ABOUT THIS COURSE

This course is designed to help teachers of CIE IGCSE History help their students to reach their full potential and show what is required to attain the top grades.

The course will focus on what is required to gain top levels in examination questions and how you can effectively teach this in the classroom. There will be guidance on how to get students to analyse sources and interpretations effectively and how to use that technique, combined with their knowledge, to reach the very top grades. The course will also look at ways to enable students to write effective essays in the time allowed.

BENEFITS OF ATTENDING

  • Increased understanding of classroom strategies to help students boost their exam performance and achieve grades 7-9 or A*A.
  • Practical ideas on how to structure answers, particularly the ones students find tricky
  • Materials and ideas to use in the classroom to improve revision
COURSE DATES Online | Friday 11 June 2021
WHO SHOULD ATTEND? 
  • All teachers of Pearson CIE Cambridge International Examinations GCSE History
COURSE CODE 8474
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

 

10.00 – 11.15am –  Grades 8-9 (A*A): what do they involve?

  • What are the key differences between IGCSE and GCSE?
  • Structure of CIE IGCSE History and what this requires of the best students
  • Feedback and grading 2019 and what this tells us about the standard high ability students are expected to meet
  • Key attributes of Grades 8-9 students in the classroom
  • Grades 8-9: what are the differences between these?
  • Analysis of the mark schemes – what were the examiners looking for
  • How to encourage top level students to ‘move up’ further and become independent learners
  • Getting top level students to produce the right amount in exam conditions in extended writing

11.15 – 11.35am – Discussion: coffee break

11.35am – 12.25pm – Key issues in Paper 1 for Grade 9 students (A*A)

  • Approaches to paper 1 where to get the top marks in the paper with the highest weighting
  • Covering the content to ensure high level thinking
  • Detailed analysis of the exam questions
  • Analysis of content for levels in the mark scheme
  • Activities for use in class to stretch the top end
  • Revision tips to ensure top level students succeed in the exams
  • Reviewing and marking specimen scripts to see the necessary standard

12.30 – 1.30pm – Lunch and informal discussion

1.30 – 2.10pm – Key issues in Paper 2 for ensuring high level students succeed

  • Detailed analysis of the Edexcel questions – what are they looking for from the very best answers?
  • Approaches to using sources with higher ability GCSE students
  • Sources and how to ‘go deep’ on them.
  • Dealing with terminology and the CIE phrasing of the questions
  • Activities for use in class and for teaching key topics to high end students
  • Reviewing and marking specimen scripts
  • Revision that works on Paper 2

2.10 – 2.30pm – Discussion: afternoon tea

2.30 – 3.10pm – Key issues in Paper 3 for those aspiring to Grade 9 (A*A)

  • Writing the extended question answer what does it take to get full marks!
  • Detailed analysis of the questions and what the Edexcel examiners were looking for
  • Analysis of content for levels in the mark scheme
  • Dealing with the depth of content in your teaching
  • Ideas for lessons to tackle key topics for the significance question: Paper 3
  • Activities for use in class to stretch the most able
  • Working to the standard: reviewing and marking specimen scripts
  • Revision

3.10 – 3.25pm – Plenary and depart

Christopher Terry

Christopher Terry is the Academic Director at Keynote Educational, an ex-head teacher and experienced teacher of History. He has been an examiner for History with all the major English exam boards: AQA, Pearson, OCR and the International Baccalaureate. He has also been employed as a teacher trainer with a major Exam board delivering teacher training in History Internationally and in the UK. He also has been a specialist advisor to OFQUAL for History and has been recognised by the Historical Association as an outstanding practitioner. He has made valuable contributions to both educational conferences and has written many educational articles.