INCLUSIVE TEACHING WITHIN THE HISTORY DEPARTMENT

Not all pupils are the same. A fairly obvious statement, but one that is important when teaching mixed ability groups. Not every child learns in the same way or at the same pace. Some need constant stimulation to keep their interest. As a result, within the History Department we are constantly looking at ways to include all types of pupils in our lessons, no matter what their ability.

For all pupils we try our best to make lessons stimulating, interesting, fun and varied. At KS3/KS4 we therefore use a wide variety of teaching strategies which include 'chalk and talk' (a traditional approach): role-play (re-enacting scenes from the past): and linked to this, inviting in re-enactors to give a more visual and hands-on experience: the use of ICT and the internet: individual and group work: independent learning (through research and project work): film and documentaries (visual): History games: question and answer sessions and discussions: using replicas and artefacts with trips: power point presentations: poems, music and even rap (the 1066 rap): and the old fashioned textbook and worksheets (very often the worksheets are designed to look inviting and fun). By adopting such a wide variety of strategies it is hoped that all pupils will have lessons that meet their particular learning style, and many lessons include more than one of the above.

For pupils with learning difficulties and those pupils who speak english as a second language, we also use a variety of techniques and strategies to help include them. Work is often differentiated (work written at various levels to suit individual groups of pupils or even individual pupils). On the walls of the History room there are wordlists and a 'Literacy Wall'. Difficult words are explained and written on the board. Worksheets are often written/wordprocessed in different sizes. Writing frames are provided for a number of pieces of work, especially essay work (writing frames vary from simple paragraph headings to providing the pupil with a starting sentence for each paragraph). Strategies such as 'Cloze Procedure' are also used to help develop literacy levels. With this procedure the pupils are given a paragraph with some words missing and they have to fill in the missing words. It could also mean word searches or crosswords. For dyslexic pupils the use of colour also helps them to access information. The Department is always happy to accept work that is word processed and for some pupils the use of a lap top in class is a very good idea.

For those pupils that are now referred to as 'gifted and talented' the History Department is also aware that these pupils need work that stimulates and stretches them. The first step is to provide a stimulating environment through variety of teaching and work (see earlier paragraph on teaching methods). Encourage the debate of controversial and ethical issues and this can lead on to the extension of thought and ideas through questioning. To provide these pupils with stimulating and demanding source material of all types and link this to an extended vocabulary of specific historical words as well as in general terms. The use of extension tasks to extend the pupils and not just for those who finish early. The use of more open ended questions which encourage the pupil to debate and discuss. The use of ICT is also encouraged by bodies such as NAGTY to help simulate the 'gifted and talented' pupil.

No matter what the needs of the pupil and what strategies you put in place, the History Department believes that all pupils will succeed and work hard if they are given positive encouragement and are rewarded for individual success. Obvioulsy we have a school mark scheme and work must be marked accordingly, but it is important to reward each pupil according to their ability. This is why the setting of targets/goals is very important (there is another page which looks at how the History Department assesses work and sets targets for pupils).