Last updated: 07 Mar 2008

Task summary

This task is a controlled assessment where the students carry out a historical enquiry into the interpretation of an individual. Students reach a substantiated judgement using sources to justify their line of argument and using these sources within their historical context.

At Egglescliffe School, students carried out an enquiry into different interpretations of Al Capone. They worked in groups to produce a presentation before writing an individual final report in controlled conditions.

The task covered all three assessment objectives. It was set by the awarding body but adapted by the school to suit its circumstances. The school closely controlled the task throughout, adhering to the awarding body guidelines on establishing the authenticity of students' work, the time allowed for the various activities, the extent of teacher feedback, the degree of collaboration and access to resources. The task was internally assessed and externally moderated.

Detailed description

The teacher introduced this enquiry into Al Capone with several sessions focusing on the USA in the 1920s. Once students had this contextual understanding they could start their independent research.

Research and planning

The first part of the work involved students working in small groups to produce a Moviemaker presentation as an answer to an enquiry question focusing on different interpretations of Al Capone. The students were given hard copies of sources and a list of websites to use. They received clear guidance for completing their group research including the allotted timings.

Throughout, students recorded their work in research diaries and added their findings to an online blog on the school's virtual learning environment. The blog enabled students to share their research with other members of the group and allowed the teacher to monitor what was taking place and who was contributing to the work, and to advise the students accordingly.

Presentation

In groups the students devised the Moviemaker presentation. The students were encouraged to use and reference a range of sources including music, film, pictures and written sources. They knew that they would be credited for addressing the enquiry question, following a clear line of argument and coming to a substantiated conclusion.

All the students in each group and the teacher were given a CD of the completed presentation. Each group then presented its work to the rest of the class where it was peer and teacher assessed.

Final evaluation

The enquiry concluded with the controlled assessment. In timed conditions, within class, and with controlled access to their notes and previous research, the students individually wrote an answer of up to 2,000 words to the enquiry question, referring to the sources they had used in their presentation and in the course of their research. They could attach copies of these sources.

The teacher used the controlled assessment and accompanying research diary to assess each student's performance against awarding body guidelines. To comply with the regulations for controlled assessments, samples of the students' work would have to be moderated by the awarding body.

How did this task contribute to history and the whole curriculum?

The students:

• were required to recall, select and communicate their knowledge of Prohibition and Al Capone in an effective manner through a presentation and their final report
• demonstrated their understanding of the past by explaining the changes in US society that led to Capone being interpreted in a number of ways
• were able to explain the significance of Al Capone and the consequences of Prohibition by developing an understanding of some of the key features of US society
• developed their skills of historical enquiry through carrying out research in groups and using their findings to analyse and evaluate why Al Capone has been represented and interpreted in different ways
• progressed towards the national curriculum aim of being a successful learner by enquiring into an issue and thinking for themselves to process information, reason, question and evaluate
• developed several of the personal, learning and thinking skills, in particular team working, independent enquiry and effective participation.