1. Qualifications Update: History Qualifications Update: History

2. Developing qualifications Progression More open and flexible requirements Assessment which supports learning Refreshed and relevant contexts for learning Personalisation and choice Robust and credible

3. CfE Levels early years 1 2 3 4 SCQF Levels 1 2 3 4 Continues to 12 ≈ Relationship between CfE and SCQF Levels

4. National 5 Specimen Question Paper Key points Added Value is captured in an assignment at National 4 in the Added Value Unit and by a question paper and a Coursework assignment at National 5 These provides opportunities for personalisation and choice as well as challenge and application Historical skills may be sampled in any section of the question paper Investigating skills taken out of Standard Grade question paper and into the assignment

5. National 5 Specimen Question Paper Key points Taking the best of Standard Grade and Intermediate 2… Scottish, British, European and World Analysis question (8 marks) will appear in one section. This can be any section and will change year on year Three source handling skills More marks available for in-depth analysis, building a link to Higher More marks available in individual skills questions for the development of individual points Flexible routes to full marks in skills questions (change from Standard Grade)

6. Unit Structure National 3National 4National 5 Scottish British European and World Added Value Unit: Assignment

7. New Quality Assurance arrangements Will cover new National 1 to National 5 from 2013/14 New arrangements will promote shared understanding of national standards through a collaborative and partnership approach New ‘Nominee’ role - provides a pool of nationally trained experts Increased verification in the first 3 years, then an approach based on information gathered Verification in Nov/Dec, Feb and Apr/May - allows for early identification of issues and support/guidance to be given

8. Unit Assessment Support Packs - key messages Are available on the SQA Secure Website, are confidential documents and should be treated as such and held securely Use one of three approaches to generating evidence: Unit by Unit approach Combined approach Portfolio approach Assessors may use the assessments provided in UASPs as they are to adapt to develop your own assessments They will be made available in Word format for this purpose

9. Unit Assessment Support Packs - key messages Valid from August 2013 encourage professional judgement allow assessors to chose appropriate contexts and forms of evidence support, motivate and challenge learners Each pack provides details of a broad based task type of evidence to be gathered how this is to be judged against assessment standards an example of a Candidate Assessment and how it should be assessed Most important aspect for SQA is that standards are met and that all evidence is authentically the candidate’s own work

10. Unit Assessment Support Packs - key messages Assessment approaches should support and be consistent with learning and teaching approaches and the needs of individual candidates Assessment judgements are made on a pass fail basis Contexts may be changed to suit or be made more relevant to candidates, but must of the same level of demand and difficulty Where assessment is by observation or oral questioning, evidence should include assessor comments that show clearly the basis on which assessment judgements have been made UAS packs also include examples of recording documentation: assessors may adapt these to suit local needs and approaches

11. Assessment Support Schedule 2012/13 Oct 12 to Mar 13 N3 to N5 Unit Assessment Support (Package 1) Feb 13 N3 to N5 Unit Assessment Support (Package 2) Feb 13 N5 Specimen Question Paper Apr 13 N3 to N5 Unit Assessment Support (Package 3) Apr 13 N5 Specimen Coursework Apr 13 N4 Added Value Assessment Support

12. History Unit Assessment National 3 to National 5

13. Unit assessment Flexible and open Assessment Standards and Evidence Requirements in Units Greater range of techniques and methodologies for assessment – encouraged through Unit assessment support packages Assessments can be designed to provide evidence across more than one outcome or Unit – combined assessments More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

14. Unit Assessment Support packages – purpose Assessment support packages will be provided which you can use to: Assess your candidates Adapt for your own assessment programmes Help you develop your own assessments

15. Unit Assessment Support packages – key features Valid from August 2013 Designed to encourage professional judgement Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence Show range of approaches to generating assessment evidence Give information on the type of evidence which could be gathered and how this is to be judged against Assessment Standards

16. Unit assessment support packages - approaches Package 1 Unit by Unit approach – discrete assessment tasks for each Unit Package 2 Combined approach – groups Outcomes and Assessment Standards from different Units Package 3 Portfolio approach – gathering evidence assessment standard by assessment standard

