Progression & Assessment

What does it mean to get better at history, and how should we explain this to parents? How do we use assessment to help our children get better at history? This section offers advice on progression in history. History education is not necessarily a linear process. Perhaps developing a greater independence in studying, in asking perspective questions, in reading their own conclusions based on the evidence are a sign of getting better. We have the freedom to develop our own assessment regime, and this section offers some ideas to help do this.

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  • Tracking pupil progress

    Article

    Assessment issues crop up with regularity in the pages of this journal. They have also been mentioned frequently in inspections and in the schools assessed for the Quality Mark. The problem with some of the recommendations is that they anticipate massive amounts of time and energy being devoted to it...

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  • Transition Key Stage 2 and 3

    Article

    It can sometimes seem that the primary and secondary phases of education live in isolation from each other. After all, most primary teachers are generalists (despite sometimes having specialist experience of a particular curriculum area), having to turn their hands to all subjects on the curriculum whatever they feel about...

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  • From the Iron Age to Robin Hood

    Article

    Who lived in and changed Britain from the Iron Age to the time of Robin Hood c. 1200? ‘...if children are to ever fully appreciate history the development of historical time has to be central to our teaching methodologies' Introduction This lesson aims to provide an overview of this period, developing...

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  • Whole-school planning for progression

    Article

    How do we do the best for our children and for history?The challenge for subject leaders and school leadership teams continues to be managing the tension between what history has to offer your vision for learning and your children's entitlement to a high-quality history education. The new national curriculum has...

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  • The importance of history vocabulary

    Article

    Beyond phonics! Terminology for historyTeachers and schools should surely be forgiven for quickly turning to the pages containing the ‘subject content' - within the new history curriculum - and finding out ‘what' they should be teaching. This is especially true for Key Stage 2 where children must now learn British...

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  • From Home to the Front: World War I (1914-18)

    Article

    From Home to the Front: World War I (1914-18) in the primary school classroom Events which encapsulate family, community, national and global history provide rich opportunities for engaging children. Some of these draw on positive memories associated with past events: the coronation of Queen Elizabeth II, how people responded to...

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  • Assessment and Progression without levels

    Article

    Assessment and Progression without levels: where do we go from here? The new Primary History National Curriculum is finally upon us. The first thing you might notice is that the level descriptions have gone. These were first introduced in 1995 and became the mainstay for assessing pupil progression and attainment...

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  • Progression from EYFS to Key Stage 3

    Article

    Thinking About Progression in the new history curriculum: Progression from EYFS to Key Stage 3 The removal of National Curriculum levels has left many schools and teachers scratching their heads and wondering how to proceed. National Curriculum levels have been used and misused in the past to both define progress...

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  • Assessment in Primary History - Guidance

    Multipage Article

    Whilst a number of schools have had well-considered assessment procedures for primary history, these represented a minority.  With the new national curriculum, the old level descriptions have been replaced by a single sentence attainment target which states that "by the end of each key stage, pupils are expected to know,...

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  • Progression & Assessment without Levels - Guide

    Multipage Article

    In the new national curriculum for primary and secondary history one of the key differences is that, for the first time since 1991, there are no level descriptions against which you can assess pupils' progress.  The new attainment target says simply that: ‘By the end of each key stage, pupils...

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  • Victorians

    Article

    The Victorians is a much-loved unit of work in many schools and some teachers were disappointed to see it had been removed but there are still ways to continue to teach it under the new National Curriculum. In many localities there will be a huge variety of Victorian buildings -...

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  • Eweka's story: Benin, Big Picture History

    Article

    Eweka's story: Benin, Big Picture History and the National Curriculum for History 2014 The prospect of teaching Benin as a non-European Study within the time frame 900-1300 AD is challenging! Traditional oral evidence  suggests that the critical event during this period in Benin's past was a transition from the Ogiso...

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  • The new history curriculum: assessing learning and progression

    Article

    Workshop Materials from Annual Conference 2014The new history curriculum: assessing learning and progressionSteve Davy - Teacher at The Wroxham School and HA Primary Committee

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  • Teaching History Curriculum Supplement 2014

    Article

    Although modifications to the content of the National Curriculum for history have not been as dramatic as once feared, the effective revocation of the previous attainment target is radical indeed. When these changes are considered alongside the fact that more than half of maintained secondary schools (all academies and free...

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  • Progression and coherence in history

    Article

    Introduction"The focus for much of the planning and the teaching is on pockets of knowledge at basic levels. Thus, the notion that pupils can progress and do better over time in history is not well established in all schools." (Ofsted, 2007)Successive Ofsted reports have noted that, in many primary schools,...

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  • Monitoring, assessment, recording and reporting

    Article

    Introduction Much of the recent guidance related to assessment, monitoring and recording in primary history has focused more on what does NOT have to be done rather than on practical advice on what might be done. Given the general sentiment of the current coalition government it is unlikely that there...

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  • Learning to engage with documents through role play

    Article

    IntroductionFirst let me say that I did not research the materials used or plan this lesson. For this I must acknowledge, with thanks, that this is the work of my colleague, Mike Huggins, and the senior assistant archivist in the Cumbrian Record office, Margaret Owen. However, I subsequently taught this...

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  • Using classic fiction to support the study of childhood in Victorian times

    Article

    Editorial comment: Classic fiction provides useful sources of information for investigating the lives, beliefs and values of people in the past. In this article Ann Cowling describes activities undertaken with student teachers which may also serve as models for classroom work with children.

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  • Helping students make sense of historical time

    Article

    Once upon a time, educators believed that there was a property of children’s minds known as ‘understanding of time’. According to this belief, young children had little ability to understand when things happened, even within their own immediate experiences, much less in the distant past. As they got older, their...

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  • Optional Assessment Materials for History at Key Stage 2

    Article

    Since 1999 ACCAC (Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru/Qualifications, Curriculum and Assessment Authority for Wales - the body in Wales which corresponds to the QCA in England) has been publishing materials intended to promote consistency in teacher assessment. These include booklets on recording and reporting assessment information, a video "Making...

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