PLEASE READ THIS BOOKLET IN PREPARATION FOR THE INTERVIEW AND BRING IT WITH YOU ON THE DAY

Secondary PGCE Interview Day Appendix: History specialism information 2013 entry PLEASE READ THIS BOOKLET IN PREPARATION FOR THE INTERVIEW AND BRING IT WITH YOU ON THE DAY

Part One Candidates for interview will be asked to complete a written task, details of which can be found in the History specific section of the interview materials. The task will last for approximately 30 minutes and is designed to provide us with evidence of your engagement with history as an academic discipline. Also enclosed is an abridged version of an Ofsted Report entitled History for All This was published in March 2011. This report will form the basis for a group discussion. It is therefore important that you read this report carefully before coming to Edge Hill. The final part of the interview involves paired interviews with members of the course team and a history curriculum mentor from one of our partner schools. This part of the interview gives you the opportunity to demonstrate your motivation and provide evidence that you have the personal qualities needed to undertake a career in teaching. You should be prepared to talk about your degree studies, issues relating to history teaching and your school experience In preparation for the interview, you are advised to look at the Edge Hill website (www.edgehill.ac.uk) and look at the History Department information. It would also benefit you to look at the National Curriculum for History and identify areas for further development in your subject knowledge." Part Two Please read the following in preparation for the Secondary PGCE History interview These notes outline the nature of the PGCE interview process and provide some guidance which will help you to understand the qualities we expect you to demonstrate during the different stages of the interview. To proceed to this stage of the selection process indicates that we feel you already have demonstrated potential, you either have an appropriate degree or are in the process of graduating. Your professional reference also indicates that you have a good appreciation of history and have an awareness or aptitude for the demands of the History PGCE course. Similarly your personal statement indicates that you are able to demonstrate a commitment to teaching history in a secondary school. The interview process is therefore designed to give you a number of other opportunities to demonstrate these skills and aptitudes. During the interview process you will complete a written test that will last approximately 30 minutes. This is followed by a group discussion, again of about 30 minutes duration. The final stage of the interview entails a small group or paired interview. Page 2 of 14

The QAA has produced a number of benchmark statements for a range of subject specific university degree courses. The benchmark statements for history suggest that a history graduate should be able to demonstrate a range of aptitudes and possess particular attitudes of mind. Additionally the QAA identified a range of general skills which history graduates ought to be able to demonstrate. Three of the most significant areas for an intending history teacher are: Clarity, fluency, and coherence in written expression.. Clarity, fluency, and coherence in oral expression. The ability to work collaboratively and to participate in group discussion. The interview process will allow you to demonstrate these qualities. The Interview Interview Stage Written Test Group Discussion Paired Interview Format and Purpose This will test the candidates ability to communicate in standard written English, however the nature of the written task provides admissions tutors with an indication of the candidates abilities to think and reflect critically on their skills and aptitudes as graduate historians or as final year undergraduates. Accompanying this booklet is an extract from an Ofsted / HMI Report published in 2011 entitled: History for All It is important to read this material carefully to enable you to take part in the following discussion: What are the challenges facing history teachers? Why is school history taught so well? You might want to contrast this reading with your own observed experience of secondary school history. You will be given time to prepare and share your views with other applicants before the discussion begins. This part of the interview gives you an opportunity to demonstrate the ability to work in a co-operative manner. It will also give you the chance to demonstrate you ability to process ideas and information quickly and put together a coherent argument This is the final part of the interview and is perhaps the more traditional. You will be asked what might be considered the usual questions: why do you want to teach? why do you think you will make a good teacher? The paired element is less intimidating and gives you an opportunity to carefully consider your ideas. The final stage of the interview allows members of the panel to gain an idea of your potential as a future history teacher Page 3 of 14