17. Assessment Package 1 Scottish HistoryBritish HistoryEuropean and World History You can use the illustrative examples provided and adapt these to suit the contexts that your learners have studied or the kind of approach that would suit them best N3 Visual product Great Scots Oral presentation Tudors Written responses to questions End of Imperial China N4 Oral presentation Mary Queen of Scots and the Reformation Written responses to questions Changing Britain Visual product Tea and Freedom N5 Written responses to questions Era of the great War Visual product Creation of the Medieval Kingdoms Oral presentation Appeasement and the Road to War

18. Assessment Package 2 Scottish HistoryBritish HistoryEuropean and World History You can use the illustrative examples provided and adapt these to suit the contexts that your learners have studied or the kind of approach that would suit them best N3 Burke and Hare Crime and Punishment Life in Victorian BritainPolitical prisoners in the Cold War N4 Migration and Empire North America The Slave TradeFree at Last N5 Treaty of Union People and Power The War of the 3 KingdomsGermany 1919-39

19. Assessment Packages Although a range of approaches to gathering evidence for Unit assessment have been illustrated: – the standard applied is the same irrespective of the approach taken – it is the historical skills, knowledge and understanding which are being assessed – do not inflate the demands of the Unit – there should be consistency in conditions and arrangements across different techniques – all approaches should be manageable for centres

20. Key points from Unit Assessment Support packs Overview of assessment – States purpose of assessment – Gives description of assessment task – Indicates flexibility of task and opportunities for adaptation – Suggests prior learning – Suggests approaches to generating evidence

21. Key points from Unit Assessment Support packs Assessment conditions – Candidates should have sufficient time to complete the task – Level of teacher/lecturer support should be appropriate for level but evidence must be the candidate's own work – When group work is used – evidence of individual achievement is required

22. Key points from Unit Assessment Support packs Evidence to be retained – Sufficient for QA purposes but not burdensome – Practical approaches to retaining evidence e.g. candidate responses/product, assessor checklists, supplementary material

23. Key points from Unit Assessment Support packs Evidence to be retained – Sufficient for QA purposes but not burdensome – Practical approaches to retaining evidence e.g. candidate responses/product, assessor checklists, supplementary material

24. Key points from Unit Assessment Support packs Candidate task – Illustrative only – Centres encouraged to adapt to their own contexts

25. Key points from Unit Assessment Support packs Teacher prompts and questioning may be used to: – Confirm evidence is candidate’s own work – For clarification/confirmation of standard being met – To supplement oral/visual/written presentation if necessary

26. Key points from Unit Assessment Support packs Judging evidence – Standards need to be consistently applied, irrespective of the approach taken to generating evidence – General principles and specific exemplification given – Candidates may provide evidence of meeting the standard outwith the specific prompt – this should be credited

27. Key points from Unit Assessment Support packs Reassessment – SQA policy continues to apply – Only need to reassess specific Outcomes or assessment standards not yet met

28. Key points from Unit Assessment Support packs Recording documentation – Exemplars given – Centres should adapt, as required to meet their own needs

29. Workshop 1 Task 1 Use the materials provided: – Democracy in Scotland and the United Kingdom: National 3, 4 and 5 – Social Issues in the United Kingdom: National 4 – International Issues: National 5 In small groups of 2-3, discuss – The assessment tasks illustrated – Approaches to generating evidence – Making judgements How could you use the Unit Assessment materials to support you in your own centres?

30. History Added Value Assessments: - National 5 Course Assessment - National 4 Added Value Unit

31. Adding Value – National 4, National 5 Each Course at National 4 and National 5 includes assessment of Added Value For National 4, the added value is in an Added Value Unit - not graded For National 5, the added value is in the Course Assessment - graded A - D (as at present)

32. Added Value Makes the Course more than the sum of its parts Builds on current Course assessment and Group Award approaches Defined as breadth, challenge and/or application as outlined in Building the Curriculum 5 May involve accumulation, assimilation, integration and/or application of skills, knowledge and understanding Uses one or two of 7 defined assessment methods

