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.

Sort by: Date (Newest first) | Title A-Z
Show: All | Articles | Podcasts | Multipage Articles

  • 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  With the new national curriculum, the old level descriptions have been replaced by a single sentence attainment target which states that "by the end of each key stage, pupils are expected to know,...

    Click to view

  • Progression & Assessment without Levels - Guide

    Multipage Article

    In the 2014 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...

    Click to view