Preparing for the Interview 1. The Written Task. This aspect of the interview gives you the opportunity to demonstrate your ability to think critically and analytically about history both as an academic discipline and as a secondary curriculum subject.. What is the purpose of a historical education? How does it add value to a young persons education? The written task asks you to consider the purpose and value of a history education. In 2008 John Tosh s Why History Matters was published and one chapter entitled: The Citizen s Resource he argued a very strong case that a knowledge and understanding of history is essential to help people play a part in society as active and informed citizens. As a history graduate or final year undergraduate you should, by now, be able to articulate your own views and opinions about: the value of a history education, the essential qualities that a history education provides for young people, what a history education might look like. The aim is to provide you with an opportunity to articulate your own ideas about the value and social purpose of teaching and learning history. You might want to consider what tosh has to say in more detail. Over the past 12 months celebrity historians like Simon Schama and Nial Ferguson have contributed to pieces about the changing school history curriculum in the press. These articles will also give you a flavour of the debate that is still very much alive. We are looking for a piece of original writing, if you simply claim that history helps young people to detect bias and analyse evidence, it could be argued that so does studying English. In other words this is not going to be very original or convincing. You will need to undertake some research of your own to complete this task successfully, where you draw your ideas from will also demonstrate that you have the ability to draw ideas together from a range of sources and synthesise a convincing argument. This task is difficult but the History PGCE course itself is challenging and a significant focus of the work throughout the year involves developing an understanding of thinking skills. This activity not only tests your ability to write fluently and coherently but is also designed to test your ability to think (and write) about how you think. Page 4 of 14

You might like to look for articles from Teaching History which focus on the idea of significance: 2. The Group Discussion. In preparing for this aspect of the interview you obviously need to read the enclosed document carefully. The HMI Report was published by Ofsted in March 2011 and is entitled History for All you have an abridged version but you should be able to download the full document from the Ofsted web site It is important that you have an informed understanding of the challenges and opportunities facing history teachers and this report provides a valuable insight. This could be a useful point to make a link between any observations you may have undertaken in school. Is the largely positive picture painted by your reading confirmed by what you have observed in schools? Have you had an opportunity to talk to teachers in a history department? Do they have different opinions? In the discussion we are looking for people whose comments are informed both by the reading and by their experience in schools. You should be open to the views and opinions of others and should be able to listen and respond to the comments of others. Paired Interviews. Finally you will be interviewed by members of the panel who will ask about your experience of schools, your history degree and your views on teaching history. You should be willing to discuss your views on the value of history in the school curriculum and have ideas about what makes an effective history lesson. Sharing this part of the interview with a fellow applicant is designed to make the process less intimidating and experience shows that candidates are able to perform more naturally in this situation. This part of the interview offers an opportunity to develop a series of informative dialogues which aid the selection process. Page 5 of 14

Part Three Compulsory reading for Group Interview Task History in English schools 2007 11 History for All Contents Key findings In the schools visited history was generally a popular and successful subject, which many pupils enjoyed. Achievement was good or outstanding in 63 of the 83 primary schools and 59 of the 83 secondary schools visited. It was inadequate in only two schools. In most cases, links between secondary schools and their local primary schools were weak, so that expertise in the secondary schools was not exploited to support non-specialists in teaching history in the primary schools. History was successful in most of the secondary schools visited because it was well taught, notably in examination classes at GCSE and A level. The large majority of these history teachers were very well-qualified. In the large majority of the schools visited, the quality of the provision also reflected the strong leadership of the history departments. Attainment in history in the secondary schools visited was high and has continued to rise, particularly at GCSE and A level where results compare favourably with other subjects. 1 Patterns of entry for GCSE history varied considerably between different types of school: only 30% of students in maintained schools took the subject in 2010 compared with 48% in independent schools. In academies, the proportion was lower still at 20%. Page 6 of 14

While most work in the sixth forms visited was well-resourced, in some schools an over-dependence on set text books, linked to specific AS and A- level specifications, did not prepare students well for the challenges of higher education. Overall, achievement was weaker in Key Stage 3 than in Key Stage 4 because of a number of factors: more non-specialist teaching; reductions in the time that schools allocated to history; and whole-school curriculum changes in Key Stage 3 in an increasing number of schools. Nearly one in every three lessons observed at Key Stage 3 between 2007 and 2010 was at best satisfactory. The National Curriculum orders and programmes of study in Key Stage 3 have led to much high-quality teaching and learning in history. However, in one in five of the secondary schools visited, curriculum changes, such as the introduction of a two-year Key Stage 3 that allowed some students to give up history before the age of 14, and thematic approaches to the curriculum, were associated with teaching and learning that was no more than satisfactory. The view that too little British history is taught in secondary schools in England is a myth. Pupils in the schools visited studied a considerable amount of British history and knew a great deal about the particular topics covered. However, the large majority of the time was spent on English history rather than wider British history. Three years after Ofsted s previous report on history, teachers had responded positively to developing independent learning in history. The most effective schools used a well-focused enquiry-based approach to achieve this. In addition, more schools were incorporating ICT into history. However, its impact in accelerating gains in pupils historical knowledge and understanding varied, particularly in the secondary schools visited. Recommendations The Department for Education should: ensure that, as a result of the National Curriculum Review, pupils in primary schools experience history as a coherent subject which develops their knowledge, thinking and understanding, especially their chronological understanding, and that all students in secondary schools benefit from a significant amount of history to at least the age of 14. Secondary schools should: ensure that the requirements of the National Curriculum in history are met in Key Stage 3 ensure that pupils have a greater understanding of the history of the interrelationships of the different countries which comprise the British Isles ensure that technology is exploited to best effect in the teaching and learning of history ensure that sixth form history students read widely in preparation for the demands of higher education. Page 7 of 14

