Assessment Report

Level 1 Social Studies 2018

Standards 91039  91041

 

Part A: Commentary

Overall, the standard of candidate responses was high. 

Candidate use of points of view were much improved. However, one issue, noted particularly in 91041, was the use of ‘anonymous’ people identified from blogs, etc. Points of view require an identified person and/or group. If there is no name, then a description of the sort of person - gender, age, occupation - is required to demonstrate how their viewpoint is relevant to the cultural change or consequence. 

Points of view are what people think about something (their attitude towards an issue, an action, or an event). A quote by itself is not enough to show understanding. Candidates should first identify the point of view and then describe exactly what the person and/or group thinks about the issue, action or event. The quote is used as evidence to back up this explanation.

Contrasting points of view are not specifically opposing. They can be similar in intent, but from different perspectives, i.e. a politician’s viewpoint versus a mother’s viewpoint where they both believe that gun laws should be amended within the USA.

 

Part B: Report on standards

91039:  Describe how cultures change

Candidates who were awarded Achievement commonly:

  • described the cultural change using specific evidence from the resources provided
  • described the groups/individuals/society(ies) involved using specific evidence from the resources provided
  • described points of view about the change using specific evidence from the resources provided
  • did not provide sufficient discussion of processes related to the cultural change or contrasting points of view on the cultural change
  • integrated understanding of relevant Social Studies concepts into their response.

Candidates whose work was assessed as Not Achieved commonly:

  • misunderstood the cultural change(s) discussed in the resource booklet
  • did not identify or describe the groups/individuals/society(ies) involved using specific evidence from the resources provided
  • did not provide points of view from the resources provided
  • provided points of view that were irrelevant
  • provided a response that was a narrative or rote-learned
  • copied the resources from the resource booklet word for word without answering the question or linking them to the task required.

Candidates who were awarded Achievement with Merit commonly:

  • described, in depth, the processes that led to the cultural change using specific evidence from the resources provided
  • described, in depth, contrasting points of view about the cultural change using specific evidence from the resources provided.

Candidates who were awarded Achievement with Excellence commonly:

  • described comprehensively why the processes that led to the change were important for the individuals/groups/society(ies) involved using specific evidence from the resources provided.

Standard specific comments

To succeed, candidates needed to describe the cultural change for one or more of the societies provided by including a discussion about what life was like before the change.

It should be noted that social studies concepts should be incorporated into candidate responses, rather than stand-alone paragraphs.


 

 

91041:  Describe consequences of cultural change(s)

Candidates who were awarded Achievement commonly:

  • described the cultural change from the past to the present by providing relevant specific evidence, e.g. names, dates, statistics, quotes
  • described two consequences that directly related to the chosen cultural change with relevant supporting evidence, e.g. names, dates, statistics, quotes
  • described relevant points of view about the consequences of the cultural change
  • integrated understanding of relevant social studies concepts into their response.

Candidates whose work was assessed as Not Achieved commonly:

  • chose a topic that was not a relevant (and contemporary) cultural change
  • provided a description of the existing situation without showing how and/or if any change had taken place
  • provided little or no specific evidence to support the statements made about the cultural change
  • did not describe appropriate consequences of the cultural change
  • provided little or no specific evidence to support the statements made about the consequences
  • did not include points of view
  • described points of view on the cultural change, rather than the consequences of the cultural change.

Candidates who were awarded Achievement with Merit commonly:

  • identified clearly relevant named communities and related the consequences to these communities
  • provided relevant specific evidence to support the in-depth description of each consequence, e.g. names, dates, statistics, quotes
  • provided contrasting points of view about each of the consequences
  • integrated understanding of relevant Social Studies concepts into their response.

Candidates who were awarded Achievement with Excellence commonly:

  • described comprehensively shifts in practice and/or shifts in attitude that have occurred because of the consequences identified
  • identified clearly whether it was a shift in practice or a shift in attitude
  • described comprehensively why the shift in practice and/or the shift in attitude identified was important for a clearly identified/named society
  • used relevant and appropriate specific evidence to support both the shifts and importance to the society, e.g. names, dates, statistics, quotes
  • integrated understanding of relevant Social Studies concepts into their response.

Standard specific comments

Candidates who used the wording from the task in their responses were able to provide a more structured response and ensured all aspects of each of the tasks were covered.

Some candidates provided significantly more discussion than was required on their chosen cultural change. The information was extraneous and did not improve their overall grade in any way. Some candidates appeared to run out of time to complete other parts of the task by writing more than was needed or by writing about topics that involved more than one cultural change.

Some responses had more than two consequences. This was unnecessary and made it difficult to have contrasting points of views on each consequence.

In part (c), the shifts in practice or attitude need to be specified as such, and require specific evidence. Candidates need to show ‘big picture’ understanding of how the shift is important for an identified society. A society is bigger than individuals or a community.

 

Social Studies subject page

 

Previous years' reports
2017 (PDF, 44KB) 2016 (PDF, 213KB)

 
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