Focus on History
Transition in History

• In schools visited, there are limited opportunities currently employed to aid transition in pupils learning in history. Only a few primary schools have developed projects with their local comprehensive schools and these are limited to developments such as Artist in Residence (The Blitz) and the storysack initiatives.
• No evidence was found of the sharing of teaching expertise, resources, cross phase projects or of continuity and progression of skills, curriculum records, and cross phase schemes of work. Co-ordinators/subject leaders at primary level had little knowledge of how history is taught at KS3 and vice versa. Currently no opportunities for joint working have been developed in history in the schools visited.
• The marking of pupils work from Y7 (KS3) onwards differs significantly from that of the primary sector.
• The cross curricular aspects found in all primary schools visited is not so obvious at secondary level and represents a significant change for pupils in teaching and learning approaches. At secondary level, in the best practice, the investigative, enquiry approach is continued within the subject specific context.

Areas for Development

• The 'Cwricwlwm Cymreig' in primary schools is often interpreted in a narrow way featuring famous people (St. David, Caradog, Mary Jones). Schools should consider how historical developments are set into the wider history of Wales e.g. comparing local issues to some other area of Wales, cultural and linguistic aspects of the locality through the study of landmarks and place names and the impact and responses of Welsh people to invasions.
• Schools should focus on Estyns definition of key skills and ensure that these are progressively developed across the key stages and phases.
• Transition in history is currently underdeveloped. Schools could promote this by focusing on sharing and developing the following issues:
  • 'bridging units' or common topics of study within the cluster (e.g. Neath Abbey, Industrial Development etc.)
  • formulating cross phase common marking policies for teachers to follow which would benefit pupils learning
  • clarifying and agreeing the nature and extent of records of achievement desirable for transfer
  • sharing schemes of work and teaching expertise (knowledge/strategies) as well as historical resources and artefacts
  • focusing in a more consistent way, developing pupils history skills – the how and why, not just the what
• Schools should consider the nature and purpose of the use of worksheets for children in KS1 and KS2 in the history curriculum.
• Similarly, schools should avoid record keeping which involves recording coverage and is repetitious and of little value in raising standards. They should ensure that teachers marking comments are based on the lesson objectives and National Curriculum level

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