Medieval realms essay Name……………………..…… Overall Level ………………………… Target level ………………………..
Level 4 Level 5 Level 6 Level 7
Chronological Needs to anchor events to As well as being aware of the Understands the sequence of Understands the sequence of
precise dates, e.g. Statute of progression of events, is aware events and uses dates, or changes outlined at previous
understanding Labourers, 1351 or Peasants’ that some events happened in references to days in which key levels, but fixes them firmly on a
the early middle ages and events occurred, e.g. year of timescale by using references to
Revolt, 1381. May contain
others happened much later in uprising 1381 or moments in precise dates and periods. Is
anachronisms. aware on the interrelationship
the same period. Uses dates, the story e.g. Wat Tyler meets
but this could be done more Richard. Awareness that events between events, e.g. Black Death
led to tensions in society which
frequently. are caused by long as well as
culminated in rebellions. Is aware
short-term factors. Few if any of long & short-term causes of
anachronistic elements. events, as well as triggers.
Knowledge & Very limited use of factual Beginning to support ideas with Most not all judgements are Detail use of factual evidence
information or technical examples drawn from own supported with specific drawn from primary and
understanding vocabulary. Broad knowledge, for example Normans examples drawn from own secondary sources to support
built castles and Dover and judgements made. For example,
statements, not really backed knowledge. Some examples
Rochester are examples of their Normans built castles like Dover,
up by concrete examples of skill at castle-building. Needs from primary sources as well constructed in 1170s to the
people or events. further detailed evidence. as general knowledge. designs of Maurice the Engineer
Analysis & Lists a range of events with Provides some analysis of the Weighs up the relative merits of Sees inter-relationship between
little attempt to weigh up their significance of different events complete or nearly complete different events as well as
interpretation relative significance. by making basic comparisons. range of events from the period. weighing up their significance.
Analysis of significance is Considers a range of factors Understanding of the word
Tendency to describe or use
limited to one or two of the ‘r’ that make events significant, significance is complex, i.e.
narrative. Insubstantial covers full range of meanings and
conclusion. words discussed in the e.g. how well it is remembered,
planning. Tendency to itemise how remarkable and its essay reaches a substantial and
or describe. Limited conclusion. resonances. Developed
Research skills Limited evidence of Includes some not all of the Well-researched essay using Detailed, independent research
independent research into the features on the task sheet. Has at least two different sources carried out, with student exploring
topic. Conclusions drawn for begun to use some of the of information, e.g. internet own and new sources of
sources indicated on the task information, for example local
assumptions or anecdotal sites and specialised books.
sheet & website but needs to studies, using other experts etc.
evidence. Fails to include Includes a bibliography and Confidently uses primary sources
many of items on task sheet. pursue this further. Lacking hyperlinks to sites used.
concrete information or clear as well as secondary ones. Has
Very limited or no Possibly uses primary as well possibly undertaken the extension
sources, e.g. internet sites
bibliography. as secondary sources. task. Extensive bibliography with
notes or textbooks. May lack a detailed hyperlinks to sites used.
Communication Completed to minimum Clearly structured work with Well presented work with all / Professionally produced work,
expected standards; partly some presentational flaws nearly all key components divided into clear sections,
word-processed, for example, described in the previous level. outlined in task sheet. correctly word-processed text.
Some SPAG errors. Evidence Occasional lapses, e.g. spelling Using topic paragraphs, intro,
or numerous errors of SPAG
of writing in topic paragraphs. mistakes, unclear sentence conclusion. Judgement sentences
Use of bullet pointing rather link each paragraph back to main
than writing in full sentences Some attempt to present the structure. Writing in topic
task in the manner outlined on paragraphs, with clear intro and question and introduce each new
& paragraphs. Work centred area of discussion. All features of
the task sheet, e.g. includes an conclusion. Most if not all the
rather than justified. Large task are included, and work is
introduction. Lacks some work word- processed or set out presented in a professional way.
font to cover for limited
features, e.g. conclusion, to a high standard
amount of content. bibliography, heading, etc.