Section 4: Identifying progression
Two pieces of work have been selected for comparison -- one from a year 6 pupil and one from a year 9 pupil.
- Year 6, Matthew: 'Public health in Stoke on Trent 1896-1996: to what extent did environmental conditions change?'
- Year 9, Tristan: 'The transformation of Britain'
While it is not appropriate to use two single pieces of work for the purpose of pupil assessment, a comparison between these two pieces helps to distinguish key features of progression in pupils' understanding of history from the end of key stage 2 to the end of key stage 3.
Some indication is provided of what can be expected from some pupils on transfer to secondary school and how pupils' learning can be developed over the key stage. From evidence of their work, both pupils write well and show the kind of progress such pupils should make from year 6 to year 9.
Similarities
Both pieces result from a period of study and are written accounts, produced independently by each pupil. They also focus upon change over time and require the pupils to reflect upon their learning, to draw upon their previous work and to reach some conclusions.
The tasks are similar in that they both ask the pupil to evaluate change: in Matthew' s case to examine the extent of changes in public health in a specific locality from 1896-1996; and in Tristan' s case to decide whether the Industrial Revolution benefited everyone in Britain.
Both tasks also focus on organisation and communication in that they require the pupils to recall, select and organise historical information and to deploy accurate terminology, as well as to produce substantiated explanations.
Differences
However, the two tasks are also different in the demands they make. In the year 6 task, Matthew is required to compare one aspect (public health) in one area (Stoke on Trent) and he concentrates on comparing one period of the past with the present. Matthew also studied the present aspects of the topic in his science lessons.
The year 9 task is wide ranging in that it focuses on the whole of the Industrial Revolution and requires Tristan to compare two past periods. Completion of this was also limited to one hour.
In comparing both tasks, the demands made in the year 9 task are more challenging both in scale (especially breadth) and in terms of chronology. Conceptually it is more challenging to compare 'then' with 'then', than 'then' with 'now' . While the task completed by Matthew enabled him to show progression appropriate to key stage 2, such a task would not provide the opportunity to demonstrate progression expected from most pupils at key stage 3.
Evidence of pupils' attainment
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Key stage 2 (year 6) |
Key stage 3 (year 9) |
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Organisation and communication |
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Structured account using terminology and dates accurately and using factual information to support judgements. |
Structured account using terminology and dates accurately and using factual information to support judgements. |
Recognition of more than one interpretation of events |
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Recognition that there is not one clear answer to the question. |
Recognition that there is not one clear answer to the question. |
Range and depth of historical knowledge and understanding: 1. Reasons for and results of historical events |
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Matthew has a good grasp of the main issues and cites appropriate reasons for changes such as the introduction of laws. Matthew' s understanding of change goes beyond simply identifying change -- he implicitly recognises that things do not always get better and explicitly recognises that different societies have their own problems. |
Introduction and conclusion show that Tristan has a developed understanding of the complexity of change, which affects people in different ways. Tristan also demonstrates a good understanding of the key developments, but gives detailed information about the changes and makes significant connections between the reasons for change, the changes themselves and the results of the changes. His understanding is comprehensive -- he covers social, economic, political and cultural developments, and makes appropriate links between them. He demonstrates a much more detailed knowledge and sense of the period than Matthew. |
2. Making links and identifying trends between events and contexts |
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The last paragraph shows that Tristan understands the different rates or pace of change, and that sometimes things get worse before they get better. He covers more aspects of change than Matthew, and places change more directly within a national context, eg by reference to different parts of Britain, rural and urban areas. There is also evidence that he is placing his knowledge within the international context as he refers to the links between the development of railways and trade through the ports. |
Chronological understanding |
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Matthew is comparing the present with the past. He is drawing upon experiences that are tangible and within his own sphere of knowledge. |
Tristan' s sense of chronology is more advanced than Matthew' s -- he demonstrates the ability to compare two past periods. |
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