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CA6

Edexcel GCSE Controlled Assessment
by

Laurie Johnston

on 18 October 2016

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Transcript of CA6

How do you feel about these objectives at the moment?
What is your target level?
What are you going to aim for today?
Put your post it on your progress line

By the end of the lesson (targets) -
All of you: Will learn (C grade)

Most of you: Will learn (B grade)

Some of you : Will learn (A-A* Grade)



What do you know now?




Some of you : Will learn to explain the most important impact on the relationship (A-A*)

What do you know now?

Exit Progress - WORDLE



Some of you : Will learn how to link and prioritise them (A-A* Grade)

In order to demonstrate that you have met the red/green/blue objective complete the



Progress Check 2- Books

In order to demonstrate that you have met the red, blue and green objectives :
Lets go over your plan
Do you have quotes? Facts? Figures?
Have you filled in your bibliography?
Progress Check- books
Some of you will: Will

How did your partner get on?
Fill in your peer assessment sheet
WWW? EBI?

When you get your own sheet back put in how you would improve your own learning.

We will read pages:

Helpful Hints:
To get a C grade what language are you using? Can you use historical key terms?
Economic/Social/Political Económico / social / político.

Extension:
-

WORD POWER!

Today's words?
Do Now

We will read pages :


Helpful Hints:
To get a C grade what language are you using? Can you use historical key terms?
Economic/Social/Political Económico / social / político.

All of you: Will learn (C grade)

Most of you: Will learn (B grade)

Helpful Hints:
To get a C grade what language are you using? Can you use historical key terms?
Economic/Social/Political Económico / social / político
.

How do you feel about these objectives at the moment?
What is your target level?
What are you going to aim for today?
Put your post it on your progress line

How do you feel about these objectives at the moment?
What is your target level?
What are you going to aim for today?
Put your post it on your progress line

By the end of the lesson (targets) -
All of you: Will learn (C grade)

Most of you: Will learn (B grade)

Some of you : Will learn (A-A* Grade)



How do you feel about these objectives at the moment?
What is your target level?
What are you going to aim for today?


By the end of the lesson (targets) -
All of you: Will describe why US citizens protested 1945-60 (FUNCTIONAL)

Most of you: Will explain why US citizens protested 1945-60 (CONFIDENT)

Some of you : Will analyse why (PROFICIENT
)
Give examples if you can for every word
By the end of the lesson (targets) -
All of you: Will learn how to judge if a source is reliable or useful for a task. (5a) (C grade)

Most of you: Will learn how to explain if a source is reliable or useful for a task. (6a) (B grade)

Some of you : Will learn to understand the uses, limitations and reliability of sources. (7a) (A-A* Grade)
By the end of the lesson (targets) -
All of you: Will learn how to (5a) (C grade)

Most of you: Will learn how to (6a) (B grade)

Some of you : Will learn to (7a) (A-A* Grade)
By the end of the lesson (targets) -
All of you: Will learn about (L5/C grade)

Most of you: Will learn how to (L5/6/B grade)

Some of you : Will learn how to (L6/7/A-A*
Grade)


Let's write it: 60 Minutes
Why did some US citizens protest 1945-60? (10)
Unit 4

Part A: Historical explanation
Target: AO1/AO2 10 marks
Level Descriptor Mark 0 No rewardable material. 0
Level 1 QWC i-ii-iii
•• The answer may have limited links to the explanation focus required by the question and will take a descriptive and generalised approach.
•• There may be few factual details given and those that are provided are not shown to be directly relevant to the answer.
••Writing communicates ideas using everyday language and showing some selection of material, but the response lacks clarity, organisation, succinctness and precision. The student spells, punctuates and uses the rules of grammar with limited accuracy.
1–2 Level 2 QWC i-ii-iii
•• The answer may be linked to the explanation focus required by the question only implicitly and may take a mainly descriptive approach.
•• The detail provided is mainly relevant to the question but it is generally used to provide factual information rather than to support analysis.
••Writing communicates ideas with limited precision and succinctness, using a limited range of historical terminology. The student shows some skills of selection and organisation of material, but passages lack clarity and
organisation. The student spells, punctuates and uses some of the rules of grammar with general accuracy.

3–5 Level 3 QWC i-ii-iii
•• The answer is mainly directed at the explanation focus required by the question, although it may stray from the main focus or include some material which is descriptive.
•• The material used is relevant to the question, and is used to support points made in the answer.
••Writing communicates ideas with precision and some succinctness, using historical terms accurately and showing some direction and control in the organising of material. The student uses some of the rules of grammar appropriately and spells and punctuates with considerable accuracy, although some spelling errors may still be found.

