Humanities Review – October 13th – 17th 2014
Introduction
In total twelve lesson observations took place and one period of learning walks. The new progress
over time judgement sheets were used in all lesson observations with one of the two observers
focussing on student work, marking assessment and dialogue. Book looks occurred during the
observations and learning walks. The Humanities Faculty currently has no substantive head of Faculty
due to Lucy Gray being promoted on to the Leadership Team. The new Heads of History, Geography
and Sociology with the established Head of RE worked on the Humanities Pre- review together as a
Faculty. It should be noted that the new Head of History is also new to the school and has worked
very successfully to quickly understand where the History Department is and what needs to be done.
Pupil Progress
Humanities deliver a wide range of examination courses both in KS 4 and 5. At GCSE the picture on
results overall is varied. Geography achieved grades that were considerably higher than their
predictions due to concerns over the new GCSE in Geography. However they were still well below
target grades. It is difficult at this point to comment on student progress against national as there will
be a decline in attainment in geography across the country due to the new style course and
assessment. However the APS was 42 against a national average of 40.9 which suggests a good result
for the Department and 20% of students made 4+ levels of progress. In history actual grades were also
higher than predicted but lower than the school target grades. Although in two classes the accuracy
of predictions was noteworthy. Despite falling short on target grades, particularly at the top end, the
progress matrix shows solid achievement against national comparisons. In both history and geography
one of the exam units proved considerably harder for pupils to achieve in than the others. In RE the
majority of students made good progress with some more mixed results in the top set.
Geography A2 results were amongst the strongest in the college this year. History results were good
at A2 and since having all the AS papers remarked were good at AS. Philosophy results in the second
year are also very strong. Sociology A2 were somewhat disappointing but generally remain good. The
college relies upon the Humanities Faculty to deliver a good strong range of outcomes across the full
range of subject areas
1. Teaching for Learning (include overall teaching judgements).
In the twelve lessons seen the following grades were given:
5 - Outstanding
6 – Good
1 – Requires Improvement (a good lesson was seen on revisit)
With only one lesson (progress over time) being judged as RI, it would be fair to describe the teaching
and learning as outstanding in Humanities. In the one RI lesson the NQT had taken on a very difficult
class and had used strategies for learning that tried to engage the students and remained calm and
positive throughout the lesson. Consistent use of the consequences ladder would have supported
some low level disruption.
Overall in Humanities lessons are very well planned for progress. Starters are engaging and settle
students quickly into the learning. Generally it was noted that the work was thoughtfully differentiated
with good questioning strategies to challenge students and to build confidence in their understanding
and ideas. Marking, feedback and use of assessment is a strength in Humanities. Students clearly
understand what is expected of them and learning routines are well established. Joint planning
supports the work of the Faculty and other Faculties would benefit from a similar approach. Students
enjoy their learning across the Humanities subjects because of good teaching and the positive
supportive learning environments they create.
Humanities have worked hard on their targets from the last Review and there was evidence gathered
through these most recent observations to that showed progress had been made in all three areas.
1. To improve the consistency of marking and impact across the faculty.
2. Lessons becoming less ‘task orientated’ with a clear emphasis on progress made
against clear outcomes. More time given for student reflection and securing/applying
knowledge/skills.
3. To improve the consistency of high quality questioning.
On several occasions peer/self-assessment was used and too varying degrees of success. It maybe
beneficial as a Faculty to look at this strategy and what makes it successful and when it is not so
successful. Where lessons were less strong good opportunities for SMSC were missed. Where
questioning skills were less developed student learning was not deepened or challenged. Generally
teachers checked student progress well throughout the lesson and had a good understanding of what
students had achieved but where the progress was less strong this was not consistently picked up by
all the teachers. It was commented in the last review - With the new curriculum structure revision is
becoming more vital across the Key Stages. Strategies need to be developed to maximise the
effectiveness of revision lessons and enhance students’ ability to revise independently. There was
evidence that Humanities have taken a lead in unpicking how students revise but there was still
evidence in some of the learning seen that students were told they need to revise more rather than
reminded of revision techniques to use.
2. Assessment, marking, tracking and intervention.
There was clear evidence of good and outstanding marking in the Humanities Faculty. This was also
the case last year. Marking routines have been well established and this must be carefully managed
by the new Heads of Department to ensure this strength continues as an established area of
excellence. It is recognised that the marking load in Humanities is high which makes this outstanding
judgement very well deserved.
3. Behaviour and ethos.
Behaviour in the Humanities Faculty is generally excellent, calm, purposeful and engaged. Where
teaching is less experienced and teachers are not as well established there can be some low level
disruption which would benefit from consistent use of the consequences ladder.
Students
overwhelmingly enjoy their learning that is well planned and generally skilfully organised. Positive
relationships create safe learning environment is which students will take up the challenge of learning
new skills.
4.
Leadership and management.
As has already been commented upon the leadership of the Departments is new this year. It was very
encouraging therefore to see that the Faculty was well prepared for the review and new leaders have
firmly taken over the leadership of their departments with a determination that outstanding outcomes
will be achieved. ‘The commitment to sharing best practice across the faculty is very impressive.
Leadership is distributed across the faculty with all teachers actively leading learning.
One of the huge strengths developed by the last Faculty Leader was that the team all worked together
which gave a real strength to the faculty. The new Heads of Department must continue to build the
faculty as a whole.
Main actions points.
1. All the Humanities Department areas are to work together to create a strong overarching Faculty
ethos allowing for strong joined up developmental work and outstanding pedagogy in the Faculty.
2. To upskill students in understanding mark schemes in order to make purposeful use of peer or
self-assessment. Investigate where this is already done well in the Department and what makes it
work well. Share
3. To ensure that lessons are managed proactively by all teachers to ensure that there is a strong
knowledge of the progress that is being made within the lesson – not relying upon a plenary.