Rachel Ncube

A little about me

History is taught across a department, but students should be able to recognise what a strong explanation has to do. I lead the subject and teach alongside the team, so moderation is part of keeping feedback consistent across classes.

Source analysis needs more than one route into the same enquiry. I look for scaffolds that help pupils with different reading needs work on a shared historical question, without changing the question into several unrelated tasks. The source should remain central: students need to examine what it says, consider its perspective and build a supported interpretation.

My own teaching keeps departmental workload discussions connected to the classroom pressures colleagues face. I value moderation that makes expectations discussable and gives students feedback they can use on the historical reasoning, not only the presentation of an answer.