Kyle Graham is the Assistant Headteacher for Teaching and
Learning at the recently outstanding Golborne High School near Wigan.
Previously, Kyle was the Director of History for the Co-op Academies Trust,
leading history across over 30 secondaries, primaries and special schools. Kyle
has been published in several works, including Michael Chiles' The Feedback
Pendulum, What is History Teaching Now? and, more recently, in Succeeding as a
History Teacher. He has a first-class honours degree in history with the
University of Ulster and a PGCE from the University of Cumbria.
Secondary History: Adapting Provision for Pupils with SEND
This webinar will provide headteachers, senior leaders, history leads, teachers and practitioners with advice and practical guidance on supporting the participation of all pupils in history lessons in mainstream schools, including those with physical, intellectual or developmental disabilities, such as autism.
![](https://img.nationalcollege.com/?type=default&url=https://neg-production.s3-eu-west-2.amazonaws.com/webinars/ca597fcd051169c30e213119922cb8ac.png)
This webinar will provide headteachers, senior leaders, history leads, teachers and practitioners with advice and practical guidance on supporting the participation of all pupils in history lessons in mainstream schools, including those with physical, intellectual or developmental disabilities, such as autism.
The SEND code of practice 2015 highlights the importance of including pupils with SEND ‘in all the opportunities available to other children and young people so they can achieve well’. Full access to the history curriculum has the potential to enhance not only pupil attainment, but also teamworking skills, social interaction, self-esteem and wellbeing.
In this webinar, Kyle Graham, Director of History and previous Head of Humanities and History at the King’s Leadership Academy, will explain how the needs of pupils with wide-ranging SEND can be accommodated in secondary history lessons so that they can access the same high-quality curriculum as their peers.