Transforming a department

Peter SmithFarlingaye High School

The context of the department

The starting point -

In 2007 the history department at GCSEFarlingaye High School –

• Achieved 20% below the schools A*-C rate• Was a subject with falling numbers – with around

34% of the year opting for it• The school based residual for the subject was

-6.79 (Students on average under perform in history compared to their other students by one grade)

At A level a similar situation

Growth of the department

020406080

100120140160180

2006 2008 2010 2012

Year

Stu

den

ts

Number of students – yr 11

Number of students achieving A-A*

0

10

20

30

40

50

60

70

2006 2007 2008 2009 2010 2011

Year

Per

centa

ge

A*-A %

Growth in GCSE results

0102030405060708090

100

2006 2007 2008 2009 2010 2011

Year

Per

centa

ge

Growth in Results

0

20

40

60

80

100

2006 2007 2008 2009 2010 2011

Year

A-C

per

centa

ge

School

Department

Numbers at A level

0

10

20

30

40

5060

70

80

90

100

2006 2007 2008 2009 2010 2011 2012

This year…

• The department was the largest in the school at GCSE

• We achieved the best results at GCSE as a percentage in the county

• Our GCSE rate was 13% higher than the average in the school, 12% higher than average for history departments in the county and 19% higher than the national average.

How did we get there?

• Changing attitudes• Setting a target• Achieving our target• Reviewing and reflecting• Celebrating success

Changing attitudes

• History is hard at GCSE• Lots of students do it• Have you seen an RE/ICT/Geography

paper? • I’ve had a hell of a day. I’ll give the 6th

form a “research lesson…”

• Explanation of Residuals• Performance at other local schools• Address individual concerns

Setting a target

• “The Dream”.

Where does the department want to be?

Group investment – the more ridiculous it becomes the better?

Major change needs involvement from all stakeholders

Setting a target

How do we get there?

Areas of underachievement broken down

• Boys compared to girls• Revision• Exam technique

Achieving our targets

• Everything done was pupil – centred

• New exam board• Interesting modules• Unlocking the mystery of the

courses we teach

Achieving our targets

• Listening to students –

What did they want? How did they view History?

Different ways to access them – • School email groups• Blogs• Perception studies• Homework email account• Online surveys – “Right to reply” service

Not all worked!

Reviewing and reflecting

Each year there’s a targetThe department know the aim, and

how we’re getting thereThe aim differs – there’s a new

“dream”.

Celebrating success

• We are proud of what we do• We keep the students informed of

how the department has performed – results

from year 13 for year 12s• Staff know and are proud of the

results

Impact on myself as a leader

“Be the change you want to see”

• Lead by example

• Lunchtimes with students• Open door to others observing• Lesson materials shared• Write revision materials

You cant do everything yourself…

• Delegate out responsibility to others• Allows empowerment• Creates sustainability

A sustainable department?

• Systems in place• Right attitude to support• Materials written• Staff who are proud of the

department