Primary – Phases 1 & 2
Brook pathway follows its own framework. Students from Brook pathways follow individualised learning plans therefore the history provides a range of opportunities and experiences through the topic themes to support students to generalise their skills to achieve their individualised targets. The inclusion allows for teachers to think creatively about how to deliver and incorporate the themes into the sensory learning activities to help provide depth and breadth to their curriculum. Themed learning days provide opportunities for full inclusion, as students experience the same learning through highly differentiated learning experiences.
Students from Stream pathways follow individualised learning plans therefore during history sessions we provide a range of opportunities and experiences through the topic themes to support students to generalise their skills to achieve their individualised targets. The inclusion allows for teachers to think creatively about how to deliver and incorporate the themes into the sensory learning activities to help provide depth and breadth to their curriculum. Themed learning days provide opportunities for full inclusion, as students experience the same learning through highly differentiated learning experiences.
Throughout the River pathway the content and skills that are taught are drawn from the National Curriculum for history and is enriched by connection to the IB PYP programme, which allows for the flexibility of topic and skills taught to support our learners’ needs. River pathway follows national curriculum themes and content, but students are working through the skills documented for pre-curriculum learners. The learning topics are age appropriate but taught at an appropriate level too.
The students listen to stories, explore artefacts and investigate how the past is different from today. We investigate local, British and world history, students will begin to identify connections, contrasts and trends, these will aid the understanding of historical terms and the chronology of events.
Within the waterfall pathway, the history curriculum is taught to all students through differentiated lessons. The content and skills that are taught are drawn from the National Curriculum for history which allows for the flexibility of topics and skills taught to support our learners’ needs. Topics chosen must be age appropriate but taught at an appropriate level too. The Waterfall pathway students’ are working on National Curriculum levels 1 to 5. Students will listen to and respond to stories, explore artefacts and investigate how the past is different from today. As students transition through the school, knowledge and understanding will develop to investigate local, British and world history, students will begin to identify connections, contrasts and trends, these will aid the understanding of historical terms and the chronology of events.
History is taught by class leads throughout the school and can take place within the classroom, in our outdoor areas or within our local community. Within the Brook pathway, History is taught through a sensory approach to implement the curriculum. Teachers use a wide range of physical objects such as historical artefacts for students to explore using their senses.Throughout the Brook pathway the students are taught through sensory stories to allow them to engage with historical events and begin to develop skills through familiar means.
We implement our history curriculum through teaching discrete history lessons. Throughout the stream pathway we use a sensory approach to ensure key concepts of the curriculum are being adapted into class lessons. We use artefacts, scents and role play to ensure the children are exploring a wide range of history at a differentiated level for the children. Sensory stories and experiences aid students’ development and understanding of key historical figures and events.
Students will take part in 30 to 45 minute lessons each week within the river pathway. The topics taught are drawn from the national curriculum and are age appropriate to the learners, whilst also appropriate to the learner’s individual needs. Students have the opportunity to explore artefacts, role-play and investigate, compare and contrast the past and present. Each pathway and phase has key topics which are to be covered each term, but students are also encouraged to follow their interests and investigate further.
Students will take part in 30 to 45 minute lessons each week within the waterfall pathway. The topics taught are drawn from the national curriculum and are age appropriate to the learners, whilst also appropriate to the learner’s individual needs. Students have the opportunity to explore artefacts, role-play and investigate, compare and contrast the past and present. Each pathway and phase has key topics which are to be covered each term, but students are also encouraged to follow their interests and investigate further. Students will have the opportunity to explore history within other areas of the curriculum too, such as music, art, or RE.
The impact of history within our brook pathway can be evident through tapestry logs and photos for each individual student. Students will have had the opportunity to achieve their individualised targets through the history themes present within each academic year.
The impact of history within the stream pathway is assessed against at the end of each academic year using pupil asset level descriptors for pre key stage levels. Impact can be measured through photo evidence in tapestry entries on the student’s individual learning pages. Students will develop skills which will aid them in other areas of the curriculum and their personal development too.
The impact of history within the River pathway is assessed against at the end of each academic year using pupil asset level descriptors for pre key stage levels and early national curriculum levels. Impact can be measured through photo evidence in tapestry entries on the student’s individual learning pages. Students will have had the opportunity to develop skills which can be transferred across the curriculum and aid their personal development.
The impact of history within the Waterfall pathway is assessed against at the end of each academic year using pupil asset level descriptors for pre key stage levels and national curriculum levels. Impact can be measured through photo evidence in tapestry entries on the student’s individual learning pages. Students will have had the opportunity to develop skills which can be transferred across the curriculum and aid their personal development too. Students will be able to compare and contrast their own personal history as well as discuss key historical people and events, some within their living memory and some outside of their living memory.
