We want students to develop a passion for studying History not only because they find the facts fascinating but because they appreciate its relevance today. It fosters a deeper understanding of our world; present existing social, political, religious and economic conditions. The courses we have chosen reflect the interests of our students building on the GCSE, and the opportunity to explore less familiar elements of the depth and breadth topics at a higher academic level. Students will be exposed to a wider range and level of reading and source material, to build their detailed knowledge and critical thinking of each topic. Students will develop and justify their own views to a higher level of sophistication verbally and in their written work. They are encouraged to be open minded by considering multiple perspectives and a plurality of opinions to well-equip them in their next steps. Students develop critical exploration of the past, where they will interrogate and judge the value of sources and evaluate interpretations; a crucial skill in the 21st century with the ever increasing access to information. Students will develop deep thinking around the key historical concepts such as change, causation and significance, which they will be able to apply to wider contexts in further study at University and/or beyond.
GCSE History: 6 GCSE English: 6 4 other GCSEs graded 9-6
Students will compile work in folders in accordance with Logic policy. Every lesson is built around a ‘big question’ that will develop students' understanding of the overarching theme. Every lesson starts with a DNA based on retrieval practice. Every lesson includes a discussion and questioning point, linked to the ‘big question’ to develop students' oracy and ability to build and justify their own argument. Acquired knowledge through the ‘big question’ each week, is applied to essay writing and/or source analysis, we model how to write responses to these, followed by student practice. Essay writing modelling includes LSS planning documents such as GSTs based on the resources found in ‘The Writing Revolution’. Source analysis and Interpretation modelling includes visible thinking routine ‘Peel the Fruit’ technique. Every week we look at the relevance/ and or connections content covered has to today’s world. Vocabulary is taught explicitly and revisited regularly, based on the Tier 2 and Tier 3 vocabulary. Assessments have also been structured to support students building their knowledge and skills systematically, ranging from recall Tier 3 vocabulary and knowledge tests, moving to source analysis and essay writing. There is a high-accountability expectation of 2-3 hours PREP which will focus on consolidation including retrieval practice as well as pre-reading and note taking. Essays (except for coursework) will always be handwritten and for the most part will be completed in lessons to closely monitor students ability under timed conditions.
About Education Provider
| Region | London |
| Local Authority | Hounslow |
| Ofsted Rating | Good |
| Gender Type | Mixed |
| Address | Browells Lane, Feltham, TW13 7EF |
We want students to develop a passion for studying History not only because they find the facts fascinating but because they appreciate its relevance today. It fosters a deeper understanding of our world; present existing social, political, religious and economic conditions. The courses we have chosen reflect the interests of our students building on the GCSE, and the opportunity to explore less familiar elements of the depth and breadth topics at a higher academic level. Students will be exposed to a wider range and level of reading and source material, to build their detailed knowledge and critical thinking of each topic. Students will develop and justify their own views to a higher level of sophistication verbally and in their written work. They are encouraged to be open minded by considering multiple perspectives and a plurality of opinions to well-equip them in their next steps. Students develop critical exploration of the past, where they will interrogate and judge the value of sources and evaluate interpretations; a crucial skill in the 21st century with the ever increasing access to information. Students will develop deep thinking around the key historical concepts such as change, causation and significance, which they will be able to apply to wider contexts in further study at University and/or beyond.
GCSE History: 6 GCSE English: 6 4 other GCSEs graded 9-6
Students will compile work in folders in accordance with Logic policy. Every lesson is built around a ‘big question’ that will develop students' understanding of the overarching theme. Every lesson starts with a DNA based on retrieval practice. Every lesson includes a discussion and questioning point, linked to the ‘big question’ to develop students' oracy and ability to build and justify their own argument. Acquired knowledge through the ‘big question’ each week, is applied to essay writing and/or source analysis, we model how to write responses to these, followed by student practice. Essay writing modelling includes LSS planning documents such as GSTs based on the resources found in ‘The Writing Revolution’. Source analysis and Interpretation modelling includes visible thinking routine ‘Peel the Fruit’ technique. Every week we look at the relevance/ and or connections content covered has to today’s world. Vocabulary is taught explicitly and revisited regularly, based on the Tier 2 and Tier 3 vocabulary. Assessments have also been structured to support students building their knowledge and skills systematically, ranging from recall Tier 3 vocabulary and knowledge tests, moving to source analysis and essay writing. There is a high-accountability expectation of 2-3 hours PREP which will focus on consolidation including retrieval practice as well as pre-reading and note taking. Essays (except for coursework) will always be handwritten and for the most part will be completed in lessons to closely monitor students ability under timed conditions.
