The Margaret Wix community is diverse and we understand the vital need for representation within our teaching. We ensure diversity across the curriculum: careful thought and planning has gone into selecting whose stories we tell and how they are told. Our curriculum has been re-examined and we have endeavoured to reduce the western bias. We strive to ensure that BAME pupils see themselves reflected in our curriculum, all year round. We call our personalised curriculum ‘The Wix Way’. In history, this includes learning about significant BAME individuals from throughout history. We focus on ancient civilisations, such as the Shang Dynasty, that relate to individuals within our school context. We have aimed to de-colonise our curriculum to ensure all are represented accurately, for example teaching about the British Empire as invading rather than exploring.
Learning is interactive and practical where possible. Children have the opportunity to work independently, in pairs and also in groups of different sizes both inside and outside the classroom. Whenever possible children are provided with historical evidence, such as photographs, paintings, artefacts, films and narratives to analyse. Children record their work in various ways, including concept mapping, annotated diagrams. PowerPoint, different writing genres and improvised drama. This is to ensure that knowledge becomes embedded so that children can build on what they know and understand.
Our curriculum recognises the importance of the local area with a number of investigations involving observation, recording, presentation, interpretation and the evaluation of significant people, places and events locally.
Each half termly enquiry sets clear objectives and outcomes for the children in terms of knowledge and understanding and skills acquisition.
When assessing each child, evidence is drawn from wide range of sources, such as interaction with pupils during discussions and related questioning, practical activities such as model making and role play drama, the communication of field work data and writing in different genres. The outcomes of each enquiry inform the teacher's understanding of each child and help them to plan future learning accordingly.
At the end of each year we make a summative judgement about the achievement of each pupil against the subject learning goals for history in that year, deciding upon a 'best fit' judgement as to whether the pupil has achieved and embedded the expected learning goals, exceeded expectations or is still working towards the goals. This is used as the basis of reporting progress to parents.