Thinking about progression in the 2014 history curriculum

The removal of National Curriculum levels has left many schools and teachers scratching their heads and wondering how to proceed. National Curriculum levels have been used and misused in the past to both define progress in the subject and as a basis for assessment.

In this pamphlet, Jamie Byrom takes us back to basics and helps us to think more deeply about the statements made by the National Curriculum 2014, the nature of progression in history and to map what progression actually looks like right from those early years through to the end of Key Stage 3. Once we are able to understand progression both in terms of those slippery terms of "content" and "skills" we are able to plan for progression and assessment structures can begin to emerge...