Greenvale Levels History
“A people without the knowledge of their past history, origin and culture is like a tree without roots”. Marcus Garvey
“History is who we are and why we are the way we are”. David McCullough
The new Greenvale levels (GV) have been created to assess History following the recommendations from the Rochford Review (2016) of the removal of P Levels as statutory requirement for the assessment of students working below the standard of national curriculum tests. The History GV Levels have been designed to allow and monitor student progress within 3 key areas of History curriculum.
The intention of the new levels is to help students begin to understand and become aware of how people lived differently over time, to begin linking how events may have led to how we live today. Students will begin to gain awareness and understanding of history through time and participate and engage in historical stories about their own locality (History of Lewisham and London), country (history topics ranging from the Tudors to World War I/II) and the wider world (looking at how the Romans, Greeks, Aztecs, Benin lived)
The new GV levels will also reflect another key area of the history curriculum: chronology and the passage of time; to begin understanding history as a story or narrative through time from past to present. Students will also be encouraged to engage, answer and ask questions about their own personal and collective past.
The GV levels will reflect the broad History curriculum with a range of historical events studied. The curriculum will centre on creating a historical awareness of British history from 1066 to present day alongside awareness and understanding of own local and worldwide historical events. At the end of each KS, key skills and concepts will be reviewed under the historical concepts modules. The students will have an opportunity to extend their knowledge and understanding of history via onsite and offsite enrichment sessions and a History week activities (summer term annually).
The impact of the new levels will compliment and reflect the current schemes of work for history and ensure students have opportunity to progress through each levels. The main 3 key area and skill, in which the new GV levels are based on - historical enquiry, differences and similarities and chronology/passage of time - will ensure students will gain a broader understanding of history.
GV levels should allow us to assess History progress. By having 3 key areas and skills to help us assess history progress, we can have multiple statements which should stop students jumping too many levels progress or being stuck at a certain level. Having 3 key areas to focus assessment levels on will also allow us to show which skills/areas students are particularly strong with or need more support.
Data sources used include:
- Performance - p scale - attainment targets for pupils with SEN (2009).
- Early Years
- GV levels (Math and English)
- GCSE (OCR/AQA)
- History association – EYFS Scheme of Work
- The national curriculum the programmes of study and attainment targets for KS1, 2, 3.
- Functional Skills Entry Level
Students will explore historical objects or personal items from recent past and present with interest through role play, sensory stories and handling of objects/artefacts
Students will respond to an historical story being read by an adult (e.g. by pointing to a character or matching symbols to symbols in story)
Students will use symbols, pictures or objects to match to artefacts or everyday item from the past
Students will match symbols/ photos in a sequence of events
Students will match the symbol or picture of an artefact or object to event historical events from past (e.g. placing symbol of crown on a picture of King henry VIII)
Students will use single picture, symbols, signing or words to show understanding what is happening in historical or personal pictures or stories from the past
Students will match artefacts or everyday item from the past to corresponding item in the present
Students will begin to show understanding of passage of time by matching in sequence two symbols/pictures about the order of personal events of immediate past (e.g. ‘Now and then’ chart)
Students will use symbols, pictures or words to label three key features of an historical event, object or personal photo from past
Students will use single picture, symbols, signing or words to identify one main historical artefact, object or person from an historical event or time period
Students identify the function of everyday items from the past (e.g., Victorian iron – clothes)
Students sort objects or pictures of historical events and objects to given criteria (for example, old toys and new toys, old and new pictures of Lewisham)
Students will sequence symbols/pictures to show understanding about the order of at least two events from their own immediate past
Students listen to and follow familiar stories about people and events in the past and respond to texts by predicting what happens next
Students will communicate simple ideas about historical events or personal experiences in the past (e.g., what does a Roman need? How might a person travel in Lewisham in 1800?)
Students show interest of historical artefacts by identifying specific historical artefacts and objects out from collections of items (for example, identifying old plates, old phones, old toys, etc.)
Students recognise some obvious distinctions between the past and the present (e.g., identifying horses vs cars in past/present pictures of Lewisham, old toys made of wood, new plastic)
Students begin to use some common words, signs or symbols to indicate the passage of time (for example, now/then, today/yesterday, past/present)
Students answer simple questions about how certain historical stories happened in the past
Students can recount three simple facts from their own past or from other historical events
Students begin to recognise some distinctions between the past and present in their own and communicate about these in simple phrases and statements
Students begin to recognise some distinctions between the past and present in other people’s lives and historical events and communicate about these in simple phrases and statements
Students will label pictures of historical and personal events by using some common words, signs or symbols to indicate the passage of time
Students will read simple historical texts to answer simple questions about the past.
Students can recount simple facts from 2 different historical time periods
Students will communicate key differences between personal events happened in the past with those in the present
Students will recognise and identify the key differences between past and present in other people lives, including past historical periods
Students show their emerging knowledge and understanding of the past by recognising the distinction between present and past, by placing at least 3 events or objects of their own lives or other people’s lives in chronological order
With support, students will begin to use terms relating to time in simple phrases and statements (e.g., In the past, I, Yesterday, I….), to communicate key events of their own lives
Students will begin to show interest and curiosity about history by using various sources to find answers to questions about the past
Students can offer their opinion about why people lived a certain way in the past
Students can communicate simple ideas on how different their own lives are in comparison to others
Students show their developing knowledge and understanding of the past by communicating simple ideas on how other people’s lives were different in comparison to other historical periods.
Students will place 3 key events or objects in order on a timeline from 3 various time periods
Students will use terms relating to time in simple phrases and statements (e.g., In the past,…, Yesterday, I….), to communicate key events of historical period or other people’s lives