Life after levels! As an experienced teacher and former head of department, I think it is important for us to now view the 5 years of history in high school not as KS3 and KS4, but look at this as a 5 year course of history and the skills needed.
I have used the Pearson Progress steps as these seem to run smoothly into GCSE. I am a team leader and examiner for Pearson and the trackers use the language of the GCSE mark schemes. In order to help pupils keep track of their progress I have developed a range of trackers that can be put inside the pupils books. I used a similar system with the NC levels and it worked well as I could direct pupils instantly yo the skills being used in the lesson and they could see what they had achieved. When assessing and marking work and a step has been achieved in that area, I would place a tick on the paragraph it refers to. The more ticks. the more secure the pupil is. It would be straight forward to look at using the RAG system for the actual mark recording in your planners as suggested by Pearson. Many of my lesson plans and PowerPoints will use these steps as markers for progression and I am sure that they are very similar to the ones developed in many schools.
Use the language of the trackers in your assessment and look for the next steps up in order to give specific feedback for their next steps or DIRT work.
If you look on the Pearson Progress website, the baseline assessment on the Norman Conquest is free, the rest have a cost attached to them. They also have a excel spread sheet for the recording of marks and the official language of the steps.
I do not own the copyright to these phrases or steps, please look at the website to see how these work within your department and across the school.
I have used the Pearson Progress steps as these seem to run smoothly into GCSE. I am a team leader and examiner for Pearson and the trackers use the language of the GCSE mark schemes. In order to help pupils keep track of their progress I have developed a range of trackers that can be put inside the pupils books. I used a similar system with the NC levels and it worked well as I could direct pupils instantly yo the skills being used in the lesson and they could see what they had achieved. When assessing and marking work and a step has been achieved in that area, I would place a tick on the paragraph it refers to. The more ticks. the more secure the pupil is. It would be straight forward to look at using the RAG system for the actual mark recording in your planners as suggested by Pearson. Many of my lesson plans and PowerPoints will use these steps as markers for progression and I am sure that they are very similar to the ones developed in many schools.
Use the language of the trackers in your assessment and look for the next steps up in order to give specific feedback for their next steps or DIRT work.
If you look on the Pearson Progress website, the baseline assessment on the Norman Conquest is free, the rest have a cost attached to them. They also have a excel spread sheet for the recording of marks and the official language of the steps.
I do not own the copyright to these phrases or steps, please look at the website to see how these work within your department and across the school.
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