Secondary – Phases 3 & 4
Brook pathway follows its own framework. Students from Brook pathways follow individualised learning plans therefore the history provides a range of opportunities and experiences through the topic themes to support students to generalise their skills to achieve their individualised targets. The inclusion allows for teachers to think creatively about how to deliver and incorporate the themes into the sensory learning activities to help provide depth and breadth to their curriculum. Themed learning days provide opportunities for full inclusion, as students experience the same learning through highly differentiated learning experiences.
Within the Stream pathway we follow individualised learning plans and we provide opportunities for students to experience a range of historical events, we provide the opportunities for themed learning days and experiences which is inclusive to all students and will be differentiated to meet the needs of each student.
Within the river pathway, the history curriculum is taught to all students through differentiated lessons. The content and skills that are taught are drawn from the National Curriculum for history which allows for the flexibility of topics and skills taught to support our learners’ needs. Topics are chosen must be age appropriate but taught at an appropriate level too. The students will investigate how the past is different from today. We investigate local, British and world history, students will begin to identify connections, contrasts and trends, these will aid the understanding of historical terms and the chronology of events.
Within the waterfall pathway, the history curriculum is taught to all students through differentiated lessons. The content and skills that are taught are drawn from the National Curriculum for history which allows for the flexibility of topics and skills taught to support our learners’ needs. Topics chosen must be age appropriate but taught at an appropriate level too. The Waterfall pathway students’ within phases 3 and 4 are working on National Curriculum levels and some at GCSE level too, but below their age expected level. Students will listen to and respond to stories, explore artefacts and investigate how the past is different from today. As students transition through the school, knowledge and understanding will develop to investigate local, British and world history, students will begin to identify connections, contrasts and trends, these will aid the understanding of historical terms and the chronology of events. We provide themed days and activities with inclusion for all students to experience events and this will support the knowledge and skills for the students to understand historical terms and the chronology of events.
History is taught by class leads throughout the school and can take place within the classroom, in our outdoor areas or within our local community. Within the Brook pathway, History is taught through a sensory approach to implement the curriculum. Teachers use a wide range of physical objects such as historical artefacts for students to explore using their senses.Throughout the Brook pathway the students are taught through sensory stories to allow them to engage with historical events and begin to develop skills through familiar means.
Within the Stream pathway we follow individualised learning plans and we provide opportunities for students to experience a range of historical events, we provide the opportunities for themed learning days and experiences which is inclusive to all students and will be differentiated to meet the needs of each student.
Students will take part in 30 to 45 minute lessons each week within the river pathway, taught by class leads. The topics taught are drawn from the national curriculum and are age appropriate to the learners, whilst also appropriate to the learner’s individual needs. Students have the opportunity to explore artefacts, role-play and investigate, compare and contrast the past and present. Each pathway and phase has key topics which are to be covered each term, but students are also encouraged to follow their interests and investigate further. History lessons support our student’s needs. Consistent and regular explore to skills and knowledge within the history curriculum will support students’ understanding of key historical events and significant historical figures too.
Students will take part in 45 minute lessons each week within the waterfall pathway. The topics taught are drawn from the national curriculum and are age appropriate to the learners, whilst also appropriate to the learner’s individual needs. Students have the opportunity to explore artefacts, role-play and investigate, compare and contrast the past and present. Each pathway and phase has key topics which are to be covered each term, but students are also encouraged to follow their interests and investigate further. Students will have the opportunity to explore history within other areas of the curriculum too, such as music, art, or RE.
The impact of history within our brook pathway can be evident through tapestry logs and photos for each individual student. Students will have had the opportunity to achieve their individualised targets through the history themes present within each academic year.
The impact of history within the stream pathway is assessed against at the end of each academic year using pupil asset level descriptors for pre key stage levels and national curriculum levels too. Impact can be measured through photo evidence in tapestry entries on the student’s individual learning pages. Students will develop skills which will aid them in other areas of the curriculum and their personal development too.
The impact of history within the River pathway is assessed against at the end of each academic year using pupil asset level descriptors for pre key stage levels and national curriculum levels. Impact can be measured through photo evidence in tapestry entries on the student’s individual learning pages. Students will have had the opportunity to develop skills which can be transferred across the curriculum and aid their personal development.
Students within the waterfall pathway of phase 3 and 4 will have had the opportunity to learn about many different themes from the national curriculum. Students may be assessed using pupil asset to measure their progress at the end of each academic year. Some waterfall pathway students may have history workbooks or photo evidence available to see on tapestry. Some waterfall students complete History GCSE exams and receive the recognised qualification after sitting their exams. Teaching the history curriculum through our transdisciplinary themes ensures all our students have been provided with the opportunity to understand history in differentiated lessons to identify the key concepts of significant events and periods of time and what the impact has been over time.