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    • SEND

    SEND within the History Curriculum 

    History is a subject that can capture the imagination and attention of all children - the past can be endlessly fascinating. The content can be engaging for all children - the subject discipline requires careful planning and adaptive teaching to promote success across the range of children we teach.

    Quality First approaches are used to enable all children to access the   

    history curriculum. 

    At St Philip’s we ensure that all of our children with SEND  have the entitlement to  broad, balanced and relevant history teaching.  All teaching and support staff are aware of the National Curriculum Inclusion Statement, and with advice from and the support of the SENCO, class teachers match the learning objectives to the needs and abilities of individual pupils. They use a range of strategies to develop the pupils’ knowledge, understanding and skills including the use of ICT. Where appropriate, materials are modified or support is provided to enable pupils with SEND to access the learning or the assessment processes. 

     Our history curriculum  

    • Encourages pupils to enjoy learning and prepares them for life as a long-term goal 

    • Uses pathways and specialist approaches with clear purpose 

    • Is age-appropriate and responsive to pupils' specific needs, with targets from pupils’ SEND support plans or education, health and care (EHC) plans 

    • Considers parents' priorities for pupils 

    • Includes targets set by other professionals, such as speech and language therapists or occupational therapists  

    • Promotes literacy, numeracy and good communication at all times

    Leaders make sure that the  history curriculum and individual lessons include activities and tasks that are very closely matched to the needs of all pupils.  

    Wherever appropriate children with SEND access discreet subject knowledge and have clear subject specific learning objectives that are planned in a progressive and cohesive way. 

    AREAS OF NEED                                        ADAPTATION 

    COMMUNICATION AND INTERACTION 

    Providing history WAGOLLs and writing frames 

    Pair talk with careful class seating so that pupils have opportunities to discuss and clarify with a more able peer 

    History vocabulary lists – starter activities to revisit new vocabulary 

    Pupils offered opportunity to word process for extended writing  

    COGNITION AND LEARNING 

    Card sort visual timeline activities – paired discussion and revisiting of knowledge 

    Histingo activity – to develop chronological skills 

    Starter chronology counting and repeating tasks 

    from 9/2021 

    Allow thinking time before requiring answers 

    Using whiteboards to include and not put undue pressure on pupils for oral answers 

    Providing prompts –  

    Requiring less writing –  responses in bullet points or diagram form that allow success  

    Ipads/class computer/headphones to revisit learning or access alternative history resources e.g. Purple mash and BBC videos 

    Learning objectives alongside success criteria  = differentiation that allows success at different levels. 

    SOCIAL, EMOTIONAL AND MENTAL HEALTH 

    Links to PSHCE, British Values and Christian Values – exploring different cultures and ways of thinking – finding inspiration in historical figures and cultures from the past 

    Knowing why we study history – to appreciate the present and feel connected to our family, local, national and global histories 

    Allowing reflection and review time on history tasks 

    Celebrating small successes – history certificates given  

    Acknowledge oral contributions and effort – create opportunities to be creative - e.g. illustrated history source diagram 

    SENSORY AND/OR PHYSICAL 

    Provision of enlarged resources – coloured backgrounds 

    Alternative methods of recording 

    Reading rulers 

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