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Almost any article in Teaching History is about progression and assessment at some level! It’s important not to confuse these with markschemes. <> Grade descriptors for GCSEs graded 9 to 1. 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. Don’t worry we won’t send you spam or share your email address with anyone. Reflecting on her efforts to improve her trainee’s lesson conclusions, Paula Worth decided to brush up her own. This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. critically analyse and evaluate, to reach reasoned, substantiated judgements: a range of sources, in context, to investigate historical issues, demonstrate mostly accurate and appropriate historical knowledge, using first order concepts, combined with a clear understanding of key features and characteristics, construct a coherent line of reasoning using second order concepts. History of the School; Leave a Legacy; Make a Gift; Share Your Skills; Join QEGS Alumni . endobj About this resource. This publication is available at https://www.gov.uk/government/publications/grade-descriptors-for-gcses-graded-9-to-1/grade-descriptors-for-gcses-graded-9-to-1-history. See Freeman and Philpott in TH137 for an attempt to define progression based on NC 2007. Once again, the model makes it possible to identify what is satisfactory progress and with reference to the student's starting point. Queen Elizabeth's Grammar School Horncastle. buxtocl Life in a cotton plantation. They are beginning to be aware of standard English and when it is used. 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. Key Stage 3 Assessment Descriptors ... the level of detail. Documents. 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. KS3 and KS2 Geography ... History Year 8 (8) KS3 Level Descriptors (0) All content is available under the Open Government Licence v3.0, except where otherwise stated, National restrictions in England from 5 November, Secondary curriculum, key stage 3 and key stage 4 (GCSEs), Grade descriptors for GCSEs graded 9 to 1, nationalarchives.gov.uk/doc/open-government-licence/version/3, Coronavirus (COVID-19): guidance and support, Transparency and freedom of information releases, demonstrate relevant and comprehensive knowledge, using first order concepts, combined with a sophisticated understanding of key features and characteristics, construct a convincing line of reasoning using second order concepts. They were troubled in particular by the lack of definitive answers, by the range of perspectives that might be held at the time of a particular event or development... ‘Disastrous and terrible.’ For Arnold Toynbee, the historian who gave us the phrase ‘industrial revolution’, these three words sum up the period of dramatic technological change that took place in Britain across the eighteenth and nineteenth centuries. Perhaps searching can help. They understand that texts reflect the time and culture in which they were written. 4 0 obj stream Population and economic development patterns, Unit 2: Global Climate – Vulnerability and Resilience, Unit 3: Global Resource Consumption and Security, Paper 3 Global Perspectives and Interactions, How to structure your responses to the 7mark case study questions…, 1.5 Settlements (rural and urban) and service provision, Unit 13: Environmental Risks and Benefits, Form6: What is Geography? How can I re-use this? Created: May 17, 2012| Updated: Nov 19, 2013. <> It is almost impossible to write about either what you choose to teach or how to do it, without building an argument about what you think you should aim for in pupils’ historical knowledge/thinking and how students can be helped to get there. Students will enter the school on one of three routes based on their Key Stage 2 English + Maths averages. We use this information to make the website work as well as possible and improve government services. For a good overview of this tradition, see Lee and Shemilt in TH113. To get started with ways in which these have evolved over time, study three editions of Teaching History which have focused specifically on this issue: TH115, TH131 and TH157. 1. Key Stage 3 Assessment Descriptors - History Tottington High School 2015-2016 Level 3 Pupils show their developing understanding of chronology by their realisation that the past can be divided into different periods of time, their recognition of some of the similarities and differences between these periods, and their use of dates and terms. Info. Assess your student's levels with accuracy using these handy KS3 History level descriptors. �ׁX��R�Z�Ki��\����̚��S�q|b>�#� u�0�����7(˻�i�mSh��b��vC�;��v�� It led her to theorise what historians are really doing in their ‘signpost sentences'. But as a curriculum leader, the APP model did give my colleagues a framework to identify what progression in History might look like and thus formed an important reference to shape their planning. Of course, the levels and sublevels applied were often meaningless and as teachers, we all know that students' progression does not happen in a linear fashion, in which students move neatly from one level up into the next in individual areas of skill. Structuring students' thinking about significance, Picking oakum to learn about the Victorian poor. 5. History Assessment Level Ladder Key Stage 3, Stone Age Diets - Sorting foods into hunting and gathering (presentation & activity). Alongside teachers’ and policy makers’ explorations exists a tradition of building research-based models of progression. Based on an earlier National Curriculum (NC 2000), Riley in TH99 sets out a journey through a pattern of content across Key Stage 3.
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