This has been taken from my History Department Handbook and discusses what the History Department did in terms of monitoring. Whilst this has been written with reference to the department that I was head of, it may be useful to those just starting out as Heads of Department as a point of reference. It discusses Results Lesson Observations Pupil books Student Evaluation Forms

A detailed Scheme of Work for Years 7-9. The following points are focused on: Topic Key Question/Learning Objective Teaching and Learning Activities Resources Assessment Key Elements Common Requirements Hours

A DETAILED 3 YEAR DEVELOPMENT PLAN FOR A HISTORY DEPARTMENT.

Factors inhibiting the growth of Welsh National Consciousness Factors promoting Welsh National Consciousness/ attitudes at the start of our period 1868-70 Factors Promoting Growth of National Consciousness in the rest of the period (1868 onwards)

THIS RESOURCE HAS BEEN PRODUCED FOR YEARS 7-9. IT IS A BOOKLET THAT EACH PUPIL RECEIVES IN YEAR 7 AND SEES THEM THROUGH TO YEAR 9. EACH LESSON THAT IS TAUGHT FROM YEARS 7-9 IS COVERED HERE WITH A SIMPLE KEY QUESTION IN A LIST FORM(THESE KEY QUESTIONS FOLLOW THE SCHEME OF WORK (Also for sale)). NEXT TO EACH KEY QUESTION ARE THREE COLOMNS WHICH PUPILS TICK TO SHOW WHETHER THEY HAVE UNDERSTOOD A TOPIC FULLY, NOT AT ALL OR ONLY PARTIALLY. THEY FILL THIS IN AFTER COMPLETION OF EACH TOPIC. THIS WORKS ON A NUMBER OF LEVELS - PARENTS AND PUPILS CAN SEE WHERE THEY ARE IN THE SCHEME OF WORK AND CAN DO EXTRA RESEARCH AROUND TOPICS IN ADVANCE - OR CATCH UP IF THEY HAVE BEEN ABSENT. IT ALSO ALLOWS THE CHILD TO TELL YOU DISCREETLY WHETHER THEY HAVE UNDERSTOOD A TOPIC OR NOT. THIS HELPS YOU HELP THEM. IF MANY PUPILS ARE SHOWING THAT THEY HAVEN'T UNDERSTOOD THE SAME TOPIC THEN THIS HIGHLIGHTS TO YOU THAT MAYBE YOU NEED TO APPROACH THAT TOPIC DIFFERENTLY NEXT TIME. ON EACH PAGE THERE IS ALSO A BOX CALLED 'LANGUAGE FOR LEARNING' WHICH INCLUDES ALL THE KEY WORDS THAT PUPILS WILL BE EXPECTED TO UNDERSTAND AFTER FINISHING THE TOPICS. BENEATH THIS, ON EACH PAGE IS A HOMEWORK BOX. THE HOMEWORK TASK IS A KEY LEVELLED TASK. THIS AGAIN, SHOWS PARENTS AND PUPILS WHAT WORK TO EXPECT THROUGH THE YEAR AND ALLOWS PREPARATION TIME (AND EXCUSES SUCH AS 'I DIDN'T KNOW WHAT MY HOMEWORK WAS' ARE A THING OF THE PAST!)THERE ARE 6 HOMEWORK TASKS FOR YEARS 7 AND 8 AND 4 TASKS FOR YEAR 9. AT THE END OF EACH YEAR THE PUPILS FILL IN A SIMPLE BAR CHART SHOWING WHAT LEVEL THEY RECEIVED FOR A TASK. AT THE START OF THE BAR CHART FOR YEAR 7 IS THEIR KEY STAGE 2 ENGLISH LEVEL AND THE FINAL BAR IS THEIR PREDICTED YEAR 9 LEVEL. THROUGH YEAR 7-9 THERE SHOULD BE A STEADY IMPROVEMENT HERE. THIS PROVIDES A VISUAL AID TO SHOW PUPILS AND PARENTS AND YOURSELF IF A CHILD IS PERFORMING AS THEY SHOULD AND HIGHLIGHTS WHEN A CHILD IS UNDERACHIEVING. THE APPROPRIATE STEPS CAN BE TAKEN WHEN THIS IS THE CASE - AND IF A CHILD IS DOING VERY WELL THEN MORE CHALLENGING TASKS CAN BE GIVEN. IT TOOK A CONSIDERABLE AMOUNT OF TIME TO PRODUCE THESE BOOKLETS BUT THE BENEFITS GAINED ARE IMMEASURABLE. THESE BOOKLETS WERE COMMENDED BY OFSTED INSPECTORS AS GOOD PRACTICE. Please note that at the start of each Year Booklet I would place a photocopied timeline so pupils could see what period they would be covering over the year. As I use a photocopy, these timelines are not included.

A SET OF NOTES USEFUL FOR A LEVEL HISTORY WNC 1868 ONWARDS - Did the Conservatives contribute towards the promotion of a Welsh National Consciousness? - Did the Liberals contribute towards developing a Welsh National Consciousness? - The contribution of the ‘Welsh Party’ (politicians supporting and campaigning specifically for Welsh issues).

