Leading and managing primary history

E-CPD

Author: Tim Lomas, Web Editor: Simon Brown, 4th January 2010

Primary history does not just happen.  It needs to be planned for, resourced, delivered and monitored.  Most schools ask a colleague to act as co-ordinator or subject leader for history.  In reality, most teachers will be required to take on some form of subject leadership role and many of those fulfilling this role in history do so relatively early in their careers.  This unit focuses on the features of effective history leadership and management, its characteristics, the challenges and ways in which it might be undertaken given the likely resources available for the task.

N.B. This unit was produced before the new curriculum and therefore some of the references are a little dated. Nevertheless, we strongly feel that most of the advice contained within this unit remains pertinent in helping history co-ordinators fulfil the role effectively.

What this unit is concerned with:  

It is divided into the following enquiries:

  1. What are the issues that should be the main concern of a history subject leader?
  2. What constitutes realistic roles and responsibilities for a history subject leader?
  3. How can one ensure effective resourcing of primary history?
  4. How can the subject leader improve the classroom experiences of pupils?
  5. When and how should history be monitored in school?

1. What are the issues that should be the main concern of a history subject leader?

  • 1. What are the issues that should be the main concern of a history subject leader?
  • 1.1 Organising the curriculum
  • 1.2 Primary history concerns
  • 1.3 Triggers for concern and excellence in history teaching

2. What constitutes realistic roles and responsibilities for a history subject leader?

  • 2. What constitutes realistic roles and responsibilities for a history subject leader?
  • 2.1 Roles and Responsibilities
  • 2.2 Online Poll (1)
  • 2.3 Documentation
  • 2.4 Personal influences
  • 2.5 Activity B1
  • 2.6 Activity B2
  • 2.7 Activity B3
  • 2.8 Activity B4

3. How can one ensure effective resourcing of primary history?

  • 3. How can one ensure effective resourcing of primary history?
  • 3.1 Measuring the effectiveness of resources (1)
  • 3.2 Measuring the effectiveness of resources (2)
  • 3.3 Activity C1-3

4. How can the subject leader improve the classroom experiences of pupils?

  • 4. How can the subject leader improve the classroom experiences of pupils?
  • 4.1 History lesson and activity prompt list
  • 4.2 Activity D1-4

5. When and how should history be monitored in school?

  • 5. When and how should history be monitored in school?
  • 5.1 A summary of the key features of a successful primary history
  • 5.2 Some monitoring methods
  • 5.3 Online Poll (2)
  • 5.4 Subject leader audit
  • 5.5 Work sampling
  • 5.6 Evaluation
  • 5.7 Activity E1
  • 5.8 Online Poll (3)
  • 5.9 Activity E2-3

6. Further Reading/Bibliography

  • 6. Bibliography and further reading

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