The underpinning elements of the Ganton history curriculum is to further support the school’s ethos that we want all of our pupils to be independent and more resilient when leaving school.
Our history curriculum is designed in a way which will allow our students to be functional in a variety of ways. We envisage that our students will develop skills through a range of history-based activities, across all key stages which will increase long term independence and resilience. Through studying an assortment of topics throughout their academic years, our goal is for pupils to develop independence in their daily lives, have more say in current and past events and also gain opportunities to seek future employment by using transferable skills and knowledge.
In order to achieve this goal, we have developed a history curriculum which encompasses activities and information supporting students’ health and wellbeing. This will be evident in differentiated activities which support all learners in different pathways. History as a topic will help students understand what is and what is not a healthy lifestyle for them and for others and in turn support the pupils in the short and long term.
Additionally, history provides all students with the opportunities and activities to explore and be creative in ways which will support their individual needs. We want to nurture our pupils’ interests and enthusiasm, using history as medium in which to do so.
A significant aspect of our history curriculum has a focus on communication and providing opportunities for all of the children and young adults with tools to be able to communicate using different skills that are appropriate for them. All history centred activities will have an integrated focus on communication strategies to help all of our students to become experts in this field.
Curriculum intent:
At Ganton we pride ourselves on being inclusive and realise that a ‘one size fits all’ curriculum model is not enough. We want a curriculum that recognises the pathways to success are flexible and not rigid. It is for that reason that we have created 3 curriculum lenses. Offering insight into how pupils may see the curriculum around them shaping all aspects of school life to makes sure that every pupil can work towards their own end points.
History curriculum for the Sensory Explorer
As a subject specific topic, history will support our pupils from the three pathways. In pathway one we can offer opportunities that will be engaging and immersive with historical links to help pupils become more independent and gain a further understanding of the world in which they live. For example, we want our pupils to know who are safe adults, develop hygiene skills and also begin to understand they are part of a community.
History curriculum for those who are preparing for independence
Our pathway two pupils can use transferrable skills from history to prepare for independence and do more for themselves. History will begin to help unlock skills for problem solving which pupils will need in the long term. An example of which could be how to behave as a model citizen within society. Pupils can use their previously studied topics to help them make better decisions within their own communities.
History curriculum for those who are able to plan for independence
Finally, pathway three students will learn in a more formal manner and practice skills which may develop into opportunities to complete courses and also help gain employment in the future. History can provide learners with a plethora of examples and opportunities to plan for independence in the future.
