ABOUT THIS COURSE

This is an advanced course offering in –depth training for teachers looking for ideas which will help their students achieve the highest level in Pearson Paper 1.

Led by noted examiner, teacher and writer Robin Bunce, the course focuses ways of tackling  the key challenges of Paper 1; teachers will gain critical insight into the complexity needed for assessment and success, while at the same time engage with new ideas, and approaches to motivate, inspire and challenge students.

BENEFITS OF ATTENDING

  • Take away approaches to teaching breath contents and concepts across a two year linear A level course
  • Gain critical insight into the complexity needed for assessment and success in Pearson Edexcel A level History Paper 1
  • Engage with new ideas, approaches to motivate, inspire and challenge students
  • Learn how to boost initial and detailed subject knowledge and understanding
  • Develop practical strategies to stretch and challenge students
  • Obtain examiner-led insight into what makes for high quality essay and interpretations responses in Sections A, B and C
COURSE DATES Online | Friday 20 November 2020
WHO SHOULD ATTEND? 
  • All teachers of Pearson Edexcel A Level History
  • Teachers who specialise on Pearson Edexcel Paper 1 Breadth Study with Interpretations
  • Teachers looking to move to Pearson Edexcel A level History
  • Heads of History
  • Heads of Department for History
COURSE CODE  8041
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 – 10.45am: The key issues and perspectives central to studying breadth units

  • Feedback from the previous exams: what differentiates students across the grade boundaries in the essays and interpretations questions
  • Developments and changes over a broad timescale – covering specific content, whilst retaining focus on second order concepts
  • The development of the grade boundaries – students that just failed to cross the threshold
  • The dominance of knowledge over skills and over the impact on the final mark
  • Map of the two year teaching course; how to build knowledge and skills throughout Y12 and Y13

10.45 – 11.05 am: Break

11.05 – 12.05 pm: Dealing with the Challenges of Paper 1 content

  • Integrating the 6 key questions of each topic within your teaching
  • Approaches to teaching of interpretations within the content
  • How to support your students in applying the focus of the question to the extract
  • Techniques for evaluating extracts within the context of own knowledge
  • Utilising precisely selected illustrative context to reinforce evaluation of the extracts
  • Exam technique – especially timings for Question 1
  • Bridging the vocabulary gap: strategies for improving student vocabulary

12.05 – 1.00 pm: Raising the stakes with Year 2 content

  • In depth teaching of topics 3 and 4 – with reference back to Year 1
  • Ensuring students can analyse and evaluate the significance of individuals, groups, events, developments and ideas in history for the Breadth paper
  • Drawing comparisons between different aspects of the period: examining longer and shorter overviews for the Breadth papers

1.00 – 2.00pm: Lunch  

2.00  –  2.45  Teaching academic interpretations across the two years

  • Feedback from the previous exams: common strengths, and notable weaknesses
  • Studying interpretations through the key thematic question: what high level students do and ensuring your students do the same
  • When and how to introduce levels of complexity when assessing historical interpretations
  • Evaluating interpretations as representations and constructions of the past
  • Analysing the defining elements of particular interpretations
  • Approaches to help students explain why historians arrive at different, legitimate interpretations – and how to challenge those appropriately with comparative analysis
  • Examining exemplar answers at C, A and A*

2.45– 3.00 pm: afternoon break

3.00 – 3.45 pm: Preparing students for the Breadth study with interpretations exam

  • Developing essay questions on Breadth: how to build skills over the two years
  • Teaching non-routine problem solving – expert thinking, metacognition, creativity – for high marks
  • Making substantiated judgements and exploring concepts: what the examiners look for and how to get your students to do this well
  • Preparing A and A* students for the exam: specific advice for the most able students
  • Essay techniques to improve the performance of struggling students on Paper 1
  • Examining essays at C, A and A*: the key differences and using these with your students

3.45 / 4.00pm: Depart

Dr Robin Bunce

With more than ten years’ teaching experience, he has been leader of History at Long Road Sixth Form College, and a senior examiner for a major exam board. Robin is also the author of a number of History text books for publishers including Hodder and Pearson. Beyond A Level, Robin has contributed to the Runnymede Trust’s initiatives to diversify the curriculum, and he is pursuing historical research at Homerton College, University of Cambridge.