• • How to effectively support teachers and learners as a history leader
• • How to create a vision, lead change, and manage time
• • Effective action planning and improvement
• • Auditing your history provision and building your evidence trail
• • Developing an innovative, inclusive and effective history curriculum in your school
• • Disciplinary knowledge: What is history? What do historians do?

Suggested gap task: Conducting teacher and/or pupil voice questionnaires

Compulsory gap task: Add to your reflection diary for the programme. If relevant, reflect on how you will use the teacher questionnaire or pupil voice.

• • The role of the teacher
• • Supporting SEND pupils
• • Securing substantive knowledge and concepts across the curriculum
• • How to support colleagues by identifying core knowledge
• • How to involve the whole staff in mapping out and embedding the progression of concepts across the curriculum

Suggested gap task: Consider SEND in your curriculum

Compulsory gap task: Add to your reflection diary for the programme reflecting on SEND

• • Unpicking and supporting the requirements of the EYFS curriculum and Development Matters
• • Developing historical and chronological understanding in EYFS as part of Understanding the world
• • Progression and transition from EYFS to Key Stage 1
• • Ensuring coherence: how to start developing concepts
• • Making use of the local history on your doorstep for EYFS and KS1
• • Accessing resources and support for EYFS

Suggested gap task: Fact finding and liaison with EYFS and KS1 teachers

Compulsory gap task: Add to your reflection diary for the programme reflecting on current EYFS practice

• • Unpicking and supporting the requirements of the National Curriculum for KS1
• • Progression: building upon transition from EYFS
• • What do KS1 require before KS2?
• • Ensuring coherence: further developing the school’s chosen substantive concepts
• • How to develop disciplinary concepts
• • Developing appropriate chronological understanding in KS1
• • Enhancing and engaging children’s knowledge and retention through enquiry
• • The use of working walls in KS1 to support learning
• • Accessing resources and support for KS1

Suggested gap task: Check your KS1 curriculum for coverage and progression, building upon what they have learnt in EYFS

Compulsory gap task: Add to your reflection diary for the programme reflecting on KS1 practice in your setting

• • Unpicking and supporting the requirements of the National Curriculum for KS2
• • How to incorporate local history with progression in KS2
• • What do we want the children in Year 6 to leave with?
• • Developing appropriate chronological understanding in KS2: ensuring that children have a secure mental timeline in local, national and global history by the time they leave primary school
• • Preparing for transition to Key Stage 3
• • Ensuring coherence: building upon the school’s chosen concepts for progression
• • What the HA can do to support the teaching of KS2 units?
• • Resources and support for KS2

Suggested gap task: Check your KS2 curriculum for coverage and progression, building upon what they have learnt in EYFS and KS1

Compulsory gap task: Add to your reflection diary for the programme reflecting on KS2 practice in your setting

• • What do we mean by diversity in history and why is it important?
• • How to ensure a wider diversity in your history teaching
• • Barriers to making the curriculum more diverse and how to overcome them
• • Approaches to sensitive issues in history lessons, including:
        - Refugees and migration history
        - War
        - Climate change: How can we help children to understand history's role in the story of climate change in in age-appropriate ways?

Suggested gap task: Consider opportunities for increasing diverse voices and raising climate issues in your curriculum.

Compulsory gap task: Add to your reflection diary for the programme considering how you might address the sensitive or current issues raised in this session.

• • A review session allowing subject leaders to reflect upon their progress so far
• • Opportunity to respond to suggestions, clarify information, or raise issues from the previous sessions
• • Time to ask questions, share good practice or recommended resources with the rest of the cohort

Suggested gap task: Time to follow up on anything raised in this session or to complete any previous tasks, following clarification and inspiration from this session

Compulsory gap task: Add to your reflection diary for the programme, reflecting on your priorities and actions using suggestions from the presenter or other delegates

• • Assessment and expectations
• • Extended writing opportunities in history:
        - Supporting colleagues to use history-specific writing examples
        - Alternative assessment methods and inclusion
• • Triangulating the evidence
• • Intention and implementation in teachers’ planning and its impact
• • What to look for in a work scrutiny

Suggested gap task: Conduct a work scrutiny on one aspect to check across the school, in conjunction with a focused pupil voice on the same aspect

Compulsory gap task: Add to your reflection diary considering how you will conduct a work scrutiny and what you will focus on – or, if relevant, reflect on what you discovered and how you will address any issues

• • Following up any requests arising from the interim meeting (Session 8)
• • Discussion or clarification of any issues arising from previous sessions
• • Discussion of priorities, next steps and any issues
• • Sharing ideas for enthusing others and leading staff meetings: “What worked for me?”
• • Communicating with headteachers, governors, colleagues and parents
• • Are you ready for the HA Quality Mark?

Suggested gap task: Identifying your school’s next steps

Compulsory gap task: Complete your final piece in your reflection diary.