History Assessment

• Prior knowledge – an opportunity to check knowledge has been retained from previous years. Staff use the prior knowledge listed on the planning document to ensure children have retained knowledge from previous years. If not, this is recapped.

• Flashback questions – teaching sequence provides opportunities for children to revisit knowledge from previous lessons.

• Morning tasks – revisit knowledge occasionally during morning tasks. This could be from learning done previously in the year or in previous years.

• The Big Question – introduced at the start of a unit and constantly referenced throughout the teaching sequence. Children refer back to this at the end of a unit and revisit the big question later in the year to check that the knowledge has been retained. They answer this ‘big question’ in a way that is appropriate so that they can demonstrate their knowledge. (For example, this may take the form of a mind map, a poster, an essay). The summative assessment document - Ready to Progress - is used to assess knowledge and understanding. 

• Reasoning and problem solving - children are given opportunities  to use the knowledge they have gained in history to inform tasks in other areas of the curriculum. 

• Pupil progress meetings - Assessment sheets used to decide if a child is WTS/EXS/ GDS have been created. Teachers complete pupil progress forms by referencing the grids and considering how the children have responded throughout the unit. Leaders can then consider ‘spotlight children’ from these pupil progress forms to monitor throughout the following term. These documents also highlight if/ why a child may not be 'Ready to Progress.'