Effective planning depends on a strong vision of what it is teachers want their students to know, understand and be able to do at the end of the lesson (term/year/key stage/exam course) that they didn’t know or understand or couldn’t do before. While exam specifications provide some of this vision, many teachers have also looked to the work of historians for models of more powerful historical knowledge and argument. Since responsibility for mapping out progression at Key Stage 3 and developing systems to assess and report it effectively now rests with teachers and schools, this section includes a range of resources illustrating how teachers have developed and implemented such systems. It also includes a number of research articles (on which many of those teachers have also drawn) about common patterns of development in students’ historical thinking.

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You can find an introduction to key articles by history teachers about developing meaningful ways of describing progression in history here...