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History department




Departmental staff will keep a record of all marks achieved by the students. This will include exercises done in books, test pieces, and built-in assessment tasks.


Key Stage 3 9-1 AQA GCSE skill based assessments, and Key Stage 4 AQA/ Key Stage 5 AQA exam based assessments are given half-termly.


KS3 – Regular assessment trawls (twice annually).

KS4 - Regular INSET given. All members of the department moderate controlled assessment of a range of ability. CPD given on exam skills.

This takes place during twilight, and INSET day(s.)

KS5 – all NEA – Subject Leader


Informal classroom observation and discussion with students; on going unit exercises; half-termly specific classroom tests. Student self-evaluation of work is to be encouraged and developed using SAIL. All exercises completed must be marked either by staff or a student assessment exercise.

Marking: (Including reward systems)


It is department policy to reward and praise students as often as possible. It is important to be generous when students achieve:

General schoolwork and homework (when teacher time allows) should be marked regularly with particular emphasis placed on presentation of work (date, title, underlining in pencil and ruler). In line with whole school policy – SAIL tasks are marked every 3 weeks.

A regular system of knowledge based tests are also given, and a displayed league table competition employed to encourage competition/motivation.

History department marking ethos encourages the view that all assessment (and in particular test-based assessment) should be explained to all students to enhance appreciation of progress. Where possible positive comments should be used to encourage students to learn from mistakes and develop a willingness to improve their work.

As students progress through the school a greater awareness of the skills in history should become clear. Students need to be clear in what they are being assessed against.

Success Criteria should be stated at the onset to enable students to understand their success or failure in achieving those objectives.

Target setting is to be encouraged then to fulfil objectives.


Mark books/spreadsheets to be used as an important basis to record student achievement. However, feedback in discussion with students should also promote a more definitive picture of individual personal attitudes. If appropriate this should be recorded too – providing help for course and teaching evaluation, plus facilitating accurate student progress reports to parents. 

History Schemes of Learning

Key Stage 3

Year 7 Scheme of Learning

Year 8 Scheme of Learning


Key Stage 4

Year 9, Year 10 and Year 11 Scheme of Learning

Health and the People

Norman England


Conflict and Tension


Year 12 Overview - France in Revolution Scheme of Learning

Year 13 Overview - Crisis of State Scheme of Learning 


Staff List


Mr S Brown Subject Leader in History

Mrs S Crichton Teacher of History

Mr E Plant Teacher of History

Mrs J Silverwood Teacher of History