Developing the Dept
Subject leaders are often middle managers, with responsibility for the leadership and management of a team of colleagues. They need to lead their team so that history education in their school is as good as it possibly can be, and they are accountable to the school’s headteacher for this. They are required to advocate for history within their school and ensure that senior leadership are appraised of matters relating to the subject, such as specification changes and the role of history in contributing to literacy. They also provide the inspiration, support and guidance that colleagues need in order to teach history well and develop their own careers. To the students they represent the subject and convey their own passion and hard-work to act as models for young learners. There are many facets to this role and it is not always easy. However, the Historical Association provides a strong network of support, where subject leaders can connect with other colleagues in similar role; swapping ideas and sharing good practice. To support subject leaders, this section is divided into six sections: performance management, supporting professional learning, CPD, working with TAs, non-specialists and mentoring.
Performance Management
- Expertise in its development stage: planning for the needs of gifted adolescent historians
- Developing a history department intranet as a resource for students and staff
Training webinars
- Using oral history in the classroom
- Film: What's the wisdom on... Extended Writing
- Recorded webinar: History teachers as teachers of reading
- Film: Teaching history for beginners... Becoming a reflective practitioner
- Film: The use of educational talk in history learning and teaching
- Film: What's the wisdom on... Extended Reading
Supporting professional learning
- Literacy and Oracy in History
- Dialogue, engagement and generative interaction in the history classroom
- What’s The Wisdom On... Consequence
- Thinking makes it so: cognitive psychology and history teaching
- Making rigour a departmental reality
- Promoting rigorous historical scholarship
New, Novice, Nervous
- New, Novice or Nervous? 163: Historical significance
- New, Novice or Nervous? 162: GCSE Thematic Study
- New, Novice or Nervous? 161: Teaching substantive concepts
- New, Novice or Nervous? 160: Progression in evidential understanding
- New, Novice or Nervous? 159: Writing history essays
- New, Novice or Nervous? 157: Teaching Overview