pb history handbook 2013
TRANSCRIPT
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2013-14
Mr J. Wilson (JWI)
History Department
Handbook
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Table of Contents
1. The Department 41.1 Our Vision 4
1.2 Staff 41.3 Aims & Objectives 4
2 Syllabus 42.1 KS3 4
2.1i Year 7 The changing world 5
2.1ii Year 8 The 20th
Century the most significant century? 5
2.2 KS4 5
2.2i Year 9 62.2ii Year 10 6
2.2iii Year 11 6
2.3 Other qualifications 6
3. Teaching in the Department 73.1 General Remarks 7
3.2 What makes a good History lesson? 7
3.3 Teaching and Learning Strategies 83.4 Marking, Assessment, Recording and Reporting 8
3.5 Monitoring of Teaching and Learning 9
3.6 Teaching pupils with Special Educational Needs in History 10
3.7 Teaching the Able and Talented in History 11
4. Policies 124.1 Observations 12
4.2 Assessment 124.3 Homework 13
4.4 Behaviour and ethos 13
4.5 Rewards and Sanctions 13
4.6 Literacy 14
4.7 Numeracy 14
4.8 ICT 15
4.9 Social Media 15
4.10 Citizenship 164.11 Educational Visits 16
4.12 Professional Development 17
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4.13 Absence 17
5 Resources 175.1 Rooms 17
5.2 Books 17
5.3 Audio-Visual 185.4 Information Technology 18
5.5 Staff generated material 18
5.6 Subscriptions 18
Appendix 19A1 Responsibility Matrix 19
A2 Job Descriptions 20
Job Purpose 20Duties and responsibilities 20
Person Specification 20
A3 Useful Websites 21
A4 Key Stage 3 assessment levels 22
A5 GCSE Assessment levels (A*-C) 24
Schemes of Work 25
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1. The Department
1.1 Our Vision
We learn from history that we learn nothing from history
George Bernard Shaw
We as a department value the teaching of history as being crucial to the development of any human being.
It really is true that in history lessons we teach students about the triumphs of mankind, as well as the
grave mistakes we have made. The aim of this department is to produce excitement, curiosity, and
scepticism in our students; so that they may challenge facts and push themselves to really understand the
world they live in.
1.2 Staff
Full time Staff
Mr James Wilson BA (Hull) P.G.C.E. (Worcester) JWI
Mr Darren Hart DH
Mr Oliver King OKI
We will also have 2 P.G.C.E. students joining us from local Universities
1.3 Aims & ObjectivesTo be completed in Sept with Staff
2 Syllabus
2.1 KS32014 will see the total transformation of the History national curriculum by the DfE. In particular,
Secondary schools will no longer teach pre 1750 history to students, pre-1750 studies will be completed in
primary schools. In preparation for this change, the KS3 syllabus will see a complete overhaul in 2013. The
academic year 2013-14 should be seen as an interim period whereby staff are trialling new topics to see if
the students respond well or not. Obviously during this period there may be some overlap between
teachers and this is fine. The sole aim is to make sure that the syllabus is agreed by all teaching staff by
September 2014. Teachers should refer to the following passage in their planning:
Building on the study of the chronology of the history of Britain in Key Stage 2, teaching of
the periods specified below should ensure that pupils understandandusehistorical concepts
in increasingly sophisticated ways to make connections, draw contrasts, analyse trends,
frame historically-valid questions and create their own structured accounts. They should
develop an awarenessand understanding of the role and use of different types of sources,
as well as their strengths, weaknesses and reliability. They should also examine cultural,
economic, military, political, religious and social aspects and be given the opportunity to
study local history. The teaching of the content should be approached as a combination of
overview and in-depth studies.
Aim of 2014 Draft Curriculum
Department for Education, 2014 Draft History Curriculum
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2.1i Year 7 The changing world
Autumn 1 Skills in History (introduction unit +
Bromsgrove mystery)
Autumn 2 What happened during the slave trade?
Spring 1 How have governments been toppled in
History (French Revolution)
Spring 2 How have governments been toppled in
History? (America/Russia)
Summer 1 What were the effects of the Industrial
Revolution?
Summer 2 What was life like in Victorian Birmingham
(Local History)
2.1ii Year 8 The 20th Century the most significant century?
Autumn 1 How different was Britain at the start of thecentury?
Autumn 2 Why is the Titanic disaster such a significantevent?
Spring 1 Why is the First World War known as theGreat War?
Spring 2 Was Hitler the only person to blame for the
Second World War?Summer 1 Why was the Second World War a world
war?
Summer 2 Why should we remember the Holocaust?
2.2 KS4At PB, GCSE study starts at the beginning of year 9. The aim is to slowly settle the students in year 9 and try
to gain an understanding of strengths and weaknesses. At present we follow the OCR SHP course, and our
new students will study Edexcel SHP History. Both courses have terminal examinations at the end of year
11, although students may be entered early in year 10, and complete an HPQ qualification in year 11,centred on an aspect of history which interests them; this will be discussed at the beginning of the 2014/15
year, the aim of this qualification would be for the more able to gain more points and become more
ready for A-Levels at PBII. The aim over the next few academic years is have the GCSE cohort split on
ability, then the top band would complete the OCR Modern World Course as a gifted and talented stretch
and challenge strategy.
