HA Course: Supporting SEND pupils in your primary history lessons

Description

Do you struggle to engage your lower attaining or EAL pupils in their history lessons? Are you finding it difficult to ensure and demonstrate progression in history with these pupils?

According to Department for Education statistics, in 2020 there were 1.4 million pupils across the UK with identified special educational needs and this number is growing every year. Many of these pupils are in mainstream schools, where reporting shows pupils can have widely differing experiences and are more likely to have poorer outcomes relative to their peers. Ofsted has reported many strengths and weaknesses in SEND support. Among areas of weakness are a lack of curriculum well matched to pupil needs and effective collaboration between teachers, teaching assistants and parents.

As evidence from the Education Endowment Fund supports, high quality teaching for pupils with SEND is often based upon strategies that most teachers will already have in their repertoires: scaffolding, explicit verbal interaction and instruction, cognition and metacognition, use of technology and collaboration.

This full day session, aimed at history subject leaders in mainstream schools, will give you strategies and approaches to adapt, adopt and try in history. It will not provide all the answers, but you will leave the session with lots to think about and lots of practical ideas and advice to try in school and share with staff teaching history.

The day will cover strategies for supporting both Key Stage 1 and 2 pupils.

To give you some space and time to think about and identify the needs of your lower attaining and EAL pupils and how you could adapt your teaching of history and your curriculum to suit their needs.

To introduce, or revisit the implementation of a range of different strategies to support your lower attaining pupils, focused on general teaching, writing and the use of vocabulary in our history lessons.

You will have a clear understanding of a range of strategies you could use, you will leave feeling more confident about how you can adapt your history teaching to support the engagement and progress of your lower attaining pupils and you will have some identified actions to help you achieve this.

Sue Temple was a Primary and Early Years teacher for 17 years, including 10 years as an SEN teacher, before moving into initial Teacher Education as a Senior Lecturer in Primary History where she has led the History specialism at the University of Cumbria since 2004. Sue has also been a Quality Mark assessor for the Historical Association since the Quality Mark began, which has given her the opportunity to observe some excellent practice and ideas to share with you.