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
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
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