KS3 History Plans
Published on Nov 19, 2015
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PRESENTATION OUTLINE
Start at the beginning
What do we want for our KS3 students?
Ideal KS3
- Deep knowledge
- Good grasp of historical concepts
- Understanding of and ability to use historical skills
- Parity of experience
- expectation for KS4 & 5 is to both gain and KEEP knowledge, requires students to LEARN content and REVISE content - have the ability to call upon that knowledge throughout their history studies and beyond.
Priorities
- Workable assessment programme for staff and students
- Ability to measure progress and attainment
- Shared assessments to standardise attainment
- SOW with clear progression to KS4 and 5
- context of target setting and changing assessment for GCSE, grade outlines yet TBC by QCA
- target setting for GCSE possible from Yr7 via CATs testing (more dependable than SATs?) however, this may 'blip' whilst settling on new GCSE attainment grades.
- target setting for GCSE possible from Yr7 via CATs testing (more dependable than SATs?) however, this may 'blip' whilst settling on new GCSE attainment grades.
Assessments
- Key standard assessment points; Sept. Yr7; June Yr7; May Yr8
- 3 other assessment points TBA
- Staff individual developed assessments
- Low-stakes regular knowledge testing
- standard assessment points using baseline test for ease of assessment - shows progress, requires revision? Like GCSE paper? Consider impact of marking - shared between whole department as mocks? Look at calendar.
- 3 alternative assessment points for extended writing, Dec/Jan Yr7; Oct Yr8; Feb/March Yr8; use key enquiry questions to provide topics
- mark schemes to show overall expectations at different levels: look at Alex Ford's model
- students to have 'progress' log which shows journey towards greater knowledge and skills use
- focus on different skills/concepts YR7/8? e.g. cause/consequence in YR7, representations YR8? is one set of skills naturally more challenging than another?
- 3 alternative assessment points for extended writing, Dec/Jan Yr7; Oct Yr8; Feb/March Yr8; use key enquiry questions to provide topics
- mark schemes to show overall expectations at different levels: look at Alex Ford's model
- students to have 'progress' log which shows journey towards greater knowledge and skills use
- focus on different skills/concepts YR7/8? e.g. cause/consequence in YR7, representations YR8? is one set of skills naturally more challenging than another?
Assessment grid
- Review
- Add
- Refine
- Different grids for Yr7/8?
- Further alterations?
- use to develop further potential mark schemes for tasks within enquiries to be used where appropriate
- Further alterations?
- use to develop further potential mark schemes for tasks within enquiries to be used where appropriate
Recording/Reporting Assessments
- How is this best achieved for dept.?
- college?
- students?
- parents?
- Use of SIMs - strengths/limitations
Use of Google Docs/Dropbox, strengths/limitations
- Recording assessment based on what students achieve without feedback; also record what they achieve after changes.
- Standard assessments should be without intervention - what students can achieve alone.
- Some action research suggests that it may be better to (on occasion) not give students assessment criteria.
- Standard feedback sheets for assessments? Signed by parents?
- 5 Min Marking Plan, consider planning in light of attainment of group/individuals.
- ring bound set of assessment grids for each class, named? - use as visual overview when completing ToPS = best fit (can also be done by looking at SIMs)
Use of Google Docs/Dropbox, strengths/limitations
- Recording assessment based on what students achieve without feedback; also record what they achieve after changes.
- Standard assessments should be without intervention - what students can achieve alone.
- Some action research suggests that it may be better to (on occasion) not give students assessment criteria.
- Standard feedback sheets for assessments? Signed by parents?
- 5 Min Marking Plan, consider planning in light of attainment of group/individuals.
- ring bound set of assessment grids for each class, named? - use as visual overview when completing ToPS = best fit (can also be done by looking at SIMs)
Current SOW
- Review
- Refine?
- Add?
- might be worth considering here our GCSE/A Level choices
- write Spec like KS4 Spec? Headings with points to be covered
- set out and review past knowledge in relation to new topics, worksheet?
- write Spec like KS4 Spec? Headings with points to be covered
- set out and review past knowledge in relation to new topics, worksheet?
Historical context for topics
- Global - focus on countries to be studied later? USA/Russia/Ottomans/Moors etc?
- European - France, Italy, Spain, Germany
- British Isles
Fulfills a need for substantive knowledge, credited in old NC levels and also as 'wider historical context' at GCSE
- Provide a period overview for students (links to KS4 and 5) showing main political, social and economic trends and keywords
e.g. democracy; republic; revolution; capitalism; feudalism etc
Focus questions: who makes the laws? who holds power and how? how does the economy work? how is society organised? Overviews can be used all the way from KS3-KS5?
- use of timelines for assessment and progress purposes
- Provide a period overview for students (links to KS4 and 5) showing main political, social and economic trends and keywords
e.g. democracy; republic; revolution; capitalism; feudalism etc
Focus questions: who makes the laws? who holds power and how? how does the economy work? how is society organised? Overviews can be used all the way from KS3-KS5?
- use of timelines for assessment and progress purposes
Key Enquiries
- Use enquiries to develop skills
- SOLO for progressing understanding?
- e.g. main enquiry for assessment = Did the Normans transform England?
Opportunity to set 1066 in terms of Anglo-Saxon England; study claims to the throne, Battle of Hastings, impact of William, consider power, religion, social organisation etc.
Can look at sources; significance; cause/consequence; chronology etc. through study of Norman Conquest - work up to main assessment.
A-A* extension, look at answer planning concentric; topic, nation/period, in history
Opportunity to set 1066 in terms of Anglo-Saxon England; study claims to the throne, Battle of Hastings, impact of William, consider power, religion, social organisation etc.
Can look at sources; significance; cause/consequence; chronology etc. through study of Norman Conquest - work up to main assessment.
A-A* extension, look at answer planning concentric; topic, nation/period, in history