The benefit of the Ed-excel course is that it is broken up into 3 equally weighted units, each with an 1hr
15m exam and one piece of controlled assessment (again equal weighting). This will be easier to administer
over three years as per the current 3 year GCSE model used at PB.
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The 3 year overview:
Term 1
(12 weeks)
Transition Unit:
Starting out in GCSE History8 weeks
Unit 3 Source Enquiry
The impact surgery in Britain
25%
17 weeksTerm 2
(12 weeks)
Term 3
(12 weeks) Unit 2 Depth Study
Life in Germany
25%
19 weeks
Term 4
(12 weeks)
Unit 4 Controlled Assessment
Vietnam 1960-7525%
20 weeks
Term 5
(12 weeks)
Term 6
(12 weeks)Unit 1 Development Study
Medicine 1350-present day
25%
22 weeksTerm 7
(12 weeks)
Term 8
(12 weeks)Revision 16 weeks
Term 9
2.2i Year 9Tbc
2.2ii Year 10Tbc
2.2iii Year 11Tbc
2.3 Other qualificationsThe HPQ qualification could also be trialled by the History department this year. A standalone qualification,
the Higher Project Qualification offered by AQA will stretch students even further in their History studies.
The project aims to build on GCSE skills and give students a GCSE A*-C equivalent qualification. The project
itself will contain a 500-2000 word report along with either a recorded presentation, artefact, event or a
host of other ideas which can be discussed with the appropriate groups. The project itself is run totally
independently by the students, which means minimal output by the teacher, freeing up a member of staff
to complete other departmental duties mentoring PGCE/NQT/School direct etc.
Citizenship will also be taught by JWI this year. The Ed-Excel course will be taught using the Pearsontextbooks. There is scope of these students also completing a short course GCSE.
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3. Teaching in the Department
3.1 General RemarksThe Department teaches all students up to the end of year 8 when the subject becomes an option. Year 7
are taught once a fortnight, and Year 8 are taught once a fortnight. At KS4 students receive two lessons a
fortnight. In year 9,10,11 students are in mixed ability history classes, although there will be an attempt tochange this to classes set on ability in the near future.
The Department prides itself on the quality of teaching the students receive and constantly is at the
forefront of educational change, often experimenting in the classroom to try and achieve equilibrium
between exciting fast paced lessons and the basic course content necessary to achieve success.
The Department is a close knit hive for like-minded teachers who share good practice and always try to
work collaboratively in the creation of the syllabus.
3.2 What makes a good History lesson?
In the History classroom we aim for pupils to acquire and develop:
an overview of the past;
an increasingly firm understanding of organizing concepts;
more purposeful and increasingly analytical enquiry;
a grasp of the importance of historical interpretation.
To achieve these aims:
History lessons should be set within medium and long term planning to enable progression in knowledge
understanding and skills and ensure pupil are engaged and learn through varied and balanced teaching. It is
essential that pupils are taught in a way that links new work to prior learning and enables pupils to developan overview of the past.
Lessons should be inclusive, allowing all pupils to understand and enjoy History. During planning the ability
range and character of a class must be considered, to involve lower attaining pupils and help them to
communicate what they know and to extend the most able.
History teaching should be motivating and engaging, the significance of what is being taught always being
made clear to pupils. A teachers historical knowledge and interest is vital for arousing and maintaining
pupils interest and for the development of knowledge, understanding and skills.
The teacher will lead learning through well-paced explanation, effective questioning, exposition and review.Economic use of time and resources will ensure that pupils contextual understanding is firmly established
while their historical skills are developed and reinforced.
Resources and learning strategies will be selected to develop conceptual understanding and to provide
increasing challenge as progress is made. The excellent history teacher will constantly raise the stakes.
Progression in the understanding, use of and evaluation of historical evidence is ensured when pupils are
encouraged to ask questions of historical sources, rather than rely on low level and formulaic approaches
for example simplistic notions of primary and secondary evidence.
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Pupils should be encouraged to think about interpretations of people, events and developments in history,
making inferences and establishing hypotheses. The teacher will build vital confidence in pupils by
modelling these processes and thinking out loud.
How is a good History lesson organised?
a prompt and orderly start with a lively and engaging starter activity to establish early teachingpoints, to retrieve previous knowledge and to identify quickly any gaps in knowledge
a clear lesson aim (and objectives where appropriate) in line with the Scheme of work. This isusually communicated to pupils but it may be discovered as the lesson unfolds.
a clear link to previous learning and a clear pathway to what will be learned in future lessons;
a New learning / Developing thinking phase in which the whole class are introduced to mainlearning activity (or activities) its relevance is explained and the process modelled whenever
possible.
The widest possible variety of teaching and learning strategies should be considered for the main
learning activity - active learning strategies (learning by doing) should always be favoured. Pupils
must understand how this part of the lesson relates to the learning objectives. The task should be
challenging and achievable; it will often need to be differentiated to be appropriate for all of the
class;
The main learning activity will rely on a well selected main resource or resources that arestimulating, motivating and accessible for all pupils.
