Added value unit

Unit Assessment Support

History Assignment (National 4) Added Value Unit National 4 History

Valid from August 2013 This edition: February 2013 (version 1.0) The information in this publication may be reproduced to support SQA qualifications. This publication must not be reproduced for commercial or trade purposes. This material is for use by assessors. Please refer to the note of changes at the end of this document for details of changes from previous version (where applicable). © Scottish Qualifications Authority 2013

Contents

Introduction 1

What this assessment covers 2

Assessment 3

Evidence 6

Re-assessment arrangements 11

Recording documentation 11

Appendix 1: Instructions for candidates 14

Unit Assessment Support for History Assignment (National 4) Added Value Unit 1

Introduction This assessment covers the arrangements for the assessment of the Added Value Unit in the National 4 History Course. It gives information and instructions to assessors and instructions to candidates. The assessment is designed to meet the requirements of the Outcomes and Assessment Standards as specified in the ‘What this assessment covers’ section. It provides an assessment for the Added Value Unit which is in line with the standards that must be met. You must use an SQA assessment to assess this Unit.

Equality and inclusion This assessment has been designed to ensure that there are no unnecessary barriers to assessment. Assessments have been designed to promote equal opportunities while maintaining the integrity of the qualification. For guidance on assessment arrangements for disabled candidates and/or those with additional support needs, please follow the link to the Assessment Arrangements web page: www.sqa.org.uk/sqa/14977.html Guidance on inclusive approaches to delivery and assessment in this Unit is provided in the Course Support Notes.


What this assessment covers Unit title History Assignment (National 4)

Outcome and Assessment Standards This assessment is for the following Outcome and Assessment Standards: 1 Research and use information relating to a historical theme or event

by: 1.1 Choosing, with support, an appropriate historical theme or event for study 1.2 Collecting relevant evidence from at least two sources of information 1.3 Organising and using the information collected to address the historical

theme or event 1.4 Drawing on knowledge, understanding and skills to describe and briefly

explain some key features of the historical theme or event 1.5 Describing the causes or impact of the historical theme or event 1.6 Presenting their findings in response to the historical theme or event The added value of this Unit is challenge and application.


Assessment Purpose The purpose of this assessment is to generate assessment evidence for the Outcome and Assessment Standards in this Added Value Unit by means of an assignment. The purpose of this assessment is to generate assessment evidence for all of the Outcomes and Assessment Standards in the Unit, by means of one assessment task. The task is completely open to any historical theme or event, and requires candidates to apply knowledge and understanding and use sources of information to address a chosen historical theme or event. This may be related to areas they have studied in class if they wish, but they are free to research any historical theme or event. Candidates may wish to use this opportunity to research areas of local history or an area of interest suggested by what they have studied in class.

Assessment overview Candidates should choose a question which allows them to research a historical theme or event. They should research the theme or event, recording and organising their findings to address the question. Assessors should provide reasonable guidance on the types of question which will enable candidates to meet all of the requirements of this Unit. They may also guide candidates as to the likely availability and accessibility of resources for their chosen theme or event. Candidates should work on their research with support from the assessor. Instructions for candidates are provided in Appendix 1 and should be detached and given to the candidate.

Assessment conditions Assessors must exercise their professional responsibility in ensuring that evidence submitted by a candidate is the candidate’s own work. For National 4 Added Value Units conditions of assessment are specified in the Evidence Requirements section of the Added Value Unit Specification. This assessment will be undertaken over a period of time. Candidates should undertake the assessment at an appropriate point in the Course. This will normally be when they have developed the necessary skills, knowledge and understanding. Assessors should let candidates know when they should start the assessment and the amount of time they have to do it.


This assignment has two stages: A researching stage which will include choosing a question, collecting

evidence, organising, and preparation for the presentation of findings. The final stage of this assessment is the presentation of findings. This stage

has been designed to be capable of completion within a notional period of 4 hours.

