This special offer bundle offers you a saving of £290 and includes the following eBooks:
* History Long Term Overview
* History Progression Overview
* All History Units of Learning (or Schemes of Work) Years 1 to 6
* All History Assessments (End of Unit Assessments) Years 1 to 6
* History Knowledge Organisers (Whole School)
* History Vocabulary Overviews (Whole School)
* Preparing for an Inspection - History Download
History Long Term OverviewThis product is not available for sale seperately and goes alongside the History Units of Learning
History Progression OverviewThis product is not available for sale seperately and goes alongside the History Units of Learning
All History Units of Learning (or Schemes of Work) Years 1 to 6These units of learning have been created taking full account of the issues that have been raised recently by inspectors about the balance between substantive knowledge and disciplinary knowledge in history.
There are 4 or 5 units of learning per year groups 1 to 6. (linked directly to the National Curriculum).
Each of the units follows a system which ensures that prior knowledge has been ignited (link it); that there is a focus on the main learning (composite) and that these are broken into component parts. In addition, the units seek to create a balance between the development of substantive knowledge and pupils' disciplinary knowledge. This part is known as the 'learn it'.
There are also 'check its' which should be used during the learning to ensure that pupils are keeping up and therefore negate the need to catch up at a later stage. These 'check its' can be used at any stage of the learning activity. To end the unit there are suggestions for pupils to present an aspect of their learning to others. This stage known as the 'show it' provides opportunities for pupils to demonstrate their learning to others.
The final part of the unit is an example of several retrieval activities which are specific to the learning. These would be used after the learning has been completed and maybe a term or so after to check that pupils have recalled key knowledge.
The units have been well received by the school that have trialled them and Focus is confident that these units meet the needs of the national curriculum as well as addressing the issues raised in the current inspection framework.
All History Assessments (End of Unit Assessments) Years 1 to 6This new resource from Focus Education is a series of low stake quizzes aimed at helping you assess whether children are at age related expectations in the units of learning you have covered in history.
It deliberately has been set with multi-choice answering system which ensures that we are not adding to teacher workload and being supportive of children who have low literacy attainment.
The aim is to let children participate in the quiz at the end of the unit and then again at the end of the following term.
The questions have been set in such a way as to ensure that both children's substantive knowledge and disciplinary knowledge are being assessed.
The quizzes are set out in such a way as to make it possible for peer marking to support the assessment outcome.
History Knowledge Organisers (Whole School)As you may well have been aware Focus, in line with many other organisations, previously produced a set of knowledge mats for geography, history and science.
However, the recent research into the usefulness of knowledge organisers for primary school aged pupils recommends a slimmer version with less detail.
The main aim is to be very much more focused and therefore the new-style Focus design, ensures that there are no more than 6 vocabulary words per organiser and that there is greater clarity about the key knowledge the pupils should acquire.
In addition, each organiser will have a prior knowledge section which should be completed as a class together at the beginning of any new unit of learning.
Part of the reason for the change is to reduce cognitive overload. We have therefore given greater consideration to extraneous cognitive load. We have therefore kept the organisers less busy, ensured use of same font and kept a similar outline for each one.
By adding in the prior knowledge 'harvester' we are therefore ensuring a better chance for long term retention.
History Vocabulary Overviews (Whole School)Developing children's vocabulary is a crucial aspect of teaching and learning within schools and education. Developing an understanding of language can open up doors for young minds that they didn't know existed, enabling them to build the cultural capital necessary to succeed and fulfil their potential.
In History in particular, it is highly important that we expose children across the whole of the Primary age range to key vocabulary that is necessary for development in this subject area. Furthermore, they need to experience the challenging technical language that will help them to articulate their understanding more clearly, concisely and effectively.
In History, children need to develop their awareness of key vocabulary and concepts when learning about different time periods and historic peoples in order to apply this learning to other aspects of the history learning that they will undertake. Understanding key historical language allows them to ask perceptive questions and develop their knowledge of the substantive concepts which are part of the curriculum.
This vocabulary overview has been developed with all of this in mind and is split into two sections. The first links directly to the History units of learning delivered by the Learning Challenge Curriculum so that teachers and children know exactly the language required to be successful. For each year group, there is a set of six key words that should be learned as part of each topic. These six key words are also featured with definitions on the knowledge organisers (available separately) for each unit of learning. Alongside these six key words, is further language that the children could be exposed to as part of the unit of learning, when and where appropriate. The second section looks at language and vocabulary that is more subject specific, and for each year group the words that the children should experience over the course of the year appear here. In History, this is split up into 'chronological understanding', 'knowledge of people, places and events', 'conceptual knowledge' and 'enquiry' to enable development across different aspects of history.
This publication has been written to ensure that key vocabulary is highlighted for each unit of learning. It is perfect for teachers to understand and see progression across their year group. As a reference point, it makes it easy to see the vocabulary that children have been exposed to in previous year groups and how your teaching fits in across the rest of the school. For subject leaders, it is ideal for ensuring that necessary vocabulary is clearly set out in a progressive way across their subject and that it is developed and built upon year on year.
Preparing for an Inspection - History DownloadThis document aims to support subject leaders in primary schools. It considers the type of questions you are likely to be asked if a deep dive happens in your subject during an inspection.
It also provides you with some thoughts about what your answer should include.
The document is set out using the Ofsted framework, so that it is in keeping with the inspection process but also with the way we have been asked to think in the recent past.
PLEASE NOTE: THESE PRODUCTS ARE ALL INCLUDED (ALONGSIDE ACCESS TO GEOGRAPHY, SCIENCE, ART & DT) IN OUR ANNUAL SUBSCRIPTION TO OUR LEARNING CHALLENGE CURRICULUM FOR A LOWER PRICE, HOWEVER, WE UNDERSTAND NOT ALL SCHOOLS WANT ACCESS TO ALL SUBJECTS OR WANT TO BE TIED IN FOR A YEAR.
If you'd like to find out more, View the Learning Challenge Website here
