A-Level History: Creating an Outstanding KS5 Curriculum
ABOUT THIS COURSE
This new course designed for all teachers of A-Level History, regardless of exam board. The course includes a detailed examination of high-quality curriculum structure, planning, programming, the journey through Years 12 and 13, and includes Key Essentials, Key Concepts, the Wider Curriculum or ‘Super-Curriculum’, assessment, marking, feedback, excellent study skills and habits and finally exam preparation.
The need to balance creative freedom with academic rigour will be discussed. Proven curriculum approaches to stretch and challenge able History students as well as curriculum planning for the weaker or under-confident students will be explored.
The aim is to empower teachers to re-examine their current KS5 Curriculum, ultimately to improve student attainment at A-Level while at the same time maintaining consistently high standards.
BENEFITS OF ATTENDING
Gain a thorough understanding of the key essentials and how to effectively to create a coherent, flexible and enriched History A-Level curriculum
Take away methods to establish the key pillars and concepts from the start of the course
Learn more about how to build in the ‘wider’; enriched curriculum into your overall curriculum map
Find out more about how to ensure wider, or super-curriculum impacts directly to enhance, broaden and deepen student learning and achievement
Strengthen your ability to track and monitor student progress, identifying areas for improvement and intervention
Take away innovatory approaches to fuse historical, social culture context into in-depth learning
Establish a diverse, broad curriculum, which is cohesive and flows as an active journey through Years 12 and 13
Key Essentials: What makes a Rich and Flexible Curriculum at KS5/A-Level?
10.00 – 10.40am
Creating a well-planned, ambitious and relevant curriculum which is thoughtfully implemented and sequenced across Years 12 and 13.
Ensuring the content is precisely linked to the examination specification.
Key components of curriculum design: examining your current A-Level curriculum
Practical ways to ensure a broad and coherent course of study which encourages, promotes and stimulates a cohesive approach
Does your curriculum inspire to go beyond the requirements of the examination?
10.40 – 11.00am
Establishing Key Pillars and Concepts At The Start of the Course
11.00 – 11.30am
Establish the power of History, how this power works and why
Identifying and rectifying gaps in essential knowledge
Establishing high academic standards and other achievements in History
Building in cultural diversity into your curriculum from the start
Historical, social and cultural context – methods and approaches to incorporate into student learning from the start
To what extent are you crossing this over into other curricular areas? Maximising the potential of co-curricular links to enhance students’ broader contextual understanding
Creating a Fresh, Innovative and Flexible Year 12 & Year 13 Curriculum
11.30 – 1.00pm
Implementing the full journey, integrated, cohesive curriculum map, a key point of which has fluidity, flexibility, capacity and space for inspired learning, for growth – content, skills, the ‘wider’ curriculum, assessment, feedback, rapid progress, study habits and skills, retrieval and recall, exam techniques and tactics into your full, enriched curriculum over the two-year course
Developing aural skills for A-Level and beyond
Optimising understanding through practical work
Ensuring your curriculum builds in the learning space to broaden student experiences and interests, develop imagination and foster creativity – ideas and strategies for maximising achievement
Assessment, Marking, Feedback – setting smart targets and embedding assessment into the curriculum planning to make for rapid
1.00 – 2.00pm
Establishing The Wider or ‘Super-Curriculum’ into your Curriculum Programming & Structure
2.00 – 2.45pm
Approaches to incorporate the ‘wider’ curriculum into your curriculum – so that enriching experiences have a direct impact on learningand study excellent learning and high standard outcomes
From GCSE to A-Level – what should students be able to demonstrate at the end of Year 11?
Cultural capital; essential history and philosophy for A-Level historians
How to build wider reading into your A-Level History course
Stretching able students in higher order thinking, advancing intellectual curiosity
Integrating the development and growth of higher order thinking, of intellectual curiosity as part of your curriculum planning
Ways to grow thoughtful and resilient learners who enjoy learning through your curriculum
Building in enriching experiences appropriate to widen out culture diversity, context, enhanced
2.45 – 2.55pm
Measuring The effectiveness of your Curriculum: Achieving High Academic Standards
2.55 – 3.40pm
Using assessment data to identify key areas strengths and weaknesses to foster responsive curriculum planning
Maintaining rigorous assessment procedures to promote rapid progress
Effective monitoring and tracking systems to ensure the rapid progress of individual and group-wide student progress
Incorporating effective feedback techniques into your curriculum teaching and learning cycle to accelerate student progress
Implementing intervention strategies to extend higher order thinking in able students and to accelerate learning attainment in weaker students
Excellent Study Skills and Habits, Exam Techniques and Tactics
3.40 – 4.00pm
Practical approaches to developing high quality learning and study skills and habits
Strategies to promote the study skills and habits of successful students – lesson starters, retrieval and spacing, quality-first teaching to stretch and challenge more able students and support lower prior attainers
Specific revision strategies for A-Level History
How to use mock exams as formative assessment
Encouraging students to drive forward their own learning
Working collaboratively with students on key examination skills to give them the best chance of success
Keith Milne has over 25 years teaching and examining experience. He is Chief Moderator with a major exam board and has authored and advised on a series of popular books including those detailing how to succeed with the NEA. He is an experienced Head of History and leads a number of courses exploring the routes to success at A-Level History.
WHO SHOULD ATTEND
Heads of History
Teachers of A-Level History, both new and experienced
Heads of Department or Performing Arts Leaders seeking to improve the department’s overall attainment levels
History Teachers interested in enhancing their understanding of a successful and effective curriculum structure for A-level History