Sound Students use paragraphs to structure thinking. They support their argument P/M with evidence. At the bottom of the level, students might leave the links to the 500pts question fairly implicit, however there will be some explanation of the reasons why William won, even if this is only at the end. At the top of the level, students show evidence of a PEEL/IDEA structure with links back to the question being made. Secure Student produce an analytical piece based around the key factors leading to D/S William’s victory. They use a good range of evidence to back up their points, showing a good command of the topic. They explain their evidence and make links back to the question. The PEEL/IDEA structure is used well. Making Causal Webs (LO 1.1) Limited 0pts There is no real explanation offered of why William won the Battle either in the F main body or in conclusion. Beginning Students identify some reasons why William won the Battle of Hastings though P/M the links between these and his victory are only partially explained or left implicit. A narrative with implied causation would fit in this band. Students identify at 3 reasons why William won the Battle of Hastings and M/D explain how at least two of these led to his victory. Explanations make a link back to the question. At the top of the level the analysis is clear and leads towards a conclusion. Secure Students identify and explain at least 3 different reasons why William won the S Battle of Hasting. They show how these link together to explain William’s victory Ranking the Influence of Causes (LO 1.2) Limited 0pts Students make no real reference to the importance of different causes that F/P some causes had more importance than others in William defeating Harold. Beginning 100pts Student make some reference to the importance of different causes in William’s M victory. The judgement will not be fully supported or explained. Sound 200pts Students explain why at least one factor was more important than others in D William’s victory. Secure Students show clear independent thought and judgement in considering the S different causes of William’s victory. They show the importance of each factor in leading to William’s victory and appreciate the interconnected nature of causes.
Sound Students use paragraphs to structure thinking. They support their argument with evidence. At the bottom of the level, students might leave the links to the question fairly implicit, however there will be some explanation of the reasons why William won, even if this is only at the end. At the top of the level, students show evidence of a PEEL/IDEA structure with links back to the question being made. P/M Secure Student produce an analytical piece based around the key factors leading to William’s victory. They use a good range of evidence to back up their points, showing a good command of the topic. They explain their evidence and make links back to the question. The PEEL/IDEA structure is used well. D/S Making Causal Webs (LO 1.1) Limited 0pts There is no real explanation offered of why William won the Battle either in the main body or in conclusion. F Beginning Students identify some reasons why William won the Battle of Hastings though the links between these and his victory are only partially explained or left implicit. A narrative with implied causation would fit in this band. P/M Students identify at 3 reasons why William won the Battle of Hastings and explain how at least two of these led to his victory. Explanations make a link back to the question. At the top of the level the analysis is clear and leads towards a conclusion. M/D Secure 500pts Students identify and explain at least 3 different reasons why William won the Battle of Hasting. They show how these link together to explain William’s victory S Ranking the Influence of Causes (LO 1.2) Limited 0pts Students make no real reference to the importance of different causes that some causes had more importance than others in William defeating Harold. F/P Beginning 100pts Student make some reference to the importance of different causes in William’s victory. The judgement will not be fully supported or explained. M Sound 200pts Students explain why at least one factor was more important than others in William’s victory. D Secure Students show clear independent thought and judgement in considering the different causes of William’s victory. They show the importance of each factor in leading to William’s victory and appreciate the interconnected nature of causes. S