Constant reference to the learning objectives, and a constant willingness from the students to
progress.
Mini-plenaries throughout the lesson to check learning.
A structured plenary to review learning and create an opportunity to reflect on the learning
process itself this can help develop the pupils thinking skills. Plenaries are short and may take
place at the end of the lesson or may be broken-up into a series of shorter plenaries throughout the
lesson;
An orderly end and dismissal from the lesson.
3.3 Teaching and Learning StrategiesThe History department tries to use the widest possible range of teaching and learning strategies. Our
schemes of work seek to include a range of tasks with little repetition throughout any particular scheme. A
new KS3 curriculum is planned for September 2013 including a project based learning module which will
culminate in a showcase of students work. Students will be asked to evaluate their learning and to
comment on their favourite piece of work in the pupil voice surveys at the end of a unit. This can be used
to evaluate the success of certain tasks in any scheme. Diversity of tasks within the schemes of work is
essential; there may be a number of optional tasks a teacher could use depending on the class being taught.
A history ambassador scheme will also be established to ensure that students have direct input into the
growth of the department. These ambassadors will be used in interviews as well as using them as guinea
pigs for any change we wish to implement.
3.4 Marking, Assessment, Recording and ReportingThe History department at Perry Beeches regard assessment as a critical element of teaching and learning.
Regular, valid and purposeful assessment of students progress informs teachers and most importantly
students themselves, how they are doing and what they must do to improve.
We fully acknowledge the principles of assessment for learning, aspartof the learning process, rather than
in addition to it.
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We aim:
To assess students achievements in a variety of ways.
To always inform students ahead of assessment that a particular piece of work will be formallyassessed.
To always provide success criteria.
To give consistent, frequent and helpful feedback to students about all aspects of their progress. To enable staff to build a clear and accurate picture of students abilities; this will then inform
future teaching and learning.
To inform parents about progress, achievements as well as problems in their childs journey in
History.
To collect meaningful data on students progress and to use this information to set appropriatetargets, both for the department, teacher and student.
We will achieve our aims through setting formative assessment tasks as part of day to day teaching,
marking key assessments and homework. We will always strive to provide opportunities for self-
assessment and peer-assessment.
In line with PB whole school policy in this area, we:
Will keep a central record of student achievement in KA & FFA in the Key Assessment Record form(KAR form) in the front of the exercise books.
Aim to mark work, normally within two school weeks of completion, responding meaningfully towhat pupils have done;
Comment on both effort and attainment, set subject specific targets. Keep mark books which record completion of homework, grades awarded and levels achieved; Report to parents in line with national requirements, pupils attainment and progress in History
Provide opportunities across both key stages, for pupils to complete self/peer assessments toevaluate their own progress;
To keep a central record of end of unit examinations for pupils to allow the tracking of pupilprogress and target setting;
Use the school system of rewards, awarding credits and praise postcards;
Aim to use assessment as a positive tool to support and encourage learning. To input all data onto a shared mark book on the VLE
3.5 Monitoring of Teaching and LearningTeaching and learning within the Department will be monitored by the HOD and other teachers of History.
Monitoring is not intended to be intrusive or indeed coercive: it is first and foremost a way to ensure the
sharing of good practice and to promote collaborative innovation; secondly it is also a way to ensure
consistency in standards.
We aim to monitor:
The curriculum to ensure it matches the needs of all students.
The quality of teaching
Pupils attitudes towards learning
Pupil Progress Teaching and learning strategies employed
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How we intend to monitor:
Lesson observations, both formal and informal (see observation section)
Shared mark books
Scrutiny of students work
Pupil focus groups
Meetings between HOD and teaching staff
Frequency of monitoring
It is intended that the HOD will observe each teacher as part of their performance management,but also encourage peer observation and an open door climate
It is intended that a representative sample of student work will be scrutinised by the Department
once a term
Assessment data will be analysed throughout the year
Learning walks will also take place at least once per term
Teachers will be asked to update markbooks on the VLE so that at any one time the HOD has an overviewof achievement within the Department. This is not necessarily going to be a reflection of the high standard
of teaching students receive, but will certainly give some indication of the impact it is having on student
achievement.
3.6 Teaching pupils with Special Educational Needs in HistoryThe History department is committed to creating the best possible learning environment for all pupils by
identifying areas where students may need extra help to fully understand the historical concepts that are
being taught.
Areas of the History Curriculum, which some pupils find difficult:
Chronology
Source evaluation
Interpretation
Structured writing.
Provision
The History department believes in equal opportunity and consistency in the teaching of History. All pupils
follow the same schemes of work and cover exactly the same topics but the schemes of work have the
flexibility to pitch the information to the pupils attainment levels. This can mean that the aim andoutcome of the lesson as well as the set tasks can vary slightly from teaching groups to maximize the
attainment of pupils.
a) Differentiated text books and worksheets.b) Writing frames provided.
c) A range of AFL activities.d) A good use of visual resources i.e. picture writing frames.e) Key words and concepts displayed around the class room.
