This comprehensive scheme of work has been created to help schools deliver a very exciting and challenging history and geography curriculum based on the Learning Challenge concept. The scheme of work has been developed so as to ensure that you will have full coverage of the National Curriculum. It follows the programmes of study for each year very carefully and provides the right balance between different aspects of both history and geography, eg human and physical geography and chronological understanding and historical knowledge.
Each set of Learning Challenges then links directly to the history and geography knowledge, skills and understanding that ensures that learning is progressive and continuous. See Weaving Knowledge, skills and understanding into the new National Curriculum. There has been an attempt to link either creative or expressive arts into each learning challenge so that there is breadth and balance in the coverage as a whole. In this way history and geography become the drivers and art, DT, music and dance are the enhancers. Each Learning Challenge has a suggested 'wow' and its own suggested 'reflection'. By using these you will get a more complete level of challenge for the pupils. You will also note that every opportunity has been taken to help children apply literacy and numeracy skills where it is possible to do so.
Every attempt has been made to bring history and geography to life by taking starting points from the children's context. In this way it is hoped that history and geography will be viewed as exciting and interesting as well as fun. Additionally, many of the Learning Challenge have a suggested class fiction reader to enable you to provide a rounded curriculum. Examples such as: 'Why can't a meerkat live in the North Pole?' (Year 1); 'Why do we love to be beside the seaside?' (Year 2); 'Who first lived in Britain (Year 3); 'Why were Norman castles certainly not bouncy' (Year 4); 'How would you have survived Medieval England?' (Year 5) and 'Why should gunpowder, treason and plot never be forgotten?' (Year 6) are aimed at capturing the children's interest and motivating them.
"During our latest inspection there was a big focus on the wider curriculum and they were blown away with the Learning Challenge and how we'd weaved enquiry based thinking across the whole curriculum."Holy Family Catholic School
"Already the children, staff and parents are engaged and enthused by their new themes and the learning that has already taken place in 3 days is phenomenal. We have them hooked!"Adswood Primary
"The Learning Challenge Curriculum struck us immediately as the right way to progress! The curriculum uses pre-learning tasks, to ensure that children are directly involved in the planning process – which in its turn allows teachers to gauge exactly where the learning need lies. As planned, we worked with Clive to launch the curriculum for our Year 1 students; these children are now our current Year 6 cohort. The effects have been really noticeable – parents who had children in the junior school prior to the amalgamation commented on how much more engaged their children were at school. Lessons are now child centered, as they should be, with prior knowledge and pupil voice having a greater impetus in the planning of lessons. I don’t envision we’ll be working to another curriculum in the foreseeable future."Anfield Primary School
"An excellent framework which will fire the imagination of teaching teams"Oakdene Primary School
"The Learning Challenge Curriculum fosters both student and teacher creativity, ensuring an adaptable curriculum tailored to the suit the needs of the learner, and it has played an instrumental role in bringing about the changes we have made to our KS2 maths lessons. With the help of the Learning Challenge Curriculum, which creates a bespoke curriculum that reflects the requirements of the pupils, the school has been able to regain its ‘Outstanding’ status. The strength of our curriculum is built on a solid foundation of Focus material, including the Learning Challenge Curriculum and our approach to maths."Fielding Primary School
Extract from the Ofsted report:
Windmill Hill Primary School
- A rich, broad curriculum provides pupils with stimulating learning opportunities which motivate them as learners.
- The introduction of a revised curriculum that the school calls the ‘Learning Challenge Curriculum’ has greatly enhanced the development of pupils’ key skills across other subject areas, in a stimulating and exciting manner. ’Wow days’ are a key feature of this. The Reception class had a ‘Wow day’ about building, when children constructed a house with a design and technology focus. Their families were invited, with a high number of parents attending. Year 2 have a ’Wow day’ planned on mechanisms; the challenge is to build a vehicle linked to a character in the class storybook.
- Pupils said that lessons were interesting and teachers help them with their learning. Key Stage 1 pupils spoke enthusiastically about learning to spell and read. The Learning Challenge Curriculum and ’Wow days’ were enjoyed by all and pupils commented, ‘It makes learning fun.’
- The Learning Challenge Curriculum stimulates interests and enables pupils to practise their reading, writing and mathematical skills in other subjects. It contributes to the pupils’ spiritual, moral, social and cultural development by providing a range of opportunities to study other cultures and religions. Pupils in a Year 3 class were engrossed in a lesson about the Jewish religion and the importance of the Torah, and in a Year 5 class studying ancient Egypt, pupils enthusiastically took part in an activity which involved being an estate agent selling a pyramid.
Extract from the Ofsted report:
St Mary’s CofE Primary School
- The very broad and balanced curriculum is effectively planned and delivered. Staff plan different aspects of the curriculum around a number of broad enquiry questions that are designed to spark pupils’ curiosity. For example, Year 2 pupils have recently developed their skills in a range of subjects by answering the question, ‘Why would a dinosaur not make a good pet?’ This diverse and engaging curriculum plays a vital role in sustaining pupils’ thirst for knowledge while greatly expanding their understanding of the world.