going to talk about. Always put a conclusion which summarises."— Presentation transcript:

1 How to structure good history writing Always put an introduction which explains what you are going to talk about. Always put a conclusion which summarises what you have said and ACTUALLY ANSWERS THE QUESTION….. Use at least three paragraphs …. Have you criticised/analysed the evidence? Have you used facts, dates, names & examples in order? Can you explain why some things change and some not? Can you explain why things happened? Can you see things from different points of view? Have you investigated things yourself? Have you used your background knowledge? Use at least three paragraphs … Make sure you PROVE what you say.. Perhaps use “Point Evidence Explanation” method. Use at least three paragraphs and correct vocabulary. Use BECAUSE, PROBABLY, FOR EXAMPLE, IF, BUT, RELIABLE, BIASED Use “ …… quotations……….” if you can

2 “Command Words” – good vocabulary. Do you KNOW what these words really mean? Identify Compare Assess Discuss Explain Describe Evaluate Analyse Examine Define Can you say what some thing is? Can you look closely and in detail? Can you talk about it? Can you make judgements about it?

3 Key vocabulary words to use GREAT “ONE TICK” WORDS ARE IN RED BECAUSE – you use this when trying to prove things PROBABLY – you use this when discussing possibilities BUT – you use this when challenging ideas IF – you use this when discussing possibilities. FANTASTICK!!!! “TWO TICK” WORDS IN BLACK SOURCE or EVIDENCE when discussing facts. Putting precise words in “…” when proving things. UN/BIASED, UN/RELIABLE, UN/TRUSTWORTHY when talking about sources and evidence.

4 Great levels: criticising sources, making judgements, using points of view… connecting, comparing & contrasting. Higher levels: background and context … Middle levels: reasons and explanations Lower levels: facts and descriptions

5 Are you SECURE ? Can you RECALL Can you DESCRIBE Can you make obvious STATEMENTS Are you EXCEEDING ? Can you DEDUCE from sources Can you see POINTS OF VIEW Can you give REASONS why Are you HIGHEST ? Can you talk about BACKGROUND events. Can you suggest INTERPRETATIONS Can you SELECT, COMPARE and COMBINE reasons and deductions Year 7 Flight path

6 Are you SECURE? Can you DEDUCE from sources Can you see POINTS OF VIEW Can you give REASONS why Are you EXCEEDING? Can you talk about BACKGROUND events. Can you suggest INTERPRETATIONS Can you SELECT, COMPARE and COMBINE reasons and deductions Year 8 Flight path Are you HIGHEST? Can you use BACKGROUND/CONTEXT CRITICISE strengths & weakness of sources REFER to quotes and sources

7 Are you EXCEEDING? Can you use BACKGROUND/CONTEXT Can you CRITICISE strengths & weakness of sources Can you REFER to quotes and sources Are you GROWING ? Can you DEDUCE facts from sources Can you see POINTS OF VIEW Can you give REASONS why Are you SECURE ? Can you talk about BACKGROUND events. Can you suggest INTERPRETATIONS Can you SELECT, COMPARE and COMBINE reasons and deductions Year 9 Flight path Are you HIGHEST? Can you use BACKGROUND between and within periods Can you make JUDGEMENTS about USEFULNESS Can you show a range of PERSPECTIVES Can you CONNECT, COMPARE and CONTRAST

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9 Year 9 HigherBackground knowledge between and within periods. Make supported judgements about usefulness of sources and ideas. Use wider range of perspectives and points of view. Make connections, comparisons and contrasts to write a balanced account. Y9 Exceeding Y8 Highest Show and use background knowledge, and talk about the “big picture”. See links between different things we have studied. Changes over time. Different interpretations, see points of view. Analyse the sources & evidence. Talk about strengths and weaknesses, reliability, bias etc. Use lots of quotations, asking your own questions. Write accurate fact based structured explanations. Y9 Secure Y8 Exceeding Y7 Highest Make judgments and deductions using “quotations” and sources. Talk about causes, spot similarities & differences. Write structured fact based explanations. Y9 Growing Y8 Secure Y7 Exceeding Explain decisions made, give reasons for things. Explain why and how things happened. “Because.” Use accurate facts. Y9 Foundation Y8 Growing Y7 Secure Recall facts, use basic vocabulary, make basic statements and stories.

10 Y7 EXCEEDING Y8 SECURE Y9 GROWING Are you spotting different points of view? Understanding causes? Making basic deductions from sources? Are you explaining why & how & giving reasons? Using “because, probably, for example, but, perhaps, ” Y7 SECURE, Y8 GROWING Y9 FOUNDATION Are you just listing and describing & telling the story? Y7 HIGHEST Y8 EXCEEDING Y9 SECURE Are you comparing or contrasting reasons? Suggesting explanations and causes? Making deductions from sources? Referring to the background? Y8 HIGHEST Y9 EXCEEDING Are you using wider background and context? Are you criticising the evidence? Reliability, Bias? Using quotations and facts to prove your point? Y9 HIGHEST Are you using background to link between and within periods? Making supported judgements about source usefulness? Showing wide range of perspectives ? Using connections, comparisons and contrasts to write balanced accounts.

11 Which level have you chosen and why? What could be done to improve next time – give real example

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16 Older material from this point on – before flight paths.

