The Curriculum and Assessment Review and the Department for Education’s White Paper Every Child Achieving and Thriving have drawn renewed attention to the importance of an ambitious and inclusive curriculum. The Review recognises that the current system does not work equally. and frames inclusion not as an ‘add-on’, but as one of a number of key principles of good curriculum design. Any effective curriculum planning requires careful consideration of sequencing new vocabulary, knowledge or historical thinking but also opportunities for consolidation. The very architecture of strong curriculum design is a journey to give all pupils the knowledge and skill on which to build later – it is about ensuring that all students are able to participate successfully. Students are more likely to engage with the subject when success feels genuinely attainable.

The course consists of five pre-recorded webinars (each with a running time of 30–50 minutes) available to watch at any time.

1. Why adaptive teaching and scaffolding?
2. Modelling as a scaffold in history
3. Scaffolding explanations in history
4. Scaffolding reading and oracy in history
5. Scaffolding writing in history

Why adaptive teaching and scaffolding?

Colleagues will explore the cognitive science behind adaptive teaching and scaffolding as strategies to use in the classroom. The difference between differentiation and adaptive teaching will be shared before focusing on the research behind adaptive teaching and scaffolding. Additionally, the session will discuss the importance of checks for understanding as part of adaptive teaching and an approach to adaptive teaching will be outlined.

How can modelling be used as a scaffold in history?

Colleagues will reinforce their understanding of why modelling is an effective scaffold in the history classroom. Within the session, various types of modelling scaffolds will be discussed. This will include the research behind why they are effective, examples of the application of these types of modelling in history, and some considerations and cautions.

How can explanations be scaffolded in history?

Colleagues will explore a variety of different ways that explanations can be scaffolded in history, such as narratives and storytelling as well as visual scaffolds. This will include the research behind why the strategies shared are effective, examples of the application of explanation scaffolds in history, and some considerations and cautions.

How can reading, explicit vocabulary and oracy be scaffolded in history?

Colleagues will encounter effective scaffolds that support reading in the classroom as well as the acquisition of vocabulary. Within this session, oracy scaffolding strategies will also be discussed, drawing attention to how oracy is central to the development of reading and vocabulary (and writing in session 5). This will include the research behind why the strategies, examples of the application of these strategies in history, and some considerations and cautions.

How can writing be scaffolded in history

Colleagues will explore the different barriers and challenges that students experience when writing in history, using Counsell’s work. During the session, the various stages of the writing process will be outlined with suggested scaffolds for each part of the process outlined. This will include examples of the application of these types of writing scaffolds in history, and some considerations and cautions.

These webinars are for anyone who teaches or leads secondary history, from early career to experienced teachers. The content will be relevant for Key Stages 3–5.

This webinar series will enable you to:

• Understand what adaptive teaching and scaffolding is
• Know how to approach the scaffolding of explanations, modelling, literacy and oracy within history

The course is being led by Alex Fairlamb is a Trust Teaching and Learning Coach and an education consultant. She is a former Senior Leader of Teaching and Learning, Professional Development, and Literacy and Oracy and a former Trust T&L Network Lead. Alex is an Honorary Fellow of the Historical Association, a Fellow of the Chartered College of Teaching and a member of the Festival of Education Advisory Panel. Alex co-wrote The Scaffolding Effect and co-edited What is History Teaching, Now?

The course is charged at £108 for HA members and £164 for non-members. Payment is available by card only.