The secondary curriculum review
The level descriptions for level 4 to 8 and exceptional performance have been modified. The aim of the modifications is to complement the revisions to the programmes of study and maintain standards. For ease of comparison, the current level descriptions appear alongside the modified version.
| Level | Current level description | Modified level description |
|---|---|---|
| 4 | Pupils show factual knowledge and understanding of aspects of the history of Britain and the wider world. They use this to describe characteristic features of past societies and periods, and to identify changes within and across different periods. They describe some of the main events, people and changes. They give some reasons for, and results of, the main events and changes. They show some understanding that aspects of the past have been represented and interpreted in different ways. They are beginning to select and combine information from different sources. They are beginning to produce structured work, making appropriate use of dates and terms. | Pupils use their factual knowledge and understanding of aspects of the history of Britain and the wider world to describe characteristic and some of the diverse features of past societies and periods, and to identify changes within and across different periods. They describe some of the main events, people and changes. They give some reasons for, and results of, the main events and changes. They show some understanding that aspects of the past have been represented and interpreted in different ways. They do this through critical enquiry with some independence. They are beginning to select and combine information from different sources and produce structured work, making appropriate use of dates and terms. |
| 5 | Pupils show increasing depth of factual knowledge and understanding of aspects of the history of Britain and the wider world. They use this to describe features of past societies and periods and to begin to make links between them. They describe events, people and changes. They describe and make links between events and changes and give reasons for, and results of, these events and changes. They know that some events, people and changes have been interpreted in different ways and suggest possible reasons for this. Using their knowledge and understanding, pupils are beginning to evaluate sources of information and identify those that are useful for particular tasks. They select and organise information to produce structured work, making appropriate use of dates and terms. | Pupils show increasing depth of factual knowledge and understanding of aspects of the history of Britain and the wider world. They use this to describe the diverse features of past societies and periods and to begin to make links between them. They describe events, people and changes and are beginning to assess the significance of some of these. They describe and make links between events and changes and give reasons for, and results of, these events and changes. They know that some events, people and changes have been interpreted in different ways and suggest possible reasons for this. They do this through increasing independent and critical enquiry. They pose and investigate different questions and are beginning to evaluate sources of information, identifying those that are useful for particular tasks. They select and organise information to produce structured work, making appropriate use of dates and terms. |
| 6 | Pupils use their factual knowledge and understanding of the history of Britain and the wider world to describe past societies and periods, and to make links between features within and across different periods. They examine and explain the reasons for, and results of, events and changes. Pupils describe, and begin to analyse, why there are different historical interpretations of events, people and changes. Using their knowledge and understanding, they identify and evaluate sources of information, which they use critically to reach and support conclusions. They select, organise and deploy relevant information to produce structured work, making appropriate use of dates and terms. | Pupils use their factual knowledge and understanding of the history of Britain and the wider world to describe past societies and periods, and to make links between the diverse features within and across different periods. They examine and explain the reasons for, and results of, events and changes. They assess the significance of these. Pupils describe, and begin to analyse, why there are different historical interpretations of events, people and changes. They do this through independent and critical enquiry. They pose and investigate relevant questions, and identify and evaluate sources of information, which they use critically to reach and support conclusions. They select, organise and deploy relevant information to produce structured work, making appropriate use of dates and terms. |
| 7 | Pupils make links between their factual knowledge and understanding of the history of Britain and the wider world. They use these links to analyse relationships between features of a particular period or society, and to analyse reasons for, and results of, events and changes. They explain how and why different historical interpretations have been produced. Pupils show some independence in following lines of enquiry, using their knowledge and understanding to identify, evaluate and use sources of information critically. They sometimes reach substantiated conclusions independently. They select, organise and use relevant information to produce well-structured narratives, descriptions and explanations, making appropriate use of dates and terms. | Pupils make links between their factual knowledge and understanding of the history of Britain and the wider world. They use these links to analyse relationships between the diverse features of a particular period or society, and to analyse reasons for, and results of, events and changes. They assess the significance of some of these in their historical context and in their own lives. They explain how and why different historical interpretations have been produced. They do this through independent and critical enquiry. They pose and investigate valid historical questions, using their knowledge and understanding to identify, evaluate and use sources of information critically. They sometimes reach substantiated conclusions independently. They select, organise and use relevant information to produce well-structured narratives, descriptions and explanations, making appropriate use of dates and terms. |
| 8 | Pupils use their factual knowledge and understanding of the history of Britain and the wider world to analyse the relationships between events, people and changes, and between the features of different past societies and cultures. Their explanations of reasons for, and results of, events and changes are set in a wider historical context. They analyse and explain different historical interpretations and are beginning to evaluate them. Drawing on their historical knowledge and understanding, they use sources of information critically, carry out historical enquiries, and reach substantiated conclusions independently. They select, organise and deploy relevant information to produce consistently well-structured narratives, descriptions and explanations, making appropriate use of dates and terms. | Pupils use their factual knowledge and understanding of the history of Britain and the wider world to analyse the relationships between events, people and changes, and between the diverse features of different past societies and cultures. Their explanations of reasons for, and results of, events and changes are set in a wider historical context. They assess the significance of these in their historical context and in the present day. They analyse and explain different historical interpretations and are beginning to evaluate them. They do this through independent and critical enquiry. They pose and investigate complex and historical questions, using sources of information critically and reaching substantiated conclusions independently. They select, organise and deploy relevant information to produce consistently well-structured narratives, descriptions and explanations, making appropriate use of dates and terms. |
| EP | Pupils use their extensive and detailed factual knowledge and understanding of the history of Britain and the wider world to analyse relationships between a wide range of events, people, ideas and changes and between the features of different past societies and cultures. Their explanations and analyses of reasons for, and results of, events and changes, are well substantiated and set in their wider historical context. They analyse links between events and developments that took place in different countries and in different periods. They make balanced judgements based on their understanding of the historical context about the value of different interpretations of historical events and developments. Drawing on their historical knowledge and understanding, they use sources of information critically, carry out historical enquiries, develop, maintain and support an argument and reach and sustain substantiated and balanced conclusions independently. They select, organise and deploy a wide range of relevant information to produce consistently well-structured narratives, descriptions and explanations, making appropriate use of dates and terms. | Pupils use their extensive and detailed factual knowledge and understanding of the history of Britain and the wider world to analyse relationships between a wide range of events, people, ideas and changes and between the diverse features of different past societies and cultures. Their explanations and analyses of reasons for, and results of, events and changes, are well substantiated and set in their wider historical context. They analyse links between events and developments that took place in different countries and in different periods. They assess the significance of these in their wider historical context and in the present day. They make balanced judgements based on their understanding of the historical context about the value of different interpretations of historical events and developments. They do this through independent and critical enquiry. They pose and refine complex historical questions, using sources of information critically, developing, maintaining and supporting an argument and reaching and sustaining substantiated and balanced conclusions independently. They select, organise and deploy a wide range of relevant information to produce consistently well-structured narratives, descriptions and explanations, making appropriate use of dates and terms. |