Teacher expectations
a) The teacher should have high expectations at all times but must make judgments of realisticattainment for each group. In doing so they must then tailor the lessons directly to that group of
pupils needs.
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b) Pupils must be assessed regularly. Their achievements should be viewed in context of their priorattainment.
c) Seating plans should be made with SEN data in mind.d) Teachers should use Teaching assistants effectively during the lesson.e) Teachers should keep a confidential list of pupils on the SEN register in their planner so that of their
progress can be easily monitored
f) Where a teacher suspects a child may have a learning difficulty then they should follow the schoolprocedure of forwarding their concern to the SENCO.
3.7 Teaching the Able and Talented in HistoryThe provision for Gifted and Talented students is essential in nurturing the progress of the high ability
pupils and enabling them to reach their full potential in History. One of the members of the History
department also has whole school responsibility for Gifted and Talented pupils. This involves planning and
delivering termly workshops to all link staff.
The following criteria must be applied to assess G&T historians:
Literacy
High Literacy level. Can interpret text to a high level. Synthesise information to present a cogent summary. Uses subject-specific vocabulary confidently. Is regularly involved in class discussion making relevant contributions and following an effective line
of argument.
Access complex source materials with growing confidence.
History Knowledge
Extensive general knowledge and significant historical knowledge. A good concept of chronology and sequencing. Strong understanding of period as a result of study.
Historical Understanding
Grasps quickly the role of criteria in formulating and articulating historical explanation or argument. Understand and apply historical concepts to their study of History. Be able to draw generalisations and conclusions from a range of sources of evidence.
Seek to identify patterns and processes in what they study while being aware of the provisionalnature of knowledge.
Recognise how other disciplines can contribute to the study of History and draw readily on whatthey learn in other subject to enhance their historical understanding.
Enquiry
Be able to establish and follow a line of enquiry, identifying and using relevant information. Be good at reasoning and problem solving. Think flexibly, creatively and imaginatively. Show discrimination when selecting facts and evaluating historical evidence.
Manipulate historical evidence and information well. Question subject matter in a challenging way. Be intrigued by the similarities and differences between different peoples experiences, time, places
and features of the past.
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Thrive on controversy, mystery and problems of evidence. Show resourcefulness and determination when pursuing a line of enquiry.
Overall students identified as Gifted and Talented in History show enthusiasm for the subject. There must
be an acknowledgement that there is a separation between the good pupil who answers questions to the
best of their ability and the gifted student who also asks the challenging questions.
Although the gifted student will reflect the majority of the criteria stated above it is recognised that that
they will not possess all points on the list. They must however demonstrate skills from a number of the
different categories to be included.
Provision within the department:
a) Extra Challenge questions incorporated into lesson planning.b) Flexibility with in the departmental schemes of work to allow additional or extended activities to
challenge higher ability students.
c) Trips to enhance learning.
d) List of pupils that fit the above criteria. This is revised every year with the removal as well asaddition of pupils. This list is kept totally confidential and pupils understanding and knowledge of
the list must not create an elitist attitude amongst students.e) Provision of a GCSE course which aims to stretch and challenge gifted historians.f) The Chance for gifted historians to complete further qualifications.
4. Policies
4.1 Observations
It is the aim of the HOD to implement a positive approach to observations. Far too often observations aredreaded by teaching staff due to the fact they are badly managed and poorly held. Throughout the
academic year discussions will be held as a Department to try to come to a perfect solution to this
problem. The aim would be to create an ethos that teachers wanttheir peers to come into their classroom
to observe good practice. An open door policy will be encouraged, whereby teachers welcome any visitors
to their room in appropriate lessons, and if there is a standard textbook lesson then teaching staff will
close the door.
As well as this an observation form is to be produced by the HOD that encourages good practice, rather
than looking for the negative in a lesson. Staff will be asked to comment on what went well in lesson, and
offer support for parts of lesson which could be improved. These informal observations will carry no
Ofstedgrading with them, as their fundamental aim is to encourage teachers not give them sleepless nights.
This area is one that is very much open for discussion as the HOD is all too aware of work to rule and the
sensitivity of the issue.
4.2 AssessmentThe History department regard assessment as a critical element of teaching and learning. Regular, valid and
varied assessment of pupils progress informs teachers, and most importantly pupils themselves, how they
are doing and what they must do to improve.
We fully embrace the principles of assessment for learning, regarding assessment as part of the learningprocess, rather than additional to it.
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We aim:
To assess pupils achievements in History in ways that are varied, interesting, valid and fair;
To always inform pupils what is being assessed and provide success criteria;
To give consistent, frequent and helpful feedback to students about all aspects of their progress;
To enable staff to build a clear and accurate picture of students abilities that informs future
teaching and learning; To inform parents about progress, achievements and problems in their childs learning in History;
To collect meaningful data on pupils progress and use the information to set appropriate targets,
both for the department and to boost individual pupil achievement.