There are no restrictions on the resources to which candidates may have access during both stages of the assignment. Assessment should take place when candidates are ready, thus avoiding the need for re-assessment. Centre staff are responsible for monitoring candidates’ progress and in the majority of circumstances remediation should happen earlier (aided by formative assessment) so that the centre is confident that the candidate is ready for assessment. Candidates must undertake assessment, whatever the nature, independently. However, reasonable assistance may be provided. The term ‘reasonable assistance’ is used to try to balance the need for support with the need to avoid giving too much assistance. If any candidates require more than what is deemed to be ‘reasonable assistance’, they may not be ready for assessment or it may be that they have been entered for the wrong level of qualification. Although candidates are expected to work independently when undertaking assessment, reasonable assistance may be given to them throughout the process. The requirements of the assessment should be made clear to candidates at the outset. Assessors can clarify with candidates how to approach the assessment and to guide them in producing their response. Assessors may also prompt candidates where appropriate to clarify the requirements of the assessment but should not direct them as to any specific response. For example, assessors should not provide specific advice on how to improve responses or provide model answers. Reasonable assistance would usually be given on a generic basis to a class or group of candidates: for example, advice on how to plan their assignment. Assessors’ input and advice on the selection of a topic is appropriate before the candidate starts the task. Clarification may be sought by candidates regarding the wording of a brief or specification or instructions for the assessment if they find them unclear. In this case, the clarification should normally be given to the whole class. In the researching stage of this assignment, reasonable assistance may include: directing candidates to the instructions for candidates clarifying instructions/requirements of the task advising candidates on the choice of a question/topic/issue advising candidates on possible sources of information


arranging visits to enable gathering of evidence interim progress checks In preparing for the presentation stage of this assignment, reasonable assistance may include advising candidates of the nature and volume of the evidence which candidates should present. At any stage, reasonable assistance does not include: providing the question, topic or issue for the candidate providing model answers providing detailed feedback on drafts, including marking The assignment will be conducted under some supervision and control. This means that although candidates may complete part of the work outwith the learning and teaching setting, assessors should put in place processes for monitoring progress and ensuring that the work is the candidate’s own. Assessors should put in place mechanisms to authenticate that the research is the candidate’s own work. For example: interim progress meetings with candidates questioning candidate’s record of activity/progress assessor observation Group work approaches are acceptable as part of the research stage. However, there must be clear evidence for each candidate to show that the candidate has met the Evidence Requirements.


Evidence Evidence to be gathered Assessors must ensure that the candidate has opportunities to generate evidence for the Outcome and Assessment Standards. Evidence must be retained for quality assurance purposes. In order to pass the Unit, evidence is required that the candidate has met each Assessment Standard. In the researching stage, evidence may be generated in a variety of ways including assessor’s observation, a learning log or journal, diary or other method. In the presentation of findings stage, candidates can present their findings in a variety of ways, eg a talk followed by questions, using digital media, a poster or a piece of writing. All evidence must be in a form which clearly demonstrates the basis on which assessment judgements have been made. This will normally be in a written format such as an annotated assessor’s checklist, a written report, information poster or slides used to support an oral presentation. However findings are presented, assessors should ensure credit is given only to the skills, knowledge and understanding required within Assessment Standards, rather than other factors such as IT or communication skills. There must be appropriate recording documentation and other relevant supporting evidence that shows clearly the basis on which assessment judgements have been made.

Judging evidence The table below describes how the Assessment Standards may be met. The final column provides commentary on the evidence that may be generated using the assessment for candidates (Appendix 1). Assessors should ensure that candidates are assessed only on whether they have met the Assessment Standards and not the quality of, for example, their writing, drawing, presentation, planning or ICT skills, unless these are required by the Assessment Standards.


Judging evidence for History Assignment (National 4) Added Value Unit

Outcomes Assessment Standards

Making assessment judgements

Assessment for candidates (Appendix 1): supported commentary on assessment judgements

Research and use information relating to a historical theme or event

Choosing, with support, an appropriate historical theme or event for study

The candidate should demonstrate the ability to choose an appropriate historical theme or event which should: Allow them to consider the

causes or the impact of the theme or event

be capable of generating findings which demonstrate historical knowledge and understanding

A theme or event which is likely to lead to purely descriptive findings is unlikely to allow the application of historical skills; a topic or issue framed in the form of a question is likely to be more capable of generating evidence at the appropriate level.

Examples of responses which would meet the standard would be:

Why did Glasgow’s population increase between 1830 and 1930?

What was the impact of the Suffragettes on votes for women?

What were the causes of the Russian Revolution?

Collecting

relevant evidence from at least two sources of information

The candidate should demonstrate the ability to collect evidence relevant to a specific historical theme or event, from two distinct sources. Sources may be primary or secondary.

Evidence of achievement should show that the candidate has collected information which is relevant to a specific historical theme or event. It may be in the form of quotes or statistics from primary or secondary sources; a copy of the results obtained using a search engine — it would be good practice for the candidate to annotate this to indicate likely relevant websites; notes made from watching a television programme; a survey sheet showing tally marks, etc.





