Progression & Assessment
Progression and Assessment (Key Stage 3): Progression simply means ‘getting better’. History teachers need models of what progression in history looks like but many contrasting models exist and lively debates continue. All history teachers therefore need to know enough to understand those debates and join them. History teachers and history education researchers have traditions of defining and testing goals for students, debating how far these should relate to substantive knowledge and/or disciplinary thinking, researching typical routes pupils take towards them and working out optimal paths to help them get there more securely. Read more
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Rescuing assessment from ‘knowledge-rich gone wrong’
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Creating a progression model for teaching historical perspectives in Key Stage 3
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‘Weaving’ knowledge
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Here ends the lesson: shaping lesson conclusions
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Myths and Monty Python: using the witch-hunts to introduce students to significance
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Designing end-of-year exams: trials and tribulations
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Triumphs Show 167: Keeping the 1960s complicated
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Cunning Plan 167: teaching the industrial revolution
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Why are you wearing a watch? Complicating narratives of economic and social progress
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Effective essay introductions
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Taking control of assessment
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Making rigour a departmental reality
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Developing independent learning with Year 7
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Cunning Plan 162: Transferring knowledge from Key Stage 3 to 4
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Adventures in assessment
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Assessment Without Levels
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Pipes's punctuation and making complex historical claims
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Do's and Dont's in developing assessment practice
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Teaching History 157: Assessment
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Assessment after levels
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