Head of History

Main Purpose

• To provide strategic and operational leadership for History, securing an ambitious curriculum, consistently strong teaching and improved outcomes for all students.
• To be accountable for the quality of education, standards, culture and day-to-day effectiveness of the History department.
• To carry out the professional duties of a teacher and curriculum leader in accordance with the current STPCD and Teachers’ Standards.

Strategic Leadership and Management

• Establish a clear vision for History aligned with the school’s values, improvement priorities and expectations.
• Lead departmental self-evaluation and improvement planning, using evidence to identify priorities, actions and success measures.
• Set high expectations for professional conduct, teamwork, classroom practice and student achievement.
• Organise the department effectively, allocating responsibilities and ensuring procedures, deadlines and communications are consistently managed.
• Lead, support and hold colleagues to account through coaching, line management, quality assurance and performance management processes.
• Contribute to whole-school evaluation, improvement and leadership activities as required.

Curriculum Leadership

• Design, implement and evaluate a coherent, ambitious and inclusive History curriculum at Key Stages 3 and 4.
• Ensure curriculum planning identifies the substantive and disciplinary knowledge students need and sequences learning effectively over time.
• Oversee schemes of learning, knowledge resources, assessment materials and examination preparation.
• Ensure the curriculum reflects appropriate breadth, depth and diversity and enables students to think and communicate as historians.
• Maintain up-to-date knowledge of curriculum developments, examination specifications and effective History pedagogy.

Teaching, Learning and Quality Assurance

• Model excellent teaching and ensure consistently high expectations across the department.
• Lead a proportionate programme of quality assurance, including review of curriculum implementation, student work, assessment, student voice and classroom practice.
• Use findings from quality assurance to provide constructive feedback, professional development and targeted support.
• Ensure teaching is adapted effectively for disadvantaged students, students with SEND and those requiring additional challenge.

Assessment, Standards and Accountability

• Ensure assessment is purposeful, reliable and aligned with the taught curriculum.
• Analyse attainment and progress information, including outcomes for key groups, to identify priorities and direct support.
• Plan, implement and evaluate intervention for students at risk of underachievement.

• Report accurately on
curriculum quality, progress, risks and improvement actions to senior leaders
and other stakeholders when requested.