The context of history in schools in England. In England, history is currently not compulsory for students beyond the age of 14 and those in schools offering a two-year Key Stage 3 course can stop studying history at the age of 13. England is unique in Europe in this respect. In almost all the countries of the European Union, it is compulsory to study history in some form in school until at least the ages of 15 or 16. History is compulsory until the age of 14 in Northern Ireland, the Netherlands and Wales, and all pupils study history as part of their broad general education in Scotland until they are 15. Secondary schools: The Value and Purpose of History. Students in the secondary schools visited, and especially those taking examinations in Key Stage 4, became increasingly sophisticated in explaining why history is important. They commented, for example, that studying history helped one to be more tolerant and to respect people more, and they could justify their points with reasoned arguments based on evidence from the topics they had studied. 20. Where they had been encouraged to compare and contrast the different topics they studied, the students were able to make perceptive links. This is illustrated by the GCSE students who, having studied the Depression in America in the late 1920s and early 1930s, could identify precise similarities and differences in the way that the recent economic crisis in the world had developed and been handled. One of them said, History does not repeat itself, but it can help us to see how similar problems have been tackled in the past. It might also prevent us from making some of the mistakes that previous generations have made. 21. Students interviewed as part of the survey almost always recognised that one of the most important reasons for studying the subject was that it helps us form our own opinions or, in the words of one student, History liberates the mind. Another crisply summed up her view when she said that history enabled her to read between the lines. 22. Older students were articulate about the value of history in developing their wider skills, for example in researching, in improving our communication skills, in interrogating evidence, in devising our own questions, in extracting information, and in helping us to understand the world in which we live. The Quality of History Teaching Good or outstanding teaching in secondary schools reflected many of the features already described in primary schools. The particular characteristics of highly effective teaching in secondary schools, which motivated students and strengthened their learning, included: teachers excellent subject knowledge, clear exposition and judicious selection of teaching strategies, including the use of ICT Page 8 of 14

a high level of challenge which obliged students to make well-considered judgements based on evidence that was robust and increasingly broad in its range high-quality activities: students were engaged in presenting and developing ideas, arguing about the past and re-evaluating their thinking in the light of what they had been learning sufficient opportunities for students to listen, discuss and debate questions and to respond thoughtfully so that others could comment the development of historical thinking, analysis and evaluation at the heart of the lesson rather than as an afterthought at the end a climate of historical enquiry in which trying to find the right answer really mattered to the students and where they developed an understanding of the complexities of the past out-of-classroom activities, available for all students, which enriched learning careful monitoring of progress by teachers during lessons and regular assessment, including peer- and self-assessment, which enabled students to know how well they were doing and what they had to do to improve. An example of a good lesson Highly effective teaching was underpinned by a vibrant environment for learning. This engaged teachers and students collaboratively in history. The subject was meaningful to the students. They developed a desire to learn and were excited about history. These aspects are illustrated vividly in this example. Comprehensive planning, excellent relationships and an overriding concern to meet the needs and interests of all the students were three of the most important characteristics of the outstanding teaching in one of the history departments visited. In addition, the teachers knowledge of history was very secure and they passed on their enthusiasm to their students. They had high expectations and modified their methods to ensure that individuals learning needs were met. Students enjoyed the lessons and the many opportunities they had to take part in historical drama, debates and discussions. They rose to challenges and were keen to express their opinions and justify their views with evidence. The best lessons seen developed as a dialogue between students and between students and the teacher. All the teachers used the interactive whiteboards with a high level of skill. They had prepared thought-provoking resources for their students that included detailed revision booklets. Assessment was of high quality and the teachers monitored the progress of their students rigorously, intervening rapidly if they noticed underachievement. Academic guidance was excellent and the students had a keen understanding of how well they were doing and how to meet their challenging targets. As one student commented, Our teachers constantly encourage us and are always there to help. Students also benefited from a variety of extra classes, revision sessions and individual tuition. Page 9 of 14

