Implementation:

All lessons build on prior learning and teachers support children to learn and remember more through:

• Use of progression framework to form the key knowledge documents across the school.
• Each unit is based on an enquiry question that is referred back to each lesson. All lessons build up children’s knowledge to enable them to answer and reason about the enquiry question.
• A knowledge organiser which outlines sticky knowledge (including vocabulary) all children must master via low stakes testing through knowledge recaps. 
• A focus on chronology, with children aware of a clear timeline of historical events as they progress through the school. School agreed timelines in place. 
• A focus on key historical skills and practices (process knowledge) that children develop and progress with as they move through the school with opportunities to develop content knowledge alongside process knowledge. 
• Completion of both formative and summative assessments to elicit prior knowledge and ensure that knowledge effectively enters the children’s long-term memory. 
• Use of a collaborative working walls that build up through each unit of work, creating a clear learning journey for children to refer back to. This acts as a learning reminder for children. 
• Knowledge recaps are used at the start of each lesson to recap prior knowledge and prepare children for the next step in their learning. 
• Sequence of six lessons: four lessons focusing on new learning answering the enquiry question; one assessment lesson; one recap lesson. 
• Elaborative questioning to challenge pupils to apply their learning in a range of ways. 
• Trips and visits from experts who will enhance the learning experience. 
• Opportunities to access a range of quality and inspiring historical artefacts and resources with an emphasis on practical investigation, encouraging children to find answers to questions they raise. 
• Specialist vocabulary for topics taught and built up. 
• Opportunities for curriculum adaptation and challenge, pre teaching and interventions for those children who may require it, including those with SEN, throughout a topic or prior to a new topic being taught.