33. Controlled Assessment Where the assessment method is not a question paper, SQA has introduced the concept of controlled assessment to ensure fairness and reliability 3 stages of assessment: Setting, Conducting, Marking the assessment Each will have a defined level of control: SQA-led activity, Shared responsibility between SQA and centres, Centre-led Subject-specific decisions, but mostly SQA-led activity in initial years

34. National 5 – Course Assessment Two components – Question Paper (75%) – Assignment (25%) Broad parity between skills and knowledge and understanding across the whole course assessment. Externally assessed

35. National 5 – Question Paper Draws on approaches and formats familiar from Standard Grade Credit and Intermediate 2 Out of 60 marks Three sections each worth 20 marks: Scottish, British, European and World There will be a choice of contexts within each section. Greater emphasis on knowledge and understanding than skills (34 marks: 16 marks) Range of marks – 4, 5, 6 or 8

36. National 5 – Question Paper 3 kinds of Knowledge and Understanding questions: Describe (5 or 6 marks) – requires candidates to give the key points about the topic. Not necessarily in order.

37. National 5 – Question Paper 3 kinds of Knowledge and Understanding questions: Explain the reasons why (5 or 6 marks) – requires candidates to make connections between events or factors.

38. National 5 – Question Paper 3 kinds of Knowledge and Understanding questions: To what extent (8 marks) – requires candidates to organise their knowledge to address an issue, come to a conclusion and provide a reason for that conclusion. There will be ONE 8 mark question which may be assessed in any section of the paper and this will change from year to year

39. National 5 – Question Paper Each developed points in describe questions may be awarded up to 2 marks More open questions where candidates may demonstrate their knowledge of specific contexts studied e.g. The impact of particular events or the reasons why events came about Flexibility in the routes to achieve full marks

40. National 5 – Question Paper 3 kinds of source handling skills: Evaluate the usefulness of a source (5 or 6 marks) – requires candidates to make a judgement about the usefulness of a historical source taking into account aspects such as author, purpose, content and context. Not all aspects need to be addressed.

41. National 5 – Question Paper 3 kinds of source handling skills: Assess how fully a source describes or explains an event (5 or 6 marks) – requires candidates to identify specific points made in the source and to identify specific areas of omission.

42. National 5 – Question Paper 3 kinds of source handling skills: Compare the views of 2 sources (4 marks) – Candidates are required to make direct comparisons of detailed points from two sources. They can also compare the viewpoints of the sources overall.

43. National 5 – Question Paper Source handling skills may be assessed in any section of the paper. The pattern will change from year to year Each section will assess up to 3 of the 4 issues.

44. National 5 – Assignment Opportunity for learner personalisation and choice Out of 20 marks Externally assessed Controlled assessment in up to 1 hour

45. National 5 – Assignment Greater emphasis on skills than knowledge and understanding (14 marks: 6 marks) Brief available on-line – does not change from year to year Generic marking instructions available on-line

46. National 4 Added Value Unit Assignment Opportunity for learner personalisation and choice Flexibility in how the learner presents findings Internally assessed by centres and externally quality assured by SQA Conducted under some supervision and control

47. National 4 Added Value Unit Assignment Support materials produced by SQA to provide advice and guidance on: – the degree of support which may be provided – assessment conditions – nature and amount of evidence to be retained for quality assurance purposes – Making assessment judgements

48. Relationship between National 4 and National 5 Assignment Designed to provide progression and articulation – The process at National 4 is designed to lead on to the product at National 5. Aim to support learners moving between levels and provide flexibility for centres

49. Relationship between National 4 and National 5 Assignment No automatic ‘fall-back’ to level below Necessary to show attainment of assessment standards of N4 Added Value Unit; – retain evidence – subject to quality assurance – enter candidate for AVU at N4

50. Workshop 2 Task 2 Use the materials provided: – Further information on Course assessment at N5 – Assignment read across document In small groups of 2-3, discuss – National 4 Added Value Unit – National 5 Course Assessment Question Paper Assignment – Relationship between the N4 AVU Assignment and the N5 Course work component - Assignment