Rationale
For all children to have:
- secure knowledge and understanding of the past both local, national and worldwide
- the skills and language to be able to make observations, make connections, comparisons, ask questions and evaluate to draw conclusions from what they see, learn and understand.
Approach
- Ensuring a balance of gaining knowledge, understanding and developing enquiry skills to learn about the past including chronological understanding
- Maximising the use of first-hand experiences and use of a range of sources to ensure the children are developing historical enquiry skills
- Encouraging critical thinking through the interpretation of evidence
- Sequencing learning to make connections, understand cause and consequence and develop sound evaluations
- Providing a progressive, systematic building of vocabulary and concepts linking learning over time to enable secure building of knowledge, skills and understanding
SEND
Children who are identified as working below ARE may have specific needs which contribute to their difficulty in this area. Where needs are specifically related to a Special Educational Need or Disability, specific and targeted support will be outlined and reviewed through the child’s EHCP and/ or Pupil Progress Meetings; elements of which may be recommended by external agencies.
It is also important to recognise that children identified as having SEND may not always be the least able in History and could excel in the subject. Pupil’s attainment will be assessed in a subject-specific manner and based on their strengths rather than barriers.