Appropriate sources are likely to be: interviews websites newspapers/magazines/books

(print or electronic) visits or fieldtrips television/videos radio/podcasts diaries speeches photographs history books

Where candidates collect information in a group, it is important that each candidate is able to provide individual evidence of their contribution to the research process in order to show that they have achieved the Assessment Standard.

Organising and using the information collected to address the historical theme or event

The candidate will demonstrate the ability to organise the information collected to address the historical theme or event by putting the information collected into a logical and coherent order which reflects the theme or event

Candidates would be expected to process the information they have collected in a straightforward way to meet this Assessment Standard, eg:

collating information in a table under relevant headings writing a report in paragraphs for different aspects of the theme or

event an information poster showing different aspects of the theme or

event





Drawing on knowledge, understanding and skills to describe and briefly explain some key features of the historical theme or event

In the context of a historical theme or event, the candidate will: identify at least three key

features of a theme or event give at least two points which

describe each key feature

Candidates should have access to the findings of their research while meeting this Assessment Standard.

An example of a response which would meet the standard would be:

The Great War was different to any other war which had gone before. New weapons were introduced such as tanks. These were armoured to protect soldiers inside, but were very slow and not as effective as they hoped. Soldiers had to face a lot of problems living in the trenches. Because they were standing in water a lot, some of them got trench foot and ended up having their toes and feet amputated. Shell shock was a big problem, as the constant shelling and fear could affect their minds. The war also changed life at home. Women had to take over jobs which men had previously done. There were food shortages as the German U-boats stopped food getting through.

Describing the

causes or impact of the historical theme or event

Candidates will describe at least two causes or impacts of the theme or event

Examples of responses which would meet the standard would be:

The Reformation in Scotland came about partly because people saw the church as corrupt, and partly because they objected to French influence in government.





The bishops and the monasteries had a lot of money, and churchmen often lived very comfortable lives while the ordinary people were fairly poor. People wanted the church to follow the teachings of Jesus more and look after the poor. Many people objected to the influence of the French in Scotland. They feared that Scotland would become part of France once Queen Mary was married to the king of France.

Presenting their findings in response to the historical theme or event

Candidates will communicate their research findings by: communicating

straightforward information, ideas or opinions clearly

summing up ideas, issues, findings or conclusions

using specialist vocabulary accurately

Candidates have flexibility in the way in which they present their findings. This will allow them to demonstrate their ability to carry out research and their historical skills, knowledge and understanding. They should be able to explain what they have found clearly. Candidates will use specialist vocabulary such as: source, cause, impact, factor, social, economic, military, political.


Re-assessment arrangements SQA’s guidance on re-assessment is that normally there should be one or, in exceptional circumstances, two re-assessment opportunities. Re-assessment should be carried out under the same conditions as the original assessment. Assessment should take place when candidates are ready to be assessed. It is the assessor’s responsibility to ensure appropriate learning and teaching, and to provide support for candidates, including opportunities for appropriate consolidation and remediation of learning both before and, if necessary, after the summative assessment. In all cases of re-assessment, the re-assessment must be of equal demand to the original assessment. If a candidate has not met the requirements of the whole assessment but has completed some of the Assessment Standards successfully, it will only be necessary for the candidate to be re-assessed on these specific Assessment Standards.

Recording documentation The documentation that follows can be used to record candidates’ evidence and to reference it against the Outcome and Assessment Standards. In the case of assessment by observation or oral questioning, evidence should include assessors’ comments and other relevant supporting evidence that shows clearly the basis on which assessment judgements have been made. All evidence should be identified with the candidate’s name and date of production, and in such a way that it can be referenced against more than one Assessment Standard as required.


Candidate assessment record: History Assignment (National 4) Added Value Unit Candidate name: __________________________________ Class/group: ______________ Candidate number: ________________________________ Centre: ___________________ In the case of assessment by observation or oral questioning, evidence should include assessors’ comments and other relevant supporting evidence that shows clearly the basis on which assessment judgements have been made. Outcome Assessment

Standard Description of evidence and date

Evidence reference

Assessor’s comments Result Assessor and date

1 1.1

1.2

1.3

1.4

1.5

1.6


Class summary record of attainment: History Assignment (National 4) Added Value Unit Class/group: ______________ Centre: ___________________ Candidate name Outcome 1

