'A Chaddlewood historian will have an enquiring and questioning mind and a knowledge and understanding of how historical periods affected those that came after them through a real understanding of chronology. They will have a deep understanding of the key milestones and features of taught historical periods and how they have influenced us today.'
Intent: History at Chaddlewood is planned using the National Curriculum subject content as assigned to each key stage. We then use key knowledge and skill milestones as the basis for the planning of the coverage of the NC history content across all year groups. Milestones are differentiated across year groups and key stages and learning activities have been developed collaboratively to ensure effective progression of skills and knowledge.
Historic enquiry is used to drive the other key milestones in order to develop children’s enquiry and questioning ability. This enables them to find things out for themselves without being given answers.
The planning format follows that of other subjects in that there is an immersion, review and assessment and knowledge rich phases. For instance, an initial immersion activity during the topic ‘Ancient Egypt’ involved children identifying a mummy using hieroglyphs and the Rosetta Stone to determine the identity.
Knowledge is taught to be remembered, not merely encountered therefore we use retrieval practice to support this and ensure the essential ‘milestones’ of each subject are taught and embedded. Planning provides the opportunity to embed previous learning and develop links between lessons and their objectives. Connections are made with previously taught history topics as part of the ‘overlap of learning’ and to consolidate and deepen understanding. A whole school timeline proforma has been designed which is handed from year group to year group as the children progress and children mark their present topic on it in relation to previous areas of historic enquiry.
KWL grids are used to ascertain children’s prior knowledge and gaps in previous learning and is used as a mechanism to shape the planning for the module. These assessments are then feedback to previous year group teachers to inform and improve their planning effectiveness.
Knowledge organisers are also shared to allow prior understanding of the knowledge and vocabulary which will be taught in the module.
Assessments are made formatively using the KWL and retrieval grids and summatively with end of unit tests.
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