Students of all ages develop their historical knowledge and understanding most effectively and then perform better in examinations if teachers build their courses around the problems students have year-in, year-out – notably how to carry out historical research, construct arguments and communicate their ideas. At exam level, specifications and content may change but the underlying problems students face in carrying out research, constructing arguments and communicating their ideas do not. Learning is best conceived as a process and we need to support students through that process by making it visible if we are to fully realise the potential of our students as learners.

The articles in this section explain and exemplify how we can implement these principles through the planning of the history curriculum in general and individual courses and in teaching students in the classroom.

The articles have been written by Dale Banham and myself and are largely based on Dale’s work with his students, as head of department and latterly as Deputy Head with responsibility for teaching and learning. Dale also spent several years as Humanities adviser for Suffolk and has extensive experience of running CPD courses around the country.

The specific issues discussed in this Raising Attainment section are also closely linked to the broader ideas about developing independent learning through use and understanding of Enquiry.

For these broader ideas see the Enquiry and Independent Learning section HERE …

I. Starting Points

The key ideas and principles which underpin the approaches we'll be discussing in this section on raising attainment.

 

II. Key Principles of Visible Learning

Key principles (plus numerous examples) of how to improve attainment by making explicit the processes of studying and writing history.

III. Principles for Teaching
Thematic Studies at GCSE

Core strategies for planning and teaching Thematic studies, designed to tackle the problems students and teachers regularly face.

IV. Planning Principles for
Teaching Depth and Period Studies

Strategies for planning and teaching periods in depth at both GCSE and A level.

V. Feedback, Marking and
How they can Improve Learning

Detailed guidance and examples exploring six stages of feedback, all aimed at improving students’ ability to learn.

VI. Helping History Students Communicate Effectively

Strategies for helping students with three steps to better communication:

• how to remember

• how to identify and construct arguments

• how to communicate