National HASN ePortal Entry Typical Outcome in Actual NC

Curriculum Level Code History Descriptors

EASY TO SUSS HISTORY SKILLS
N 0-15 Cannot write a
proper sentence.
2L 16-17 One-or-two word
answers instead of
sentences.
2M 17-18 As above but
better, more
answers
attempted.
2U 19-20 Answers most
questions, but
none in full
sentences. SPG
poor.
3L 21-22 Can write one Some features of level 3
Lists facts about events,
sentence. Lots of people and changes
incomplete
Describes changes across
sentences. periods, (but not within
3M 23-24 May be able to them)
write 2 or 3
Provide some
sentences in a reasons/results
lesson. Some
incomplete Make deductions from a
historical source
sentences.
3U 25-26 Can complete Answers are relevant but
not structured
nearly all work set,
always in full
sentences.
4L 27-28 Can write at least 3 Some features of level 4
Demonstration of factual
sentences to form knowledge
a small paragraph Awareness of changes within
periods, as well as across
answer to a periods
question. Ability to describe events,
4M 29-30 Nearly always people and changes, not just
show knowledge of them
expands answers Understanding of reasons and
to make results of events
Ability to select and combine
paragraphs. information from historical
4U 31-32 Always answers in sources
paragraphs, which Beginnings of structured
writing
are well-organised
thematically.
5L 33-34 Beginning to write
essays, with Some features of
attempt at level 5
introduction and Ability to make links
conclusion between events,
5M 35-36 Can write an essay changes and features
with at least 2 of past societies.
relevant Starting to evaluate
paragraphs and a the usefulness of
sources.
conclusion
Selecting and
5U 37-38 Clear judgments organising
being made, information to
backed up with produce structured
relevant, detailed work.
knowledge.
6L 39-40 Starts to criticise Some features of level
6
sources of
evidence. Can make links between
6M 41-42 Explains criticisms features within and across
different periods.
of sources and They examine and
interpretations. explain the reasons for,
6U 43-44 Backs up criticisms and results of, events and
changes.
with sound They identify and
knowledge. evaluate sources of
information, which they
use critically to reach and
support conclusions.
They select, organise and
deploy relevant
information to produce
structured work.
Pupils describe, and begin
to analyse, why there are
different historical
interpretations of
events, people and
changes.