17 What to do to get Y9 Foundation, Y8 Growing and Y7 Secure Describe more than one reason for a historical event or change. Can you describe lots of reasons for things? Describe some features of a particular period in history. Can you describe things that happened? Describe some causes and effects Can you describe what happened after events? Describe some changes Can you describe how some things changed? Begin to select and combine information from historical sources. Can you put sources together?

18 What to do to get Y9 Growing, Y8 Secure and Y7 Exceeding Explain links between different causes. Can you explain links? Explain reasons why events and changes have been seen in different ways. Can you explain different points of view? Explain why some events are more important than others. Can you explain why some things are more important than others? Explain using proper vocabulary Can you use proper historical words? Develop your evidence handling skills by asking and explaining searching questions about historical sources. Can you criticise sources?

19 What to do to get Y9 Secure, Y8 Exceeding and Y7 Highest Analyse events and comment on why some things change while others stay the same. Can you discuss why some things change and others do not? Analyse, compare and choose evidence to help support your conclusions. Can you select evidence to back up your ideas? Analyse reasons for making judgements Can you make and explain your judgements? Analyse links between causes and reasons Can you discuss reasons for things happening? Analyse problems and investigate them. Can you investigate and ask questions?

20 What to do to get Y9 Exceeding and Y8 Highest Comment in depth about local, national, and international factors which affect diversity, changes and causes. Can you discuss “the big picture” background? Comment fully why the importance of events varies according to point of view. Can you discuss how points of view might change history? Conduct investigations and develop and refine questions. Can you investigate and develop good questions? Comment critically on reliability, origin, nature and purpose of evidence. Can you criticise sources? Comment on “big picture” issues and make clear links. Can you link ideas together? Organise and use relevant evidence to write well-structured work. Can you organise your writing ?

21 Year 9 Highest skills Display and use very detailed background knowledge and links between and within different periods. Show knowledge of background links within the period of study. Make evidence based supported judgements about the usefulness of sources & interpretations. Suggest own questions, Show a wide range of points of view. Make connections, comparisons and contrasts to create a critically balanced account.

22 SOURCES What FACTS can we get from it? What INFERENCES or DEDUCTIONS can we get from it? What was the PURPOSE of the source? How could you USE it in history investigations? Is it a RELIABLE piece of evidence? Does it agree or disagree with a HYPOTHESIS ? (statement) … Queen Elizabeth was just an ordinary woman Or, sometimes we can look at sources like this:… NATURE, (what actually is it?) ORIGIN, (who made it?) MESSAGE, (what is it actually telling you?) PURPOSE

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30 EXPANDED VERSION Level 8: ’is able to” Display and use very detailed background knowledge between different periods. Show knowledge of background links within the period of study. Make judgements about the usefulness of sources/interpretations. Write critical analytical accounts clearly based on evidence. Show a wide range of perspectives. Make connections, comparisons and contrasts to create a balanced account. Level 7: “is able to” Display and use solid background knowledge and context. Apply key terms with understanding. Use strengths and weaknesses of sources to substantiate your ideas. Refer to quotations and sources to clearly illustrate a point. Write independent and well-structured conclusions. Use accurate and relevant information which accurately offers explanations. Level 6: “is able to” Make reference to background events and use the knowledge appropriately. Make quotations from a range of sources Suggest obvious interpretations and causes for events. Select and combine information from a range of sources into deductions. Recognise and compare reasons for different interpretations. Write independently structured accounts. Use accurate relevant detail which offers explanations. Level 5: “is able to” Make reference to background events. Make basic deductions from sources. Recognise that there are different points of view. Explain why things happened and use the correct historical vocabulary. Write accounts which show accurate information. Show an understanding of what causes events to happen. Level 4: “is able to” Recall facts and describe what is seen in sources. Recognise obvious differences between past and present. Make obvious statements about the past. Use a limited historical vocabulary. Make basic statements and narratives about historical events.

31 ORIGINAL SHORT VERSION Level 8: ’is able to” Display and use detailed background knowledge of different periods. Make judgements about the usefulness of sources/interpretations in critical analytical accounts showing a range of perspectives. Make connections, comparisons and contrasts to create a balanced account. Level 7: “is able to” Display and use background knowledge and context. Use strengths and weaknesses of sources and interpretations to substantiate your ideas. Write independent and well-structured conclusions using accurate and relevant information which accurately offer explanations. Level 6: “is able to” Make detailed deductions and quotations from a range of sources suggesting obvious interpretations and causes for events. Recognise and compare reasons for different interpretations. Write independently structured accounts with accurate relevant detail which offer explanations. Level 5: “is able to” Make basic deductions from sources, explain why things happened and use the correct vocabulary. Write accounts which show accurate information and understanding of causation. Level 4: “is able to” “Recall facts, use limited vocabulary, make basic statements and narratives.”

32 Bloom’s thinking skills. BLOOM - Create and synthesise – can you assemble, construct, create, design, develop, formulate, write, hypothesise? BLOOM - Evaluate – can you argue different sides, use theories, select evidence, Review and improve work. Test out your ideas. Link things together? BLOOM – Analysis – can you judge, compare, criticise, question, sequence, rate, assess, investigate, question? BLOOM Application – can you use historical ideas, prove, predict, select, persuade, apply, solve? BLOOM Comprehension and explaining – can you show understanding, explain, clarify, interpret, argue, justify, decide, give reasons? BLOOM Knowledge, identify and describe – can you recall, report, summarise, review, match, detect, recite, quote, list, name?

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