Going to the Seaside Y1/2 assessed work Seaside 100 years ago Assessment – Life in the past

Assessing children’s understanding of how different going for a swim in the seas was 100 years ago The activity focuses on two simple questions about the picture shown on the next slide. Children have to identify the features, from a clear coloured A4 picture that tell them this image was not from today but from roughly 100 years ago. Some children annotate the picture; others have an LSA to scribe for them. More confident writers produce a short explanation. A copy of the mark scheme (which you will see covers both questions), along with examples of children’s responses, follows on subsequent slides.

1. What does this picture tell us about seaside holidays 100 years ago? 2. What else happened at the seaside 100 years ago that is not in the picture?

Characteristic features of answers Typical pupil responses Well below average WBA Merely describes features of seaside which could be today It’s at a beach. They’re swimming. Below average BA Sees this is clearly not of today but comments soley on clothes. Knows they are swimming costumes. Focuses on clothes only. Lady’s got a long dress on. Average A Is able to go beyond clothing to recognise other Victorian features common at the time, mainly in foreground i.e bathing machine Comments on bathing machine and costume. Above average AA Group grasp of a range of period features. Knows what to look for and offers simple explanations. Picks up on all the clues. They’ve got something like an umbrella called a parasol, to keep off the sun, they are wearing their Sunday best

Brett in Y1 has identified one difference between the past and the present i.e. that the bathing costumes were long and thick. He does not go much further however. Typically when pupils have few precise observations to make, they resort to vague assertions as Brett does here with ‘houses are big’. On the strand 2a) this is a below average response. Brett Y1

Jodie’s answer is just below average for Y1. Her reference to beach-huts may be a slip of the pen - she may mean bathing machine. Her last references are vague and don’t show a particularly strong grasp of differences in lifestyle 100 years ago. Jodie Y1

Sarah Y1 Sarah’s answer is above average. She confidently picks out the key differences and develops her answer to offer explanations too e.g. long dress to cover ther boddy (sic); bathing huts that pauled them into the sea (sic); parisol’s were to kep the sun of ther face (sic). All her observations are appropriate and indicate a good grasp of period detail e.g. boy’s had jacit’s (sic) and unfashionable suntans.

Eleanor’s is a full answer. She pinpoints the key differences without any obvious omissions. She is confident in all the other points she makes showing an appreciation of period, specific vocabulary such as parasols, sailor suites’s (sic) and details such as clothes that cover them up. She also sees the need to contextualise the picture going beyond what can be seen e.g. useing horse and cart’s (sic) and the wooden spades. Eleanor’s is an above average response for Year 2. In NC terms, this is a clear level 3 response. Unsurprisingly Eleanor achieved level 3 in her SATs for reading and writing. She showed a mature understanding of ideas and situations and a good use of vocabulary in her written work. Eleanor Y2