Some brief thoughts on preparing for teaching AS/A2 Level
History
(I am grateful to Anne Roe, Head of History at Notre Dame High
School, Norwich, for finding time to give the perspective of an experienced
head of history on the issues involved in the changes to post 16 examinations
in history. .
As schemes of work are only just being
drafted for the new courses. being involved in the planning stage of the
courses offers key insights into the ways that departments work. There have
been and still are problems with textbooks- several being published much later
than expected. In preparing for teaching the 6 units studied for AS/A2 there is
a concern about the level and detail of the content of each of the units. One
tip is to try to gain access to as many different textboods as possible-
including GCSE texts (SHP are very good- I have found some very good source
material and diagrams for the Weimar Germany AS level course in the GCSE book).
How do the textbooks approach a topic and how do they break it down? Which
practical activities do they suggest? Where can you fit in a variety of
teaching/learning activities? Where are the troublesome learning spots? How can
pages of information be condensed into sets of meaningful and memorable notes
for students at this level? We use a lot of grids to focus on key issues etc.
The regular student magazines, such as History Review are very useful-
especially if you have access to back copies. The new BBC History
Magazine has an interesting 'pass notes' section and details forthcoming
programmes which may be useful to add to video resources. Teaching
History and the 'Cunning Plans' contain many excellent 'off the peg' ideas
which can be pinched and adapted. The History Manual is still a very
informative and useful guide to teaching post-16 history. We dip into the
notes/reading and essay writing sections- the cartoons grab attention and focus
on real learning points.
Assessment: what is this animal called AS/
A2?
Our staff are still getting their heads
around this one. The syllabus and exam guidelines together give an overall
picture of content, emphasis and structure. EDEXCEL has an informative teaching
guide which would be useful to all teaching AS level history courses-
regardless of syllabus. The reading lists are informative and so is the list of
web sites. I like the way that they look at grade boundaries/levels so that you
can see exactly what the students have to do to gain 'Level 4', or whatever.
Ask to see examples of marked work within the department to gauge these levels
and shadow mark. Preparing some model answers (either as handouts or to
annotate via OHP in front of the class) can help to promote greater
understanding of markschemes and how students can move on to the higher levels.
The new literacy programmes focus on exemplary materials as models, and I think
this approach yields real dividends.
The Teaching Placement
Time is more of a constraint now, with
departments under pressure to complete work for the 3 AS exam modules in
roughly two half terms. There may be a reluctance to hand over classes for
several weeks at a time. How can PGCE students add to the teaching of small
sections of the course within a defined scheme of work? A short sequence of
lessons following through a particular line of enquiry could be very useful
here, i.e. an analysis of the strengths and weaknesses of the Weimar
Constitution. A planned team approach with the class teacher (involving
classroom observation and interlinking lessons) will help to focus on sixth
form teaching/learning issues, but in a positive way it can also help to reduce
the workload involved in preparing for post 16 lessons.
Key Skills
The new AS/A2 levels will need to incorporate
Key Skills- there seems to be no getting away from the carrot and stick
approach which the government is taking here. The planning of schemes of work
and lessons needs to facilitate opportunities for sixth formers 'to generate
and develop evidence for the assessment of key skills'- (e.g. communication,
information technology, improving own learning and performance and working with
others). Given the probability of smaller sections of time in solo teaching
this again offers opportunities for PGCE students to look at these areas and to
add to departmental skills and resources:
- Encouraging 6th formers to plan and
organise presentations on a topic, using visual images
(communication)
- Work with small groups on an ICT
assignment (ICT)
- Offer to monitor and work with groups of
sixth formers planning an individual assignment- noting original ideas and
amendments (improving learning and performance)
- Setting up class debates, e.g. 'Optimists
and Pessimists and the standard of living debate'. Student and Mentor can take
up opposing sides with questions from the audience (working with
others)
Gaining and retaining 'customers' and
Open Evenings
Schools will have Open Evenings in the Autumn
Term in which departments will try to 'sell their subject' to new students.
There is now greater competition to gain 'customers' for AS/A2 History. Ideas
for possible exhibition lessons, display, activities, talking about taking
history at university would be gratefully accepted by departments. There are
real issues here about retaining students through from AS to A2. You want to
make the AS level course as exciting and as accessible as possible to attract
numbers, but there will be a 'falling out' rate by the time you get to A2, and
the last 3 exams are more demanding. Use of outside speakers, trips, H/A
conferences etc can all help to motivate students. The more analytical essay
writing requirements of the A2 course can still be tackled as part of the AS
level course if planning for this is well thought out. I think the new exams
offer many opportunities.
Anne Roe, Head of History, Notre Dame High
School Norwich, March 2001
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