1.1 1.2 1.3 1.4 1.5 1.6


Appendix 1: Instructions for candidates This assessment applies to the History Assignment (National 4) Added Value Unit. It assesses the following Outcome and Assessment Standards: 1 Research and use information relating to a historical theme or event

by: 1.1 Choosing, with support, an appropriate historical theme or event for study 1.2 Collecting relevant evidence from at least two sources of information 1.3 Organising and using the information collected to address the historical

theme or event 1.4 Drawing on knowledge, understanding and skills to describe and briefly

explain some key features of the historical theme or event 1.5 Describing the causes or impact of the historical theme or event 1.6 Presenting their findings in response to the historical theme or event The assessment is an assignment. To pass this assessment, you will have to show that you have met this Outcome and these Assessment Standards. Your assessor will let you know how the assessment will be carried out and the required conditions for doing it.


The purpose of this assignment is to show how well you can apply the skills, knowledge and understanding you have learned to address a historical question of your choice. You can choose areas you have studied in class or any historical theme or event. You may wish to use this opportunity to research areas of local history or an area of interest suggested by what you have studied in class. To complete the assignment you will need to: You may present your findings as a written essay, talk, presentation, information poster or any other suitable method. Whichever method you use must clearly show that you have carried out each of the activities listed above.

The History Assignment

Choose a historical theme or event to research Set a question about this theme or event Collect relevant evidence from at least two sources of information Organise and use the information you have collected and your own

knowledge to briefly explain some reasons why the historical theme or event happened or the impact it had

Present your findings


What you should do

How you can do this Choose a historical theme or event which should allow you to: find information on the theme or event you have chosen to study ask an interesting question show different areas related to your theme or event You should then set yourself a question about the theme or event. The best questions focus on a specific event or development and ask why it happened or what impact it had. These types of questions allow you to debate and present your own conclusions based on your research. They may be phrased like this: What were the main causes of… Why did… What was the main impact of… on… How did… change… You may discuss the theme or event with your assessor. They may support you by giving advice about the suitability of the theme or event you have chosen and on what resources you are likely to find.

Choose a historical theme or event to research.


What you should do

How you can do this Collecting information You should collect evidence relevant to your historical theme or event, from at least two distinct sources. These should be both primary and secondary sources such as: websites newspapers/magazines/books (print or electronic) visits or field trips television/video radio/podcasts textbooks history books primary sources such as letters, photographs, diaries, etc other sources of information Try to take fairly detailed notes, using specific points of information where possible. Your notes should show that you have collected information which is relevant to your historical theme or event. It may be in the form of notes made from a book or from watching a television programme, annotated sources, etc. You should keep a note of where you collected your evidence from. If you work in a group, it is important that each person collects their own information.

Collect relevant evidence from at least two sources of information.

Taking a note of the source In presenting evidence from sources, you should say where the information comes from. This allows the reader to judge how useful the sources you have used really are. If you use a quote from a source, you may simply put the author, the type of source or title of the book, and the date if you know it. For example: “Churchill was the greatest prime minister that Britain ever had.” (J. Bloggs, Britain in World War Two, 2011) You could also summarise a viewpoint from a longer source by saying: J. Bloggs suggests that Churchill was the best Prime Minister Britain has ever had.


What you should do

How you can do this Identify the different areas of impact of the event or theme, or different factors

involved in causing the event or theme. Organise your information into which area of impact or factor they show. Identify the different impacts the theme or event had, or the different factors involved in causing the theme or event As you research your theme or event, you will find different areas related to the question you have chosen. If you have asked about why something happened, you may organise your information into the different reasons why that event came about. If you have asked about the impact of an event, you may organise your information into the different ways in which things changed because of that event. Organise your information into which impacts or factors they support Having identified your factors or viewpoints, you will need to organise the evidence you have found from your sources into which factor or impact they best support. This should include evidence from your research and can also include any other information you know about the event or theme. This could include: straightforward factual information brief descriptions brief explanations relevant examples

Organise and use your information and your own knowledge to address your historical theme or

event.


What you should do

How you can do this You should be able to communicate your research findings clearly. You should go back to your question and answer it directly. Explain the main points about what you have found. Here are some of the ways you might choose to present your research: Choose the one which best allows you to demonstrate your ability to carry out research using your historical skills, knowledge and understanding.

Present your findings on the question you set yourself.

a talk to the class information poster a slide show a written report a mind map a video a podcast a web page

Unit Assessment Support for Unit title (National x) Unit 20

Administrative information Published: February 2013 (version 1.0) Superclass: to be advised

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Added value unit

Education

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