It is interesting to note that most of the recent focus on progression has been placed firmly on Key Stage 3.  Some of us might say that this is because progression from Key Stage 3 to 4 is not always as obvious as it should be. Several teachers feel that they map for pupils a clear journey of progression until the age of 14 and then surrender to the examination boards’ assessment objectives.

So, even if it is not clearly articulated, can we see progression and do we plan it into our learning objectives at GCSE?  I think the truth is that we know what is expected because we are now so familiar with the mark schemes. The exam board’s (often spurious) hierarchy must be the guide as that is the basis on which all students’ work is assessed.  If I were to pick one area where there is clear progression it is in organisation and communication of understanding.

The time we spend at Key Stage 4 trying to unpick the questions and select the formula needed to answer them makes history stand out among all GCSE subjects- I know because students always moan about it!  But what about the

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