HOW DO I PROGRESS IN HISTORY - TARGET SETTING

Target setting is a very important part of teaching, because it not only helps the teacher to determine what 'Level' a pupil is at, but based on this, they can then set a realistic target for the pupil to achieve as they progress. It also means that work can be set that suits that pupils needs: we can see where the pupils strengths and weaknesses are and assist them accordingly. For the pupil it means that they can be  given guidance on how to improve and what to improve to gain a higher 'Level', and they are rewarded for their ability to reach or even better their target level, instead of being compared with everyone else in the group when it comes to rewards and praise. At KS3 the Department uses National Curriculum Levels to assess each pupil. At KS4 and KS5 we use examination criteria and grades in the same way.

In Year 7 it is therefore important to determine each pupils starting level, because from this level we then set targets for the next three years (7 to 9). Therefore, we look at results from their Primary schools; the results of official tests such as SATs and Midyis; and in History we also give the pupils a baseline test very quickly after they arrive at Farringtons. Using all or most of these methods we are then able to give each pupil a starting level, and from that we then provide each pupil with their target level for that year (we can also work out their target level for the next two years). At the end of the year we then reassess these target levels and adjust accordingly. The pupils are part of this process at all times, especially when discussing targets and any changes to a target level.

Through KS3 we give each pupil a minimum of six forms of assesments, as well as an end of year examination to monitor their progress. Pupils are nearly always told when they are about to start a piece of assessment, and they are given clear instructions on what levels can be achieved and what would be required to hit those levels. It is important that each pupil has a good understanding of what they need to achieve a certain level. Without this how can they fully understand where they are at and how to improve. As a result we do our best to give as much information on levels as possible, but in a pupil friendly way. In the History room we therefore have a display which outlines the requirements of each level: when any piece of assessment is started the pupils are told of the levels that are achievable and what to do to achieve each level: and the Department will be introducing a power point presentation which simplifies and clarifies the basics of each level. A copy of a page of this slide show is shown below.

NATIONAL CURRICULUM LEVEL 5

Working at Level 5 I can . . .

• See how causes and changes can be linked
• Recognise when evidence is biased (one-sided) and unreliable
• Collect relevant information from written and visual sources
• Choose information to describe the past in detail
• Make better use of historical words and terms
• Remember important key facts

The use of colour is to show progress within each level. Green means that you are at the very top of that level and therefore close to the next level. Orange/yellow means that you are 'safe' at this level. Red means that you are just achieving this level.

Pupils are also provided with their own record sheet which includes their target level, so that they can record their levels after every assessment and monitor their own progress more easily. Below is an example of one of these recording sheets.