An example of a less effective lesson: One of the most serious concerns about poor provision was the tendency for teachers to try to cover too much content and spoon-feed students. As a result, teachers talked too much, lessons were rushed, opportunities for debate and reflection were missed, and students lost interest. Such a lesson is illustrated here. A mixed-ability Year 7 class was looking at what happened to people in Nazi Germany who had been involved in perpetrating the Holocaust and why. At the start of the lesson, the teacher had focused the students effectively by asking them to consider what happens to criminals today. Moving on to the events in Europe, the students read extracts which told them about what happened to Goering, Hess and the people who lived near and worked in the death camps. When the teacher said that some Nazi scientists were let off and spirited away to work for the Allies, several students expressed surprise and could not understand why this had been the case. However, there was no discussion of this issue and the teacher moved swiftly to the next activity, missing an opportunity to explore why some Nazi scientists had been treated this way. As the lesson progressed, the students became less and less focused. The training of secondary history teachers 63. Ofsted s recent inspections of initial teacher education found that secondary trainee teachers on PGCE courses were well qualified and well trained. One of the most important factors in successful training was the quality of the schools in which the trainees were placed. 64. In the best provision: trainees were challenged and supported through incisive feedback on their lessons and assignments mentors and others set clear and coherent targets for trainees mentors had high expectations and excellent knowledge and understanding of the pedagogy of the subject. 65. One training establishment required all its mentors and trainees in history to read and debate an agreed work of historical scholarship. Trainees said that this had made them think critically about their own understanding of issues and reflect upon their approach to teaching history. It helped them to keep up with historical scholarship. Page 10 of 14

66. Such good practice was not always the case. Notable weaknesses in the training of secondary trainees on the Graduate Teacher Programme were reflected in: trainees limited understanding of how to meet the needs of all students through effective differentiation trainees limited awareness of current thinking about teaching and learning in history limited preparation for teaching in nationally diverse communities insufficient understanding of how to implement the revised curriculum in history at Key Stage 3. Page 11 of 14

Part Four History PGCE Interview Subject Knowledge Audit Post Interview Guidance What did you do at University? Developing your History Subject Knowledge. This document is designed to help you develop your subject knowledge before you begin your PGCE year. You will be invited to a pre-course induction event. For September 2013 entry this event will be held on: Saturday 15 th June 2013 at 10.00am in the Faculty of Education Building. You will also be given access to an on-line Pre-Course Area where you will be able to undertake a number of guided activities to help you develop your subject knowledge. Before then however you need to complete the subject knowledge audit below and e-mail to the History PGCE Course Leader. Ian Phillips, History PGCE Course Leader phillipi@edgehill.ac.uk Page 12 of 14

Please tick the appropriate box if you covered any of the topics in your undergraduate / postgraduate courses. Britain 1066 1500 How did Medieval Monarchs Keep Control? How hard was life for Medieval People in Town & Country How did the Medieval Church Affect peoples lives? Britain 1500 1750 Elizabeth I: how successfully did she tackle the problems of her reign? The Civil Wars: was England turned upside down in the 17th Century? From Glorious revolution to the 45: how united was the Kingdom? Britain 1750 1900 Industrial Changes, action and reaction What was British Middle Class life like in 1900 The British Empire: how did Britain come to control one quarter of the world by 1900? 20th Century World Studies Enter the details of the topics you have covered as part of your undergraduate / postgraduate courses below Page 13 of 14

A European Study Before 1914 Enter the details of the topics you have covered as part of your undergraduate / postgraduate courses below World Study Before 1900 Enter the details of the topics you have covered as part of your undergraduate / postgraduate courses below Additional Courses Followed Enter details here of any other courses you have followed which you believe may be directly relevant to the History Curriculum or to teaching history, these could include IT / ICT modules [end] PLEASE READ THIS BOOKLET IN PREPARATION FOR THE INTERVIEW AND BRING IT WITH YOU ON THE DAY Page 14 of 14