We achieve our aims through setting formative assessment tasks as part of day to day teaching, marking
key tasks set in class and for homework, testing and by providing opportunities for self-assessment/peer
assessment.
4.3 Homework
Homework is seen as a vital contribution to work done in class and an ideal opportunity to raise studentsinterest in the subject by allowing the opportunity to work independently. Homework is set in accordance
to the school homework timetable wherever this is practical and possible. The aim of homework should
always be to stretch and challenge the students, it does not necessarily need to be linked to the classwork
but rather it should try to engage the student. Homework tasks will include: follow-ons from classwork,
reading, worksheets, research, homework booklets and revision. Help from parents is always appreciated
and the department encourages the use of ICT in the completion of homework. However it must be noted
that students do not gain any GCSEs for cutting and pasting from the internet!
4.4 Behaviour and ethos
The History Department aims to contribute to a very strong whole school ethos which promotes learningand high expectations. We aim to do this by:
Having very high expectations of our students
Modelling of appropriate behaviour by staff
Promote good Citizenship
Promote community and global Citizenship
Relate lesson material to everyday life
Promote the importance of an education in future success
Involve pupils in the teaching, ask them what they enjoy, give them some ownership over activitiesin the lesson
Set high expectations for behaviour and relationships
Promote inclusivity through teaching styles, selection of resources and management of the learningenvironment
Model negotiation and conflict resolution
Be consistent
4.5 Rewards and Sanctions
The Department offers a number of rewards throughout the year:
a) The Merit System (input school stuff here)b) Head of Department Commendation: Where any student has produced an outstanding piece of
work or worked on a piece over a long period of time this may be commended by the Head of
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History. Once a term students who have been put forward for a commendation in history will enjoy
a morning brunch with the History department.
c) The NorthumberlandPrize Annual essay competition, the winner will be awarded 20 Amazontoken.
d) The Warwickshire Prize Awarded to the student with the highest Controlled Assessment grade inthe year (20 Amazon voucher).
e) The Worcestershire Prize Awarded to the student which the Department think has worked to anexceptional level all year (10 Amazon prize each year group).
If needed the Department will authorise the following behaviour sanctions:
a) Teacher detention First and foremost the classroom teacher must try to resolve the problemthemselves first. Students respond to higher sanctions quicker if they are a last resort.
b) Department detentionc) Phonecall homed) Parent meeting
e) Removal from the course
4.6 LiteracyThe History department incorporates the whole school literacy policy into daily teaching. Subject specific
vocabulary is displayed on the wall for all Key Stage 3 units. Help words are on display for extended writing.
Pupils are given guidance on how to write information down in specific genres, i.e. newspaper article, diary
or letter. Teachers comment on punctuation, spelling and grammar in line with the whole school marking
policy.
Strategies used to improve pupils literacy skills:
a) Subject specific vocabulary displayed.b) Key words for each lesson are recorded in pupils books.c) Full sentences are insisted on when answering questions.d) Students are encouraged to start sentences without the use of linking words such as because.e) Pupils are encouraged to write in script (joined up writing).
f) Mnemonics are used to help pupils with their writing i.e. PEE in every paragraph (Point, Example,Explanation).
g) Examples of good writing are demonstrated before tasks are begun.
4.7 NumeracyThe History Department supports the Numeracy policy of the school and will continue to reinforce and
enhance acquired numeracy skills. Many of the units contained in the scheme of work give scope to
develop numeracy skills.
The following areas of study are examples of the contribution to the development of key numerical
concepts:
Statistics
Students are asked to consider the casualty figures of The Battle of The Somme as part of their enquiry into
the effectiveness of the Battle.
Graphs
Students produce graphs to illustrate the increase in life expectancy during the Industrial revolution.
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Percentages
Students make basic calculations when considering how much of the population of Britain was lost during
The Plague.
Dates
Timelines are produced that indicate dates in chronological order and that also enforce the concept of
positive and negative numbers when studying BC / AD years.
Handling data
When studying population change in Britain, students examine figures via a database.
Roman numerals
During the study of the Romans and Church, Crown or Parliament; students are introduced to the use of
numerals still in everyday use today.
Scale and awareness of space
Students consider scale during the study of Russia/USSR when they compare the vastness of the Russian
Empire to Britain today.
Distance and length of time
Students consider the distance that people travelled and the length of time that they were kept in
inhumane conditions during the Slave Trade.
4.8 ICTIt is a clear aim of the department to allow all pupils, but particularly those in KS3, the opportunity to use IT
as a tool to complement their use of text books as a source of information. This is most clearly
demonstrated by pupils using the internet for project research although this needs to be carefully
supervised and it must always be made clear to pupils that cutting and pasting of material is never
acceptable. Pupils do, of course use IT in other ways. Pupils produce posters, timelines, PowerPoints,
movies and websites as part of their studies
4.9 Social MediaThe department has a central twitter account @PBhistory. The main reason for using twitter with PB
History department is that it is a valuable tool to advertise and allow academic and the education industry
to see what Academy is doing. Twitter is extensively used in the education industry now as a showcase of
outstanding practice and many schools may be interested in the excellent work we do here. @PBHistory
will not use automation which generate tweets from RSS feeds. If you follow us, you can expect tweets
covering some or all of the following:
Alerts about new content on our website
Information about events being planned and reports on events
Information about support that can be offered
Examples of excellence
Deadline reminders
Links to History related websites
Revision advice
helpline for homework
Following
We will only follow other history departments and historians, other school department accounts and the
Schools Twitter account on Twitter. We will not follow students back. Being followed by us does not imply
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endorsement of any kind. Followers will be removed and reported if spam or inappropriate content is
tweeted.