6–8 Level 4 QWC i-ii-iii
•• The answer is directed explicitly and consistently at the explanation focus required by the question.
•• The material used is well selected. It is deployed effectively to support the analysis in the answer.
••Writing communicates ideas effectively, succinctly and with precision, using a range of precisely-selected historical terms and organising information clearly and coherently. The student spells, punctuates and uses the rules of grammar with considerable accuracy, although some spelling errors may still be found.
9-10 Level 4 QWC i-ii-iii
•• The answer is directed explicitly and consistently at the explanation focus required by the question.
•• The material used is well selected. It is deployed effectively to support the analysis in the answer.
••Writing communicates ideas effectively, succinctly and with precision, using a range of precisely-selected historical terms and organising information clearly and coherently. The student spells, punctuates and uses the rules of grammar with considerable accuracy, although some spelling errors may still be found
By the end of the lesson (targets) -
All of you: Will explain the IMPACT of the Supreme Court on Civil Rights 1945-61 (CONFIDENT)

Most of you: Will analyse the impact of the SC on CR 1945-61 why (PROFICIENT)

Some of you : Will EVALUATE the impact (COMPETENT/ACCOMPLISHED)
IMPACT
SUPREME COURT
CIVIL RIGHTS
LAW

Topeka vs Brown 1954
Montgomery 1955
1958: Cooper v. Aaron, that official resistance and community violence could not justify delays in implementing desegregation.
Anything else?
To get to the top of the mark scheme you must find your own information and discuss how it varies and why.
20 marks
Level Descriptor Mark
0 No rewardable material. 0
Level 1
QWC i-ii-iii
•• The answer may have limited links to the explanation focus required by the question and will take a descriptive and generalised approach. Any judgement will need to be inferred as it is not stated.
•• The answer is based on material which may come from a limited number of secondary sources of information. The information from sources used
may not be directly relevant to the answer or it is not made clear that the information sources have been used.
••Writing communicates ideas using everyday language and showing some selection of material, but the response lacks clarity, organisation,
succinctness and precision. The student spells, punctuates and uses the rules of grammar with limited accuracy.
1–5
Level 2
QWC i-ii-iii
•• The answer may be linked to the explanation focus required by the question only implicitly and may take a mainly descriptive approach. The student may appear to reach an overall judgement, although there is only limited argument provided that supports this.
•• The answer is based on material which comes from a range of secondary sources of information and it is evident that sources have been used. The
information from sources is comprehended. What is selected is mainly relevant to the question, but it is generally used to provide factual detail.
Writing communicates ideas with limited precision and succinctness, using a limited range of historical terminology.
•• The student shows some skills of selection and organisation of material, but passages lack clarity and organisation. The student spells, punctuates and uses some of the rules of grammar with general accuracy.
Maximum 9 marks if no explicit reference is made to secondary sources
within the answer.
6–10
Level 3
QWC i-ii-iii
•• The answer is mainly directed at the explanation focus required by the question, although it may stray from the main focus or include some material which is descriptive. The student reaches an overall judgement, although this may not be fully supported by the argument made.
•• The answer is based on material which comes from a range of secondary sources of information and it makes clear what sources have been used. The material used is directly relevant to the question, and is used in a way that provides some support for points made in the answer. Opinion as well as detail from the secondary sources is deployed, although differences of view in the material may not be explicitly noted.
••Writing communicates ideas with precision and some succinctness, using historical terms accurately and showing some direction and control in the
organising of material. The student uses some of the rules of grammar appropriately and spells and punctuates with considerable accuracy, although
some spelling errors may still be found.
Maximum 12 marks if no explicit reference is made to secondary sources within the answer.
11–15

Level 4
QWC i-ii-iii
•• The answer is directed explicitly and consistently at the explanation focus required by the question. The student reaches an overall judgement which is supported by a reasoned argument running throughout the answer.
•• The answer is based on material which comes from a range of secondary sources of information and it makes clear what sources have been used. The answer shows awareness of differences of view or emphasis in the sources used. Material is well selected from the sources and is deployed effectively to support the analysis in the answer.
••Writing communicates ideas effectively, succinctly and with precision, using a range of precisely-selected historical terms and organising information clearly and coherently. The student spells, punctuates and uses the rules of grammar with considerable accuracy, although some spelling errors may still be found. Maximum 16 marks if no explicit reference is made to secondary sources within the answer.
PLAN A

1. Supreme Court Impact

2. Supreme Court no impact

3. Conclusion
PLAN B

1945 Impact of WW2
1954 Topeka V Brown
1955-56 Montgomery
1957 Little Rock
1959-60 Sit-Ins
1960-61 Freedom Rides
Conclusion
PLAN C

1. Civil Right gains 1945-61
2. Civil Rights defeats 1945-61
3. Impact of Supreme Court
Conclusion
PLAN D

your own version
Full transcript