Defining Progression

This issue deals with defining and examining the question of what constitutes progress in history. Using audience centred writing to improve progression from Key Stage 2 to 3, Steering your Ofsted inspector into the long-term reasons for classroom success, Using Key Stage 3 to improve performances at GCSE, Learning to teach historical concepts and much more...

The Evacuee Letter Exchange Project: using audience-centred writing to improve progression from Key Stage 2 - Jenny Parsons (Read article)

Year 10’s thinking skills did not just pop out of nowhere: steering your OFSTED inspector into the long-term reasons for classroom success - Sue Dove (Read article)

My essays could go on forever: using Key Stage 3 to improve performance at GCSE - Diana Laffin (Read article)

Suffrage, feudal, democracy, treaty... history’s building blocks: learning to teach historical concepts - Jacques Haenen and Hubert Schrijnemakers (Read article)

Achieving progression from the GCSE to AS - Angela Leonard (Read article)

What is progress in history? - Evelyn Vermeulen (Read article)

Cunning Plan: Britain 1750-1900 - Richard Cunningham (Read article)

Move Me On: trainee is struggling with marking and assessment (Read article)

Open the attachment below to read the full journal.