Availability
We will update and monitor our Twitter account(s) during office hours, Monday to Friday. The Twitter
account may occasionally be available outside these hours. At some points it may be unavailable and weaccept no responsibility for lack of service due to Twitter downtime.
@Replies and Direct Messages
We welcome feedback and ideas from all our followers, and endeavour to join the conversation where
possible. However, we are not able to reply individually to all the messages we receive via Twitter.
We will try to read all @replies and Direct Messages and ensure that any emerging themes or helpful
suggestions are passed to the relevant people at PB.
Documentation
All tweets, retweets, Direct messages and replies will be documented and kept for reference. Moderation
will be carried out by HOD. The Twitter account will follow the schools E-Policy. Before content is posted it
will be checked by the schools SLT as under the schools internal policy including use of images, work and
persons involved in the content.
4.10 CitizenshipThe department recognise and value the significant contribution that History can make to the teaching of
Citizenship as a cross curricular theme at KS3. Our GCSE course provides further opportunities for
Citizenship learning to those who opt for History at KS4.
As part of the process of ongoing review of the History Curriculum we will continue to identify and develop
opportunities for Citizenship learning and highlight these in our planning.
4.11 Educational VisitsThe History department regard visits as an enormously beneficial part of learning in History. Visits provide
pupils with:
a) Opportunities to learn through a wide range of sources, including artefacts, archaeological remains,performers and specialistsb) Ideas about career opportunities for those who enjoy the study of Historyc) Social experiences which enhance the enjoyment of History
History teachers are invited to discuss proposed trips with the department. The whole school policy on
Educational visits should be followed once the department have agreed on a proposed trip.
It is hoped in this intial year of teaching to organise a trip to the Belgian battlefields of WWI, as part of an
enrichment project linked to various year groups.
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4.12 Professional DevelopmentWhen CPD opportunities are posted to HOD, he will email them to all History staff. Although the
opportunities for CPD courses are dwindling in the UK education system, staff are encouraged to look for as
many opportunities they can. Performance management interviews will highlight staff needs. One must
never neglect to remember that simply observing outstanding teaching can often have a bigger benefit
than a 6 hour course in the city centre.
With the increase in social media, Twitter has become a vast pool of teachers you can utilise for advice and
guidance. Many great ideas have been born from this new movement. Teachmeets are informal CPD
events that are held locally whereby teachers can showcase the good work they are doing on a daily basis.
Teachers within the department are encouraged to create a professional twitter account and join in this
rapidly expanding network of teachers collaboratively working together to progress as teachers.
4.13 AbsenceWhen it is known in advance that staff are not going to be in school, cover should be left with their cover
buddy as indicated on the list below. Cover work should be more than just watching a DVD. Long gone are
the days whereby work can be left to make sure the class are simply quiet for the hour. Work should bypurposeful and a continuation of the course, every hour is precious, especially on the GCSE course. Please
ensure that all photocopying and resources are gathered before the absence.
When cover is emergency cover the usual school cover line should be notified as soon as possible. If
possible Mr Wilson should be notified via email/text message (any info will be treated as confidential). In
these situations cover can be set using the cover folders on the VLE or textbook work. Staff are
encouraged to place some standalone lessons in this folder to use in case of emergencies.
In both cases seating plans stored electronically in the VLE shall be used so please make sure these are
updated regularly to avoid confusion.
Absent Teacher Cover Buddy
Mr Wilson Mr Hart
Oliver King Mr Wilson
Mr Hart Oliver King
PGCE Students Mr Wilson
5 Resources
5.1 RoomsThe history Department has two full time classrooms in the school rooms 25 & 26. Both classrooms are
equipped with interactive whiteboards, projectors and laptop sockets.
5.2 BooksThe Department is well aware that there is often a forgotten resource in the classroom books. Not
necessarily text books as often these are too prescriptive. Rather staff should encourage students to
engage with historical texts and some general reading history books. Some of the specific books we use are
mentioned in the Syllabus section. It is an aim of the Department to improve the provision for the Upper
and Lower School.
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Staff are responsible textbooks in their classes. HOD is to be informed of any missing or damaged books so
the offending pupil can be billed.
5.3 Audio-VisualThe Department is well stocked in terms of accessible video files on the VLE, as well as a large collection of
DVDs. Whenever staff see a viable resource that they feel should be added to the collection they should
email HOD who will then arrange for it to be made available. The use of video clips should be encouraged
as it can often bring a topic alive, but videos should never be used as a lesson filler, there should be some
achievable outcomes planned to run alongside the resource.
