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
- Self-evaluating history departments
- Developing a history department intranet as a resource for students and staff
- Expertise in its development stage: planning for the needs of gifted adolescent historians
Supporting professional learning
- Thinking makes it so: cognitive psychology and history teaching
- Making rigour a departmental reality
- Promoting rigorous historical scholarship
- Cunning Plan 163: Developing an A-level course in medieval history
- New, Novice, Nervous: Historical significance
- Move Me On: Reading.
New, Novice, Nervous
- New, Novice, Nervous: Historical significance
- New, Novice, Nervous: GCSE Thematic Study
- New, Novice or Nervous? Teaching substantive concepts
- New, Novice or Nervous? Progression
- New, Novice or Nervous? Writing history essays
- New, Novice or Nervous? Teaching Overview