PB History Handbook 2013

7/29/2019 PB History Handbook 2013

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2013-14

Mr J. Wilson (JWI)

History Department

Handbook


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2 PB History Department Handbook

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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PB History Department Handbook 3

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

PB History Handbook 2013

Documents

Transcript of PB History Handbook 2013