Including all pupils at KS4

Even given expert teaching, a small number of pupils, even with regular attendance and hard work, are unable to attain a grade G. How can we try to ensure that such pupils are given the chance to achieve in KS4 history?

At its introduction in 1991, the GCSE course was intended to cater for all abilities, replacing the distinct O level and CSE courses. It was intended as an opportunity for pupils to display skills and knowledge, rather that to highlight failure. Different abilities were to be addressed by levels of response markshemes, which awarded more marks for complex answers, and fewer marks for simplistic ones. Since the introduction of GCSE, all subjects except History and RE have adopted tiered papers, in recognition of the difficulties in setting questions and providing markschemes that reflect all levels of ability. The single tier in the History paper means a high reading age of source material and complex questions. Some pupils, who struggle to access reading and the questions, fail to display their knowledge and skills. Research by Husbands, Kitson and Pendry (2003) showed unanimous support amongst the teachers they interviewed in 8 comprehensive schools across England for continuation of non-tiered papers at GCSE. However, one teacher lamented the “wordiness” of exam papers. Accepting historical terminology such as “reliability” and “interpretations”, he objected to phrases which might disadvantage certain pupils. One such phrase was “changed out of all recognition”. The history teacher's role is to promote language learning and confidence in young people, before they reach Key Stage 4. Pupils opting for the GCSE course should be prepared as far as possible for GCSE type questions, and exposed to sources with a reading level higher than their own. However, the teacher should be sensitive to the need for some scaffolding of their responses (see section on differentiation below) even at this level, in order to boost confidence.

Some awarding bodies, including Edexcel, AQA, WJEC and OCR offer an Entry Level Certificate. This is offered in mainstream schools, as well as in special schools. Heinemann History, 2002, has produced a pack of photocopiable worksheets for a course based on the Modern World topics. The highest award is equivalent to level 3 of the National Curriculum, that is the national expectation of primary age children. The quantity of work required is far less that for GCSE, and all work is assessed by the teachers. Teachers have a lot of flexibility in designing units of work. If this is thought to be too time consuming, the awarding body offers some standard units. Pupils can be entered for the Certificate as well as for GCSE if appropriate, and it is possible to run the two courses concurrently.

Husbands, C., Kitson, A. and Pendry, A. (2003) Understanding history teaching: teaching and learning about the past in secondary schools, Maidenhead, Open University Press.

Back to Inclusion and Diversity home

Back to History PGCE home