The answer to key Stage 3 assessment in history This title is obviously tongue-in-cheek. Bradshaw in TH125, for example, sets out a direction for thinking about historical significance. Reflecting on her efforts to improve her trainee’s lesson conclusions, Paula Worth decided to brush up her own. Created: May 17, 2012 | Updated: Nov 19, 2013. This had led to a great deal of creativity, but also a number of challenges. 4.6 16 customer reviews. This edition of HA's Teaching History journal is free to download via the link at the bottom of the page (individual article links within the page are not free access unless otherwise stated). You need to be logged in to view this content in full. For a focus on causation, see Lee and Shemilt in TH137 and for change, see Blow in TH145. Next up, he will continue to explore assessment and focus on the use of the Pupil Premium. Alongside teachers’ and policy makers’ explorations exists a tradition of building research-based models of progression. I cannot be alone in thinking why have 1500 secondary schools all got to work out their own Continue Reading Almost any article in Teaching History is about progression and assessment at some level! After analysing the range of competing purposes that the level descriptions were previously... Bridging a twenty-year gap in their practice, Elizabeth Carr and Christine Counsell bring out the similarities in their use of timelines in their planning, teaching and assessment. In practice, over a term this would look like: Necessary cookies are absolutely essential for the website to function properly. Teachers are able to use this to write differentiated lesson objectives and tasks. Hammond in TH159 builds an argument for focusing, at Key Stage 3, on the knowledge that sits behind flexible, sensitive use of such words at GCSE. The sweep of history that students will now study at GCSE is much broader than ‘Modern World’ departments are used to; including a medieval or early modern depth study... Jaya Carrier’s decision to focus on developing a more independent approach to learning in history at Key Stage 3 was prompted by concerns about her A-level students. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. Matt Bromley is focusing on key stage 3 learning and teaching in SecEd throughout this term. Welcome to the Key Stage 3 section of the site. Best practice: Key stage 3. This colour codes levels sorted by concept and processes. Drawing on... Ian Luff recognised that in a post-levels world efforts to devise new assessment systems risked replicating old problems or creating new ones. Home / Key stage 3 History teaching / Assessment and Progression / Assessment tasks in Key Stage 3 history, The answer to key Stage 3 assessment in history. A journey of self-evaluation led her to revisit the Cambridge Conclusions Project. Captivating. This is for key stage 3 but can easily be adapted. Please. This website uses cookies to improve your experience. Numerous articles exist on assessment. Faced with the introduction of a two-year key stage and a new whole-school assessment policy, Rachel Arscott and Tom Hinks decided to make a virtue out of necessity and reconsider their whole approach to planning, teaching and assessment at Key Stage 3. Assess your student's levels with accuracy using these handy KS3 History level descriptors. We also use third-party cookies that help us analyze and understand how you use this website. This tradition has given history teachers a vocabulary for talking about what progress means within types of historical thinking. National curricula, across the key stages, amount to models of progression, and several articles have presented or critically analysed them. Based on an earlier National Curriculum (NC 2000), Riley in TH99 sets out a journey through a pattern of content across Key Stage 3. Register for free, Home / At Key Stage 3 (post-primary Years 8, 9 and 10), the curriculum builds on the learning experiences that pupils bring from primary school. What can you do at KS3 to make your history curriculum more representative. 'Fitness for purpose' teaching and learning strategies. She then sets out how she sought to move students towards this, and her innovative approach for assessing their progress. KQ1 – Why do we think Florence Nightingale is remembered? Learning KS3 History: Power in Stories (Fun KS3 History revision quizzes to teach students in Year 7, Year 8, and Year 9) There are many adjectives we could use to describe History.
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