Key Stage 2 History
Pupils' Progress and Target Sheets/Self Assessment Sheets
A Framework for Assessment and Assessment for Learning in the new National Curriculum for History
The Pupils' Progress and Target Sheet/Self Assessment Sheet shared on this updated page
is closely linked with the new History National Curriculum in England.
The sheet (see links below) was prepared to help me, as a class teacher, make the children in my class more aware of what they had achieved
in different aspects of their learning in history and what some of the "next steps" for them may be.
My hope is that, by using guided self-recording of their achievements, this will encourage my pupils to reflect on and monitor their
own performance and recognise their achievements and will also contribute to their record of achievement. In addition, it will help me to give relevant,
individual pupil or group targets in history and, since we no longer will be recording acievement using "levels", I hope that the sheets will enable me to give
interim and end of year assessments of children's attainment in a way which is as accessible and transparent as possible.
For me, this will be a profile of their achievement across the range of areas of the subject rather than any "best fit" number.
Items on the sheet are, in large part, derived from the ideas recorded by Jamie Byrom in the Historical Association document Progression in history under the 2014 National Curriculum. I also considered the assessment/progression frameworks published by:
Aycliffe Drive School and others (www.aycliffedrive.herts.sch.uk/?page_id=1356)
Hiltingbury Junior School (http://www.hiltingbury-jun.hants.sch.uk/wp-content/uploads/2014/11/Assessment-of-Foundation-Subjects-at-Hiltingbury-Junior-School.pdf)
Warberry Primary School and Hornsea Community Primary School (http://www.warberry-primary.torbay.sch.uk/wp-content/uploads/downloads/2015/01/Science-Progression-of-skills.pdf and https://primarysite-prod.s3.amazonaws.com/uploads/49121e507dcc46cc97bc83a517e46f6f/7283/HCPSHistorySkillsProgression2014.docx)
Use the link below to download the History Pupil Progress and Target Sheets/Self-Assessment sheet.
For those teachers who are embracing the principles of the "mastery" approach, the following versions of the sheets will be more appropriate. These versions show progress points leading to the particular year group's end-of-year statements.
For further information about the sheets and a way in which they could be used, please read on.
What are the main features of the History Progress and Target Sheet?
The statements cover a range of history ideas and skills.
Although the items on the record sheets are closely based on the Programme of Study in the National Curriculum and the progression statements suggested by others, I have modified wording
in most cases to make each point an "I can..." statement and to make them more easily comprehensible to the children.
The target statements are intended to be clear and, in general, understandable to children without compromising technical meaning.
Thought has been given to the age of the children when considering the language, but technical language has often been retained.
Statements have been placed in rows of graded statements which correspond to informal strands - distinct areas of the subject in which pupils may show progress.
The target statements, therefore, become progressively more difficult from left to right.
For each statement there are three empty boxes available for the pupils to use to record their achievement on a particular occasion (guided by the teacher perhaps). The idea is that these may be shaded or ticked depending on the teacher’s preference. Some teachers may like to use one box per term. Others may wish to use them to indicate a level of understanding, fluency or independence with which the pupil can demonstrate achievement. The way they are used is up to the teacher!
In the "mastery approach" versions of the sheets, there are ten boxes for each step. Again, teacher may use these in any way they wish. Some may ask the children to record each time they show that they demonstrate achievement in relation to a particular statement. Others could use the different boxes to record success in different contexts; use some boxes to record ability to "do" and others to record ability to "explain", to "apply" knowledge and skills and/or to record increasing independence in the use or application of the particular ability, skill or understanding.
How are the Pupil Progress and Target Sheets/Self Assessment Sheets used?
Preparation:
The sheet is printed, preferably enlarged on to A3 paper, and may be copied back-to-back with the second page to make a tri-fold sheet.
The sheet might be taped into their history exercise book,
placed in the front or back of their history folder or be part of a self assessment booklet which is available lesson by lesson.
Through discussion between teacher and pupil, each child should know the standard that they are normally
expected to achieve by the end of a lesson or series of lessons. That is, whether – for them – they should normally be
expecting (and be expected) to be able honestly to tick off that they can do and understand the work in a particular column.
This is how the targets are individualised and this aspiration level can be altered
(again through teacher/pupil discussion) through the year. I do not expect many children to be at the same "step" on all the different areas of learning in history.
Day by day, week by week:
Children can be asked to look at the sheet at the beginning of a lesson or activity when learning activities
address one or a strand of the Progress and Target statements.
Following work relating to one of these statements, children can indicate their level of achievement on
their sheet. This could be done in various ways:
children could be asked to tick a box to show which step on that strand they felt they had achieved or
were comfortable with;
sometimes there could be discussion between teacher and pupil(s) about the level of achievement that
the child’s work represents – or the teacher might sometimes provide a written indication having marked work.
(Some of the value of the activity is lost if the sheets merely reflect teacher assessment of the children’s performance.
If the children know that they are expected to come to some judgement about their work and working,
I believe that the reflection they have to make enhances their learning and their focus on the main thrust of the lesson and their learning.)
I would be glad to receive feedback on the likely usefulness of this resource to other practising teachers.
Please contact me if you have any comments at: g.jennings@ntlworld.com
