Improving GCSE

results in History
Dave Drake
Humanities AST for Wiltshire
http://humanitiesastwiltshire.blogspot.com
 Possible reasons for the
underperformance by some
students

What are your thoughts?

What are the particular issues?
Has the following been done?

 Paper analysis – from requested selection

of student papers
 Gender analysis
 Value added analysis
 Coursework analysis versus target grades
 Individual teaching group analysis
 Asked students what happened?
 Background
 Teacher feedback via Historical Association website
suggests that there have been many examples of student
underperformance in schools that use the AQA exam board
to deliver History GCSE

“After…. disappointing set of results for AQA GCSE Modern

World History. I am wondering what more we can do, and
whether anyone else has the same experience? Some
excellent and hardworking students have got at least a
grade lower than they should have, and overall I would
estimate our results are half a grade down.”
B.Hibbert

Source: http://www.history.org.uk/forum/forum_3_40.html
 Teaching strategies
Starters and Plenaries

 All starters could relate to one element of the

exam paper e.g: definition questions

 Use of exemplar answers for each starter for

students to analyse (some good, some bad).
Students to identify which is A grade answer and
which is D grade.

 All starters to be completed in the back of book to

build up a handy revision tool
 Teaching strategies
Revision
 Rather than a traditional revision booklet, create a CD or
slideshow using Moviemaker, uploaded onto youtube or for
powerpoints – via slideshare. This could be made by staff, but also
by students as part of the revision process.

 Create a blog
For example, visit: http://abbeyfieldhumanities.blogspot.com or
http://humanitiesastwiltshire.blogspot.com

 Booster sessions (15 mins max), focus on verbal communication

rather than writing answers – build confidence

 Produce SEN bullet points revision guides (purchased revision

guides are often overly informative).
 Teaching strategies
 Using ‘Consequences’ style games to practice good essay technique, multi-
causal answers.

 Collection / Production of model answers, if possible put into strips, cards

or laminates for pupils to create perfect answer by ordering information.

 Fortnightly competitive Quizzes to revise topics and increase confidence.

 Subject specific vocab for lesson listed on w/b – bell rung when used

 Short, timed tasks. Use bell to increase urgency and turn activity into a
‘game’ or competition.

 Use Language from exam questions for objectives (Evaluate, Explain,

Describe etc – this will remove the fear of the exam questions).

 Use blogspot or wordpress to share resources and collate useful materials

and videos eg: http://abbeyfieldhumanities.blogspot.com for use in lessons,
but also by students at home. Homework can be based on some material
stored on the site.
 Increasing interest
 Use Enquiry questions for each lesson topic to foster sense
of discovery / curiosity.

 For C/D borderline students, notes in books are less

important than engaged students, use ICT, books, role-play,
cartoons, storyboards and card sorts more frequently. As
pupils are less likely to revise / retain information,
enjoyment of the lesson and engaging them is more
productive than ‘making sure they have detailed class
notes’.

 Fortnightly multi-skill projects for homework allowing pupils

to do posters, models, Powerpoints, etc – rather than
prolonged written tasks which they are unlikely to
complete.

 Omit ‘details’ where necessary – teach what they need to

know to get a ‘B/C’ NOT the background and supporting
knowledge which is not essential.
 Displays as teaching tools
 Huge words from essay questions on coloured A3 in
classroom (Describe, Explain, Compare etc.) Underneath
have A4 connectives used for that question (eg. Firstly,
Secondly / Therefore, Consequently, As a Result /However,
Conversely, Whereas) etc.

 Have a bigger blu-tacked A3 word which can be removed

and used as a prompt.

 Have some enlarged sentences on wall showing answers to

smaller exam questions.

 Laminated A4 connectives to give to pupils to help them

(explain etc).
Command What is the question asking you Helpful words to use in your answer
word to do?
Sentence starter Connectives
Describe Write about what you see in front Firstly
of you. You do not need to say Secondly
why. Also
Finally
Explain Give reasons for something Firstly Therefore
happening. Secondly As a result
Also Consequently
Finally This means that
Compare Say what is the same and Firstly Whereas
different between two pieces of Secondly Alternatively
information. Also On the other hand
Finally Similarly
Suggest Similar to explain, but tells you Firstly Therefore
that you should add your own Secondly As a result
ideas. Also Consequently
Finally This means that
Justify Give reasons for a decision you Firstly Therefore
have made. Say why you chose Secondly As a result
one option, but rejected others Also Consequently
Furthermore Whereas
Finally However
 Schemes of work
 Each lesson to be given a specific enquiry question title, with objectives
using language featured in exam style questions.

 Powerpoints, and increased activities to be written in where needed.

 ICT lessons (especially for coursework and revison) should be booked up in

advance if possible, or flagged up in the SOW to allow time for computer
bookings.

 Shorter tasks for C/D, with less emphasis on note making to be included in
SOW?

 Homework tasks to be varied, kinesthetic and open, using modern

technology as appropriate.

 15 minute revision sessions to be structured into schemes of work.

 Exam style questions regularly but NOT introduced as such… trick students
into doing exam questions in groups, using laminated photos, Powerpoint
slides and gap fill answer sheet etc.
 Organisation
 Recall units placed into Year 11 to allow retention of knowledge, as close to exam as
possible

 Coursework all done in Year 10 to allow time to improvements in Year 11

 Use of student voice. Are students interested in the topics chosen?

 Regular assessment review and target setting

 Moderation of fixed point assessments

 Is AfL embedded?

New KS3 National Curriculum:

 Turn Year 9 into preparation year

 Teach skills rather than knowledge in Year 9 to build up confidence in preparation for
GCSE
 Next steps?
 Action Plan

What?
When?
Why?
How?