Progression & Assessment
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. Read more
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The role of takeaways in shaping a history curriculum
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Creating a progression model for teaching historical perspectives in Key Stage 3
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What’s The Wisdom On... history assessment?
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Move Me On 168: teaching exam classes
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Cunning Plan 167: teaching the industrial revolution
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Low-stakes testing
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New, Novice or Nervous? 164: Constructing narrative
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Adventures in assessment
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New, Novice or Nervous? 160: Progression in evidential understanding
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Assessment after levels
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Using timelines in assessment
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Securing contextual knowledge in year 10
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Building meaningful models of progression
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Building and assessing historical knowledge on three scales
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Teaching History Curriculum Supplement 2014
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New, Novice or Nervous? 152: Describing Progression
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Knowledge and the Draft NC
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New, Novice or Nervous? 151: Getting beyond bad ‘source work'
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Move Me On 144: Defines GCSE teaching in terms of a diet of practice exam questions
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Using ‘Assessment for Learning' to help students assume responsibility
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