5.4 Information TechnologyStudents will be given access to some of the networked computers during the course of their studies. In the
near future it is hoped to access some notebook/tablet computers in the faculty which will enhance
students use of ICT in the classroom. The department website will in the future, contain links to reputable
websites that can be utilised by all year groups whilst also providing a wealth of revision material for those
taking public examinations.
5.5 Staff generated materialStaff are encouraged to produce notes, worksheets and photocopied materials, all of which can be shared
within the Department on the VLE. The Reprographics room will photocopy material with 24 hours' notice
and staff also have access to a photocopier in the staff computer room via a number code.
Staff are also encouraged to display posters and decorate rooms that they work in rooms that they use
regularly in stimulating displays which capture students attention.
5.6 Subscriptions
The Department is a member of the Historical Association. This gives staff and pupils access to lectures andcut price publications. We also receive the magazine the Historian.
The Department also subscribe to the Modern History Review, History Review, Hindsight, and The BBC
History Magazine. These can be found in Mr. Wilsons classroom. The aim will be to build up an electronic
store full of the most useful articles.
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AppendixA1 Responsibility Matrix
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A2 Job Descriptions
Perry Beeches AcademyTeacher of History
Job Title: Teacher of History
Responsible To: The Head of Department, Line Manager, Head teacher and Governing body.Main Purpose of the Post: To teach History across the age and ability range in the school. To support
the Head of Department in the administration of the History department
Job Purpose1. To implement and deliver an appropriately broad, balanced, relevant and differentiated curriculum for
students
2. To plan individualised programmes of work for pupils of varying ability levels.3. To co-operate with the Head of Department and other colleagues in the development of appropriate
syllabuses, materials / resources and schemes of work.
4. To be familiar with developments at Key Stage 3 and 4 History and competent in use of I.C.T.
5. To monitor and support the overall progress and development of students as a teacher / Form Tutor6. To facilitate and encourage a learning experience which provides students with the opportunity to achieve
7. To contribute to raising standards of student attainment
8. To share and support the schools responsibility to provide and monitor opportunities for personal and
academic growth
Duties and responsibilities
To contribute to the curriculum area and departments improvement plan and its implementation
To plan and prepare courses and lessons
To contribute to the whole schools planning activities
To take part in the schools Continuing Professional Development programme by participating in arrangements
for further training which includes Teaching and Learning INSET mornings. To continue personal development in the relevant areas including subject knowledge and teaching methods.
To work as a member of Team PB and to contribute positively to effective working relations within the PB
Family
To complete relevant documentation to assist in the tracking of students.
To track student progress and use information to inform teaching and learning
To communicate effectively with parents of students as appropriate.
To be a Form Tutor to an assigned group of students.
To promote the general progress and wellbeing of individual students and of the Form Tutor Group as a whole.
To register students, accompany them to assemblies, encourage their full attendance and punctuality and theirparticipation in other aspects of school life
To play a full part in the life of the school community.
Person SpecificationThe successful candidate will be committed to teaching History in a successful school and sensitive to the many
histories which form the diverse heritage of its wider community.
The person appointed should:
Be a qualified teacher.
Be able to communicate and liaise effectively with staff, pupils, parents and outside agencies, orally and in
writing
Be able to work as an effective member of a team
Have a good knowledge of curriculum developments
Be able to organise effective programs of work for pupils across the ability range and systems to monitor pupilsprogress and understanding in History
Have good ICT skills
Maintain high standards of discipline, appearance, punctuality and motivation in pupils.
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A3 Useful Websiteswww.schoolhistory.co.uk
Produced by teachers for teachers, pupils and parents. This site offers free resources, historical games and
links to websites designed for students to understand. The best history site on the web for our students!
Also contains a fantastic forum whereby teachers can find lesson plans and resources freely available.
www.spartacus.schoolnet.co.uk
Information is the prime asset of this website. It covers all aspects of the courses taught at PB, so if you
want to know David Low was and why he is important, this is the site for you!
www.learningcurve.pro.gov.uk
This website from the public record office gives students the opportunity to view historical documents
from the archives vast holdings. Activities based on the sources are provided and it is easy for parents and
students to navigate.
www.bbc.co.uk/history
Resources and information on subjects showed on the BBC. A good overlap with our curriculum. In addition
it has an excellent Battle of Waterloo game if you fancy being Napoleon for an hour.
www.bbc.co.uk/schools/gcsebitesize/history
A good revision guide that covers our GCSE syllabus and links with TV shows during February and April
(shown 2am) dont wait up for them.
www.johndclare.net
Run by an ex-teacher. Full of revision notes for the Modern World Course.
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A4 Key Stage 3 assessment levels
Understanding Interpretation Significance Communication
LevelFour
You can
describe what the past was like
at certain times
identify things that have
changed and things that have
stayed the same over time.
Identify why some events
happened
Identify some consequences of
historical events.
You can
Identify different
points of view about
the same event.
You can describe
different peoples
views of the past.
Use sources of
evidence to help
you find answers to
questions.
You can
Identify which
people, events and
changes are
judged more
significant than
others
You can
Write in full
sentences and
paragraphs using
facts to show your
historical
understanding.
