ASSESSMENT TASK TWO NOTIFICATION 2020

History Department
Course Year 10 Core History
Task No. Assessment Task 2
Weight 40%
Syllabus Outcomes HT5-1, HT5-2, HT5-3, HT5-4, HT5-5, HT5-6, HT5-7, HT5-8, HT5-9, HT5-10
Due Date Term 3 – Week 9: Monday 14th of September (students that do not have
History on this day, they will be undertaking their assessment during their
Geography lesson).
Submission Details In class assessment task

Task Outline

Task Description:

Three-part assessment task:

 Section 1 – 1 x Content based response (3 marks)
 Section 2 – 1 x Source based paragraph response (6 marks)
 Section 3 – 1 x Extended response (20 marks)
Total = 25

Content to be assessed:

3 mark Content based question – Explain why the Cold War began in 1945.
 
6 mark Source based paragraph response – Evaluate the methods and effectiveness of UN
peacekeeping operations in either Somalia or East Timor.
 
20 mark Extended response – Describe the nature of the Cold War by considering 2-3 flash points from
the following list: 1) Berlin, 2) Korean War, 3) Cuban Missile crisis, 4) Spies, 5) MAD and 6) SALT (NB
do not do Vietnam War).
 
Task:
 Allocated time - 40 minutes
 Suggested time allocation: Parts 1 – 2 = 12 minutes and Part 3 = 28 minutes.
 Strict exam conditions will apply i.e. no notes or other aids to memory will be permitted for the
writing of this response.
Marking Guidelines - Section Two
Criteria Marks
 Presents a sustained, logical, coherent and well-structured response in answer to the
question. 5–6
 Supported by relevant, accurate and detailed historical evidence (and use of required
source).
 Makes use of complex historical terms and concepts.
 Presents a sound and well-structured response that attempts to answer the question – may
contain some narrative or descriptive elements. 3–4
 Supported by accurate, relevant historical evidence (and mention of required source).
 Makes use of relevant historical terms.
 A simple narrative or descriptive response which is largely relevant but generalized or
incomplete. 1–2
 Little to no use of the required source.
 Incorporates some historical terms.

Marking Guidelines - Section Three

Criteria Marks

 Presents a sustained, logical, coherent and well-structured response in answer to the question.
 Supported by relevant, accurate and detailed historical evidence. 17 – 20

 Substantial use of required source.

 Makes use of complex historical terms and concepts.
 Presents a sound and well-structured response that attempts to answer the question.
 Supported by relevant, accurate and detailed historical evidence but may be uneven in depth 13 – 16
&/or breadth.
 Makes use of relevant historical terms and concepts.
 Addresses the question with a structured but largely narrative or descriptive response – may
contain an implied answer to the question. 9 – 12
 Supported by adequate relevant and accurate historical evidence.
 Incorporates some historical terms.
 A simple narrative or descriptive response which is largely relevant but generalized or incomplete.
 Provides limited relevant, accurate historical evidence. 5–8
 Incorporates some historical terms.
 Attempts a narrative or descriptive response which may only be generally relevant and/or seriously
incomplete. 1–4
 May be disjointed and/or very brief.
 Provides very limited relevant historical evidence.
How to study for your History assessment
For the 2 weeks preceding the assessment your homework in History will largely be to study for your
assessment. You should be spending at least the amount of time set down in the Homework Timetable
to study. Obviously, any time spent over and above this would be beneficial and in fact to study
effectively, as outlined below, it will take a significant time commitment.
 It is not sufficient to read through your notes and expect that you will know your work! Reading is
essentially a passive activity and studying needs to be active, that means you will need to be writing
things down.
 To study properly takes time and you will need to start now. You should aim in the first week to do
the summaries for each Inquiry Question. In the remaining time you should refine your notes and
write practice responses.
 Summarize your notes. Include only the important details. Have your notes organized under the
relevant Inquiry Questions. Use abbreviations, point form etc to save time.
 If you have time further refine your summaries. This will entail further abbreviation of your initial
summaries. You may be able to refine them right down to a series of headings. Learn the important
details and answer practice questions. If you have any further questions, contact your class teacher
or consult the School Diary.

Absence on the day of an ‘in-class’ task: Year 7-11

Students who are absent on the day of a task should hand in the task on their next day at school OR
expect to sit the task in their next lesson, where practicable. In some cases, this may be an alternative
task. The teacher should receive a note/email/signed diary entry from the parent, explaining the
absence. 

Illness/Misadventure
If students believe their task performance has been affected by misadventure or illness (including
sustained absence prior to the task date), they should complete an Illness/Misadventure Appeal Form
(available on the Portal) and submit to the relevant Administration Assistant for their Academy.