A LEVEL HISTORY:The Role of Cultural, Social and Institutional Factors in Promoting a Welsh National Consciousness. A set of notes useful for revision.

A Level History: The Growth of Welsh National Consciousness: The Fall of the Conservatives A set of notes useful for revision covering: - Conservatism was uniquely identified with Englishness. - Conservatism was identified with Wales’ enemies – the ‘unholy trinity’ of the brewer, the squire and the bishop. - Conservative arguments against Disestablishment and Disendowment - Positive impact of Conservatives

A Level History: Welsh and 19th century education. A set of notes useful for revision.

A LEVEL HISTORY: Politics and Society c1880-191: CHANGING ATTITUDES TO SOCIAL REFORM. WJEC. A POWERPOINT PRESENTATION THAT COULD BE GIVEN OUT AS A SET OF NOTES TO STUDENTS. THE FOLLOWING THEMES ARE COVERED: Changing attitudes to social reform From individualism to collectivism Changing attitudes to social reform post 1900 Conservatives/Unionists Action! The Liberals and (even though they used to be pioneers of individualism) Collectivism 1906-1914 New Liberalism The Liberal Social Reform Achievement 1906-1914 Social relief measures for the helpless Social relief measures for the able bodied Economic / Industrial Reforms (showing an increase in willingness to intervene in the economy and industry). Conclusion on the triumph by various bodies Limitations to Liberal Social Reform Limitations to how the Liberals paid for their social reform Limitations on the industrial and economic reforms Did the Liberals give the working class what they really wanted? Other deep rooted causes of poverty Overview Overall Party Record

A LEVEL HISTORY: WJEC. FOCUS ON WELSH HISTORY/POLITICS/SOCIETY. THIS DETAILED POWERPOINT (13 SLIDES) COULD BE GIVEN OUT AS A SET OF NOTES FOR YOUR STUDENTS. TOPICS COVERED: Political idealism of organised labour How strong was political ideology in developing a working class movement? The role of political factors in creating a working class movement The role of social factors in developing a working class movement The role of economic factors in creating a working class movement Success of organised labour Failings of the working class movements: what they hadn’t achieved by 1914 Conclusion

This is the task I set for the Year 7 pupils studying castles. The nature of the task allows each pupil the opportunity to reach the highest level. You must carry out a project describing a local castle. Explain why it was built. Evaluate how important new weapons were on its design and use. This resource is very helpful to hand to pupils before completing the above task. It describes a typical Level 2,4, 6 and 8 using the key elements of history in relation to the essay question. Pupils (and parents) will see exactly what they need to do to achieve each of the levels and the differences between each level. This is also very helpful when moderating pupil work.

A SIMPLE RESOURCE TO DETERMINE HOW PUPILS FIND YOUR TEACHING!

HAND THIS OUT TO TEACHERS IN YOUR HISTORY DEPARTMENT. AS SOON AS THEY HAVE ANY CONCERNS REGARDING THE PROGRESS OF A PUPIL THEY FILL IN ONE OF THESE FORMS. THIS CAN BE PASSED ON TO YOU TO TAKE ACTION AND CAN BE SHARED WITH HEADS OF YEAR.

KS3 History: Success criteria/mark scheme for essay title: How important was the life of a monk? This resource is very helpful to hand to pupils before completing the above essay question in Year 7. The typical Level 2,4,6 and 8 response is shown in relation to the question using the key elements. Pupils and parents can clearly see what they have to do to get the highest level by comparing the different responses. Also useful when moderating.

Mark scheme/success criteria for the Spanish Armada essay: Why did the Armada fail? Hand this resource to pupils before completing the above essay question. The resource looks at a typical Level 2,4,6 and 8 response to the question by looking at the key elements and level descriptors. Pupils can identify the differences between the levels and then know what they have to do in order to achieve the highest level. An excellent Assessment for Learning technique and great for moderating within the department.

Mark scheme/success criteria: How did Harold Godwin really die? A very useful resource to give to Year 7 pupils before completing the above task. A typical level 2,4,6 and 8 response is given in the resource. Pupils can identify the differences between the level descriptions and then will know what they have to do to get the top level. Useful when moderating too. An excellent Assessment for Learning technique.

Look at the following two sources. How do the sources disagree with each other about how the Armada failed? Explain how they might have come to their decision. (5) An excellent opportunity to develop source interpretation techniques for Year 8 pupils studying the Spanish Armada. Prepares them for GCSE and PISA style questions.

OVER TWENTY PAGES OF GCSE HISTORY OF SPORT SOURCE STYLE QUESTIONS ONLY. GREAT TO HAND TO STUDENTS IN PREPARATION FOR THE EXAMS.

A very useful resource to give to Year 8 pupils before completing a project on Henry VIII. A typical level 2,4,6 and 8 response is given in the resource. Pupils can identify the differences between the level descriptions and then will know what they have to do to get the top level. Useful when moderating too. An excellent Assessment for Learning technique.