OFSTED’s early EIF (2019) primary history deep dives

What do the first 3 months’ of reports tell us?

Although there is even less detail in the new shorter OFSTED reports than in the previous ones, there are still some clear indicators of what OFSTED is expecting-whether they care to admit it or not!
Here are just 8 of the trends I have discovered from my trawl of the early reports where history has featured as a deep-dive subject.

  1. There is considerable attention to the careful sequencing of knowledge. (see my section on curriculum rationale on the website to prepare yourself for this)
  2. Schools are praised for having given thought to what pupils need to know by the end of given topics ( see how specific the key questions and learning objectives are on the medium term planning on the website). Many of you are addressing the issue of knowledge organisers too.
  3. Schools are criticised for having no clear plan for how knowledge is built up and revisited
  4. Schools are applauded for using assessment effectively to monitor pupils’ understanding and preparedness to moving their learning forward (see assessment section with a range of common assessment tasks which are easy to set up can be easily marked and used as
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