ABOUT THIS COURSE

This NEW course is aimed for all teachers new or in their first years  of GCSE History. It is non-exam board specific and suitable for all those teaching the major exam boards.

The course has been specially designed for teachers in their first years of teaching GCSE History and  focuses on the key points, structure, lessons, challenges, standards, demands of teaching GCSE History in the classroom.

The structure of the GCSE History across specifications will be analysed and explained in detail. Assessment Objectives and Second Order Concepts will be explained in relation to papers and questions

Emphasis is also given to the demands of the questions, question types, and materials will be provided for all teachers with strategies and approaches on how to tackle the content in innovative and student-friendly ways, with clear guidance and templates for securing good grades

BENEFITS OF ATTENDING

  • Take away a range of teaching strategies, and innovative and student friendly approaches and materials  which work to secure good student marks
  • Increasing your understanding of the types and standards of questions and what examiners are expecting to see to award grades 7 – 9
  • Detailed focus on the issues created by the mark schemes to suggest ways of preparing students for them successfully.
  • The demands of questions will be dissected, analysed and samples discussed. Materials will be provided Sample questions at different levels will be discussed.
COURSE DATES Online | Friday 13 November 2020
WHO SHOULD ATTEND? 
  • Heads of History Departments
  • Teachers new to teaching GCSE History
  • Heads of Humanities
  • Those responsible for new teachers in Humanities
COURSE CODE 7897
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
Overview of GCSE History        

  • How does GCSE History operate in the Awarding Bodies?
  • Structure of the specifications
  • Preparation at Key Stage 3
  • Approaches to teaching the units
  • Concepts: First and Second Order in the classroom
  • Question styles: what do they mean?
  • Markschemes: how do they operate?
  • Demands of Grades 2, 4, 5, 8 and 9

11.15 – 11.35am
Discussion: coffee break


11.35 – 12.30pm
Extended Writing

  • Levels 1-4: what is expected?
  • Detailed analysis of the questions
  • Analysis of content for levels in the markscheme
  • Dealing with the depth of content
  • Special focus on the ‘account’ question
  • Ideas for lessons to tackle areas of controversy
  • Activities for use in class
  • Content of Paper 2
  • Reviewing and marking specimen scripts

12.30 – 1.30pm
Lunch and informal discussion


1.30 – 2.10pm
Tackling source and interpretation questions

  • Levels 1-4: what is expected?
  • Detailed analysis of the questions
  • Innovative approaches to source questions
  • Tackling interpretations
  • Ideas for lessons to tackle areas of controversy
  • Activities for use in class
  • Content of Paper 3
  • Reviewing and marking specimen scripts

2.10 – 2.25pm
Discussion: afternoon tea


2.25 – 3.15pm
The Thematic Study

  • Detailed analysis of the questions
  • Analysis of content for levels in the markscheme
  • Dealing with the depth of content
  • Ideas for lessons to tackle areas of controversy
  • Activities for use in class
  • Content of Paper 1
  • Reviewing and marking specimen scripts

Malcolm Chandler

Malcolm Chandler was Chief Examiner for GCSE History for twenty years and has been leading courses for teachers and students since 1998, throughout England and Wales, but also in Europe and Dubai. He aims to simplify the demands of GCSE History for both teachers and students by avoiding ‘jargon’ and using straightforward terminology. He believes that the best way of teaching history and improving results is to set clear, manageable targets for students and to enable them to feel ‘part of the process’. Many schools that have adopted the approaches and techniques that he recommends have seen significant improvements in examination grades in relatively short spaces of time.