Pupils’ writing skills in English are often not carried over effectively to support the depth and quality of their written work in history. Ofsted has also identified that pupils’ progression in history can be held back because the potential for specific feedback is lost amongst generic writing feedback.
This programme is designed to support English and history subject leaders to develop teaching and learning in the two subjects. Both subject leaders will attend a day’s training, receive a half-day consultancy visit, and participate in a follow-up reflective twilight session. During the training day, leaders will consider how learning opportunities for both history and English can be maximised. The day will include hands-on activities in history from across the KS1-2 curriculum, designed to illustrate engaging approaches to support the depth of pupils’ historical skills, knowledge and understanding, together with opportunities for pupils to demonstrate their historical thinking as a variety of written outcomes. For each activity, exemplar success criteria to share with pupils in terms of demonstrating their historical skills and knowledge, as well as in terms of their writing, will be discussed. Delegates will consider areas such as: planning a written task around historical key concepts; vocabulary development; effective use of historical sources and enquiry approaches; expectations supporting and enriching children’s discussion and critical thinking; how to model historical writing to children; integrating previously learnt written skills to enable quality written outcomes.
Delegates will leave with a range of resources including an extensive book list, progression guidance in history, lesson suggestions and resources.
A focus / key question for the programme will be developed during the day against which impact can be evaluated. The half-day consultancy and twilight will support planning and self-evaluation, reflect on evidence of impact and identify next steps. We will consider how to embed good practice across the school and create a template for a whole-school approach, to ensure this is sustained.
Please note that the consultancy date will be mid-project, in-school and set in conjunction with your adviser.
• the key concepts that underpin the teaching of history, and what progression in these key concepts looks like
• the key English skills and vocabulary that children might employ and apply to support their understanding and recording of history
• how to excite and engage children through a variety of approaches to history and writing outcome types
• what structures and systems are in place to ensure future sustainability