Please note, this course will be held online on the designated date if it’s not possible to run in venues.
ABOUT THIS COURSE
This new course looks at the components of a successful History curriculum which enables all learners to progress from the early experiences of Key Stages 1 and 2, to successful completion of the GCSE examination and beyond. The course considers what a Rich History Curriculum should now look like, what Ofsted will be looking for from a History Curriculum and how to develop curriculum expertise in History. Led by a highly experienced former Senior Leader and Head of History, the course will demonstrate how to provide an exciting and developed History experience for all your students. The course examines staring points and subject content and considers teaching strategies that help students develop their knowledge, understanding and skill.
BENEFITS OF ATTENDING
- Develop a rich History Curriculum that supports and challenges all students
- Enhance your understanding of progression and curriculum coherence in History
- Explore what a successful History curriculum should do and how review and analyse the intent, impact and implementation of your curriculum
- Explore strategies to support students in making progress at Key Stage 3, so that it is rich in its own right
- Improve your students’ complex, evaluative thinking from Year 7 to Year 13
|COURSE DATES||London | Monday 09 March 2020|
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 10.45am
Powerful Curriculum Thinking in History
- Expectations of the Curriculum – Ofsted Inspection Framework and DfE intentions
- Reshaping our thinking on the History curriculum to adapt to current demands
- The importance of curriculum design concepts such as knowledge progression and sequencing of concepts
- Re-evaluating how the curriculum will function within History – approaches that lead to successful change
- Creating an ambitious, enabling curriculum
- What a successful curriculum should provide for students
10.45 – 11.00am
Discussion: coffee break
11.00 – 12.00pm
Reviewing the History Curriculum: Re-invigorating Disciplinary Thinking
- Creating a clear and coherent rationale for curriculum design and review in History
- Where History can go wrong: chronology is not necessarily progression
- Assessing the quality of your curriculum: what a rich curriculum in History should contain
- Intent, implementation, impact: how to review your curriculum against these key drivers
- Re-invigorating how History is taught – moving to specific disciplinary thinking, planning and teaching
12.00 – 1.00pm
Ensuring and Securing the Wonder Years: Creating a Rich Key Stage 3 Curriculum
- Ensuring curriculum content and delivery at Key Stage 3 is challenging and relevant to your students – what should History be doing?
- Strategies to engage and develop students: facts, topics and periods
- Ensuring sufficient depth and coverage of knowledge: what needs to be taught?
- What successful progress should look like in History – where should students be and when?
- Creating Wonder and a love of History (so students pick it as an Option)
1.00 – 2.00pm
Lunch and informal discussion
2.00 – 3.00pm
Successful approaches for Key Stages 4 and 5
- Exploring the questions around what a rich curriculum at 14– 16 and 16- 19 should look like in History
- Changing direction to a framework which builds in a more holistic approach with its core in the quality of education
- Avoiding teaching to the test whilst ensuring results
- Stretching high ability with your Curriculum choices and delivery
- Leading a curriculum that delivers for Pupil Premium and Progress 8
3.00 – 3.10pm
Discussion: afternoon tea
3.10 – 3.45pm
How do we continue to develop and lead curriculum expertise for 2020 and beyond?
- Re-evaluating the ongoing success of your curriculum
- Defining excellence at all levels
- How to continue to build cultural capital in History to diminish disadvantage and afford all pupils an accessible, ambitious and enabling curriculum
Dr Paul Johnson
Paul is an experienced examiner, successful former Deputy Head and Head of Department and school governor, with more than 35 years’ teaching experience in a range of educational contexts. He has extensive experience as a senior leader in schools and he is a current Ofsted inspector, as well as training Teachers on their PGCE courses in History with Manchester University. He is highly experienced and regarded provider of national training courses and tutorials for teachers at all stages of their career and with students. Paul is a current senior examiner with a leading examination board for History, a former Principal Moderator and the author of a number of text books and articles on the craft of history teaching.