Description

ABOUT THIS COURSE

This revised course is intended for all teachers who wish to ensure the high achievement of students in GCSE History. The course focuses on excellent teaching approaches, methods, resources, and techniques to help teachers raise attainments in students of all abilities by improving student confidence, knowledge and a stronger understanding of what examiners are looking for.

The course is generic, suitable for teachers of all examination boards.

BENEFITS OF ATTENDING

• Develop a range of approaches to tackling the key areas of GCSE History
• Understand how to set an engaging and motivating classroom
• Understand effective differentiation to challenge and extend all students specific to their potential
• Take away techniques, feedback and marking strategies to raise attainment
• Increase awareness of exam readiness that can be infiltrated into all lessons to maximise exam technique

The assessment demands for top grade outcomes in GCSE History

10.00 – 10.45am

• What are the barriers to attaining high grades from the most recent exam?
• What is required to achieve a top band mark and how do we get there
• The importance of planning – how can this be completed in the exam environment?

Break

10.45 – 11.00am

Fresh and Innovative strategies for teaching GCSE History

11.00 – 11.30am

• The benefits of a flipped learning methodology for History
• Maximising deliberate practice and high order thinking time in lessons

Motivating and engaging low ability students

11.30 – 12.15pm

• Understand the difference between low effort/low performance and high effort/low performance
• Engage low effort/low performance students by actively stimulating cooperative learning strategies
• Help high effort/low performance students improve performance by modelling the use of high impact study strategies which prioritise ‘thinking hard’
• Provide unique memorisation strategies to help low ability students retain information

Strategies to promote retrieval, spacing and interleaving

12.15 – 1.00pm

• Memory platforms – lesson starters that maximise retrieval and interleaving
• Memory platform examples
• Potential links between knowledge and skill acquisition
• Planning for interleaving, spacing and retrieval to stretch and challenge
• Spaced practice

Lunch

1.00 – 2.00pm

Stretching and challenging your more able students

2.00 – 2.45pm

• Encourage students to create effective study materials
• Strategies to promote ‘high order thinking skills’ not ‘more of the same’
• Analysing Grade 8/9 responses to increase opportunities for high grades

Afternoon Break

2.45 – 2.50pm

Unpicking the exam questions and developing top level AO evaluation skills

2.50 – 3.20pm

• Examples of model answers for discussion
• How to support students in developing AO application skills
• Examining the balance of assessment objectives
• Using the language of the exam/grade descriptors

Exam revision and technique

3.20 – 3.50pm

• Separating common content and skills mistakes
• Applying simple but highly effective exam technique strategies to ensure high performance
• Teaching and Learning strategies to improve AO skills
• Memory, practice and myelin – the foundation of high achievement
• Look into the science underpinning deliberate practice revision techniques such as dual coding and interleaving