Progression & Assessment

What does it mean to get better at history, and how should we explain this to parents? How do we use assessment to help our children get better at history? This section offers advice on progression in history. History education is not necessarily a linear process. Perhaps developing a greater independence in studying, in asking perspective questions, in reading their own conclusions based on the evidence are a sign of getting better. We have the freedom to develop our own assessment regime, and this section offers some ideas to help do this.

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  • Helping students make sense of historical time

    Article

    This article pre-dates the 2014 National Curriculum and some content may be outdated. Once upon a time, educators believed that there was a property of children’s minds known as ‘understanding of time’. According to this belief, young children had little ability to understand when things happened, even within their own...

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  • Progression in history and adapting work to the needs of different children

    Article

    This section deals with some of the general issues of progression and differentiation in the subject. The level descriptions provide the characteristics of progression in history and teachers should consider progress against these. However, progression is no simple issue and it can be looked at in different ways.

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