LevelFive
You can
Recognise that some events
have a bigger impact than
other events and begin tosuggest reasons why this is.
Describe why events have
happened, and begin to
suggest how causes can be
linked together.
Describe why different people
throughout history have had
different experiences
(diversity).
You can
Suggest some
reasons why
different peoplehave different
viewpoints about
the past.
Suggest why some
sources of evidence
are more useful
than others for
particular
investigations.
You can
Suggest reasons
why some events,
people andchanges might be
judged as more
historically
significant than
others.
You can
Select and use facts
in your answers.
Use historical wordsto support and
structure your
answers.
LevelSix
You can
Explain why some things have
changed and some things have
stayed the same
Explain why people have had
different experiences because
of who they are and when they
lived. (diversity)
Explain how different causes
can be linked together.
You can
begin to explain
how and why
different
interpretations of
the past have been
created.
You can
Suggest what
makes a historical
event, person or
change
significantyou
are beginning to
suggest your own
criteria for this.
You can
select, organise and
use relevant
information to
support your
answers.
appropriately use
historical words to
produce structured
work.
History Department KS 3 Levels
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Level7
You can
Analyse how much things
changed and stayed the same
over time.
Analyse the amount of diversity
over time
Analyse the strength of
connections between causes of
events.
You can
Confidently explain
how and why
different
interpretations of
the past have arisen
or been
constructed.
You can
Explain how the
significance of
events, people and
changes has varied
according to
different points of
view.
You can
select, organise and
use relevant
information and
make appropriate
use of historical
terminology to
produce well-
structured work.
Level8
You can
Analyse as in level 7, and also
look critically at causes of
events, diversity and change
and continuity.
You can
Analyse and explain a range of historical
interpretations and different judgements
about historical significance. You can
Analyse and explain a range of historical
interpretations and different judgements
about historical significance.
You can
Use historical
terminology
confidently,
reflecting on the way
in which words can
change meaning
according to context.
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A5 GCSE Assessment levels (A*-C)
Written
comms
Understandin
g of concepts
Understanding
of CausesFactual detail
Understanding
of effectsSource Analysis Interpretation
A*
Able to write
fluently, using
sophisticated
language and
uses historical
termsaccurately.
Able to
demonstrate
thorough
understanding
of historical
periods,themes and
topics
Able to clearly
and confidently
explain how
different causes
are linked .
Able to analysethe strength of
the links to
make clear and
substantiated
judgements.
Able to recall,
select, organise
and deploy their
detailed
knowledge
accurately,effectively and
with
consistency.
Able to analyse
the effects of
events in both
the short and
long term,
finding anddeveloping links
between effects
of events.
Able to
consistently
evaluate a wide
range of source
materials, by
analysing thetype,
provenance and
content of a
source using
detailed own
knowledge.
Able to
provide
insightful and
reasoned
explanations
on how andwhy events,
people and
issues have
been
interpreted
and
represented
in
different
ways.
A
Able to write
clearly, using
historical terms
accurately. All
points are
developed and
extended.
Able to
describe and
explain the
main
concepts,
showing clear
grasp of links
and wider
effects of
events. Is able
to apply
concepts to
different
events.
Able to use
developed,
reasoned and
well supported
explanations
used to show
how different
causes combine
to create events.
Able to provide
specific,
accurate and
clear details of
events studied.
Able to show the
result and
impact of events
on a wide scale
and analyse the
extent of the
effects when
comparing and
contrasting.
Able to analyse
sources of
evidence in
terms of
provenance,
content and
knowledge.
Evaluates type
of source in
depth.
Able to
provide
reasoned
comments on
how and why
events,
people and
issues have
been
interpreted
and
represented
in different
ways.
B
Able to write
clearly using
paragraphs,
which are linked
back to the
question often.
Able to
describe and
explain the
main
concepts,
showing an
understanding
of wider
effects. Can
give specific
examples toback up
points.
Able to
substantiate
descriptions and
explanations of
different causes
of events.
Able to recall,
select, organise
and deploy their
historical
knowledge with
accuracy and
relevance.
Able to explain
the effects of
events and
compare and
contrast the
effects of
different events.
Able to analyse
strengths and
limitations of
sources using
provenance,
with some
supporting
knowledge.
Able to
explain in
part, how and
why events,
people and
issues have
been
interpreted
and
represented
indifferent
ways.
History Department GCSE Levels
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C
Able to write
using full
sentences and
paragraphs at
all times. Can
deviate from
the point at
times.
Able to show a
good
understanding
, in structured
explanations
of
historical
periods,themes and
topics studied.
Able to describe
causes of events
in detail.
Able to recall,
select, organise
and deploy their
historical
knowledge with
accuracy and
relevance.
Able to describe
effects
accurately
and show
understanding
of relevant
consequences
and changes
Able to analyse
strengths and
weaknesses of
sources using
provenance or
own knowledge.
Able to
recognise and
comment on
how and why
events,
people and
issues have
beeninterpreted
and
represented
in
different
ways
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Schemes of Work