This section of the site was added in 2020 to meet the request from history subject leaders who were faced with the quite unreasonable demands of the new OFSTED Framework of 2019 (EIF).
In particular, they asked for guidance on how best to prepare for what seem like quite rigorous requirements of deep dive inspections. I have always fought shy of focussing too much on trying to please OFSTED. Surely, if you are doing your job well, your quality will shine through. Unfortunately, my experience of carrying out over 60 inspections for OFSTED at both primary and secondary level I realise that this cannot be taken for granted. My most recent analysis of OFSTED reports under the new Framework reveals a disturbing lack of judgement from inspectors who are saying crass things such Ks1 pupils lack a grasp of terms such as ‘empire’. Yes, I had to read it twice, too.
So now I have decided that history subject leaders deserve to be supported in practical ways on this website. You’ll find help in four categories:
1. The 2019 Framework ( EIF) and how it relates to history, both primary and secondary
2. Deep dives – What deep dives mean for history leaders and how to prepare for them. This includes a comprehensive list of questions that seem to mostly frequently asked.
3. What OFSTED are looking for – This explores in detail the sort of criteria being used to make judgements in history. We are still awaiting the detailed guidance to inspectors which I saw a draft of last year.
4. Recent reports – some verbatim, some summarised to give you a flavour of what seems to be praised and what criticised. You don’t have time to scan these, so I’ve done it for you and will keep it up to date, publishing termly dated digests to see if the issues start changing.
broadening the curriculum to make sure that it is at least as...
What do the first 3 months’ of reports tell us?Although there is even less detail in the new shorter OFSTED reports than in the previous ones, there are still some clear indicators of what OFSTED is expecting-whether they care to admit it or not! Here are...
- Exploration of medium/long term plans for history
- Meetings with history leader(s)
- Observations/Learning Walks (often with the history leader)....
- What do you want your students in your school to know by the end of KS3? Why is this important?
- What are the historical topics that are fundamental for your students to know? Why are they so important?
- What are the topics that you...
- You will have to show that you are in fact teaching history(and not just doing literacy disguised as history, or very tenuous cross-curricular links). This means teaching not only the content of...