Subjects

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History Assessment Booklet

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The History department has two strands to its scheme of work. Firstly years 7,8 and 9 will follow a route that traditionally would be termed KS3. The subsequent years 10 and 11 follow a scheme of work to allow for the taking of the GCSE examination at the end of year 11.

Years 7/8 and 9.

The department has implemented a scheme of learning which is on the face of it traditional but has also embraced our uniqueness of being a multicultural society. It adheres to a largely chronological approach, with the aim of ensuring that students at the end of KS3 are able to fulfil key objectives of the National Curriculum in respect of knowing significant aspects of British and World history. However, new strands have been added throughout the years to diversify the voices of the past, understanding not just how British culture has evolved but allowing students to find their identity story within this.

Years 7,8 and 9 follow a series of ambitious enquiry questions that encourage students to get involved with and understand the process of historical investigation. Topics are also selected to ensure a baseline understanding of core historical events and terms so that all are able to access the more challenging GCSE content.

Years 10 and 11

The Intent of the KS4 scheme of teaching in its simplest form is to enable students to sit the Edexcel GCSE examinations in the summer of Year 11 and achieve or exceed their target grade. The department teaches a scheme of learning that is ambitious, developing students’ understanding of themes concerning migration, conflict, dictatorships, democracy, monarchy, church influence and the power of new technology and government action to stimulate change over time. These subjects are also chosen quite deliberately to give students a broad understanding of the world we live in as well as building independence and the knowledge required to aid their learning at KS5 for nearby colleges. 

History is taught in 3 60 minute lessons over a two week teaching cycle, this is consistent for years 7, 8 and 9 teaching. For GCSE however, students will receive 5 60 minute lessons a fortnight in order to meet the increased content demands of the GCSE course.

In years 7, 8 and 9 the teaching of history is firstly taught chronologically. The reason for this is simply because a linear approach enables students to more easily identify aspects of continuity and change in respect of political and social progress. In addition there is a focus on identifying key aspects of British History in years 7 and 8 so that students all have a secure understanding about how the role of Monarchy the Church and Parliament has changed. This is to be reviewed regularly to see how further links can be made to fit in with what is happening both in Britain and globally. A local study will also be embedded more deeply into year 7, linking the reformation to Chertsey Abbey and getting students to create a project focusing on exploring this community’s unique historical traits.

In Year 9 focus switches to studying global history with a focus on both World Wars the inter war years including the rise of Nazi Germany. The students will also examine how the Superpowers emerge at the end of World War II and examine how this affects the geo/political balance of power today. In term 2 Year 9 students will study the slave trade and origins of civil rights, evaluating how black history has developed not just in America but in the UK. This will form a natural link into subsequent KS4 teaching which in year 10 will commence with the development America and the theme of migration and settlement as they focus on Britain’s migration story at the close of KS3.

Throughout the teaching there is an emphasis on using GCSE style questions to embed the learning. In addition this also enables students to become fluent in the language of GCSE, enabling them to write to the depth and accuracy required for Year 11 external examinations.

Lessons are structured with clearly defined objectives and expectations regarding achievement relative to target grades. Throughout the lesson progress is reviewed subject to these objectives to ensure that students are clear about what is required to make progress albeit through varying teaching tools in class. In all lessons there is significant focus on encouraging oral confidence in articulating the subject being taught before students then commit to writing. Within the vast majority of lessons at least ten minutes is set aside for the written consolidation of learning. To augment this learning homework is set to stimulate students revision of the learning in being creative in their approach to what has been taught. Homework is set with purpose and with a clear intent to be memorable and encourage independence of thought and learning. This work is used where appropriate to decorate the classroom this is done to reward effort and excellence.

Throughout the learning assessment takes place either informally in the lessons or by the assessment of the written and or oral content of the lesson. Summative assessment is undertaken at the end of a unit of learning either by an exam made up of a number of GSCE style questions of varying complexity or the writing of an essay in timed conditions. Students are taught how to prepare for the assessments either by use of revision activities issued or the expectation of creating revision resources which are to be brought in at the start of an exam to show evidence of preparation. In addition timed essays are mostly planned in class beforehand to an extent but with an expectation that students revise thus ensuring that it is very much down to the student to write to the best of their ability but in the knowledge that they have been shown what is required beforehand. The manner in which this is done is exactly the same as for GCSE key question exam practise.

DIRT is a key feature of the exam process and allows students the opportunity to reflect on their exam grading and revisit questions set so that in future misconceptions can be turned into positives. Furthermore through repetition of assessment students no longer fear the exam process but have a clear understanding of how to prepare and what is needed to secure marks to ensure that they at least achieve target grade.

KS4 –Year 10 and 11

Students will be studying the Edexcel scheme of work. The reason for this is not only the experience of our department with this exam board but the opportunities for moderation and shared resources with our local schools to ensure the best outcomes for our students.

Students will be given a clearly set out criteria of the content to be taught with a checklist of what is required for revision. Lessons will be taught tightly adhering to the specification as set out by the exam board with frequent opportunities for flashback quizzes to ensure knowledge is reflected upon.

There is no tiered exam structure therefore all students will be set the same challenging paper. To assist, targeted intervention is held afterschool on most Fridays with a selection of students based on assessment data. Students are also encouraged to go beyond the textbook with resources for extra reading and documentaries provided and encouraged through a rewards system.

The learning for KS4 will be completed just after February Half Term of Year 11, thereafter all teaching will focus on revision and exam paper practice. To implement this process online teaching resources focused on revision will be made available to students, this will include also specific resources for those students whose target grade or who are working at a 6 or below. Revision will be focused for different groups within the class subject to their grade expectation and “working at” grading. 

The impact of the teaching of the department fundamentally reflects the 3 values at the heart of our school.

Knowledge: Students leave us in Year 11 with not only the knowledge to pass their GCSE but an understanding of the world around them and their place with in it. The department aim for this to be achieved regardless of whether students continue to study at GCSE or leave History at KS3.

Determination: Students develop a desire to be their best selves through the resilience required in the process of historical study and their approach towards assessment. Historians do not always get things right and students need to value curiosity and taking risks above this.

Love: Students leave with a passion for history through their experience of History at CHS. Our department is blessed with an extraordinary uptake for further study which we credit to the enthusiasm of our teachers and students towards this subject. 

Click Here To View Our KS3 Reading List

Click Here To View Our KS4 Reading and Independent Study