ABOUT THIS COURSE

This NEW course is aimed for all teachers of GCSE History, regardless of examination board. The course 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; and materials will be provided that will allow teachers to tackle the content in innovative and student-friendly ways.

The course will also look in detail at the issues created by the markschemes to suggest ways of preparing students for them successfully. The demands of questions will be dissected, analysed and samples discussed. Materials will be provided with student-friendly terminology and templates for answers at Grades 5-9.

BENEFITS OF ATTENDING

  • Learn more about the key points, structure, lessons, challenges of the course
  • Find out and explore the standards and demands of GCSE History
  • Learn what examiners look for in a Grade 8 – 9 student
  • Take away practical approaches and techniques for teaching the subject to a high standard
  • Through dissection, analysis and samples, enhance your understanding of the demands of questions
COURSE DATES Online | Friday 3 July 2020
London | Friday 13 November 2020
Manchester | Wednesday 18 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 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues

 

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 taught history in comprehensive schools for many years. He was Chief Examiner and Principal Moderator for GCSE History for twenty years. He has run many courses for teachers since 2001 and believes strongly that students should be more involved in their studies. He has worked with students in more than 200 schools helping them to prepare for GCSE and A Level.

Kenilworth