It is often difficult knowing how to assess pupils’ historical thinking at KS1. Are we simply testing literacy and /or recall? But what about historical understanding? Faced with this problem, I have been working with two large London primary schools. We have developed a number of short diagnostic assessments which are differentiated for a range of abilities.
The list includes:
- Toys Old and New (drawing and labelling YR/1)
- Different versions of Grace Darling’s rescue (Y1).
- The causes of the Great Fire ( Y2) With mark scheme.
- Seaside holidays in the past (Y1/2).With markscheme
- Florence Nightingale (Y2) Focusing on consequences and significance.(With mark scheme)
- Mary Seacole (Y2 Gifted and Talented) with markscheme
- Motivation of Guy Fawkes (Y2).
In development are two new tasks. The first asks How do we know that this picture shows William Caxton at work? The second is based on the flight topic and asks pupils to compare the achievements of Amy Johnson, the Wright brothers and the first men on the moon having first been given a strong visual stimulus. This tasks looks at chronological ordering and making deductions from evidence. members can request copies of these draft materials while they are being trialled prior