History Curriculum at Brownlow Fold The Learning Challenge
Transcript of History Curriculum at Brownlow Fold The Learning Challenge
History Curriculum at Brownlow Fold
The Learning Challenge
The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point. In designing the curriculum, teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre learning tasks and our school context, a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question. Importantly, the learning challenges need to make sense to the learners and be something that is within their immediate understanding. Within each Learning Challenge unit of work, we always include a ‘Green for Growth Challenge.’ These challenges are designed to enable pupils to work at greater depth within a particular unit. Some of the characteristics of a child who is working at greater depth might include:
Working independently Applying what they have learned in one area of a subject to other areas Applying their knowledge consistently, confidently and fluently Being able to explain what they have been doing to others, including teaching other children what they have
learned.
Pre-learning tasks to ensure that our pupils are directly involved in the planning process. Well planned pre-learning tasks to help bring out what our pupils already know; what misconceptions they may have and what really interests them. Our teachers then take account of the outcomes from pre-learning tasks to plan the subsidiary learning challenges for each major area of study.
Empowered Learners
By adopting the ‘Empowering Learning’ skills, we recognise the impact that personal skills can have on the academic success and well-being of our children. They play a vital role in developing the ability of learners to enjoy and reflect on their learning across the curriculum. The six areas for personal development; Self-Management, Effective Partnership, Resourceful Thinkers, Reflective Learners, Independent Enquirers and Team Workers; form what we class as personal skills which are worked upon throughout a child’s time at Brownlow Fold Primary School.
Self-Manager Ability to organise themselves and work out goals and priorities
Show personal responsibility, initiative, creativity and enterprise
Anticipate, take and manage risks
Commit themselves to learning and self-improvement
Respond positively to change
Effective Participators Engage actively with issues that affect them and those around them.
Play a full part in the life of the school
Take responsible action to bring improvement for others as well as themselves
Discuss issues of concern, seeking resolution
Present a persuasive case for action
Propose practical ways forward
Try to influence others, negotiating and balancing diverse views
Resourceful Thinker Think creatively by generating and exploring relevant ideas, and making original connections
Find links and see relationships
Explore and experiment with resources and materials
Ask ‘why’, ‘how’ and ‘what if’ questions
Apply imaginative thinking to solve a problem
Try different ways to tackle a problem
Work with others to find imaginative solutions and outcomes that are of value
Reflective Learner Evaluate their strengths and limitations as learners
Review their work and act on outcomes
Set themselves realistic goals and criteria for success
Monitor their own performance and progress
Invite feedback and deal positively with praise, setbacks and criticism.
Make changes to improve their learning
Communicate their learning in relevant ways to different audiences
Independent Enquirer Gather, process and evaluate information in their investigations
Plan what to do and how to go about it
Draw conclusions and evaluate outcomes
Take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes
Use a range of techniques to collect and organise information
Team Worker Work confidently with others, adapting to different contexts and taking responsibility for their own role
Listen and take account of others’ views
Form collaborative relationships, resolving issues and reaching agreed outcomes
Adapt behaviours to suit different roles and situations
Show fairness and consideration towards others
Prime Learning Challenge
Events beyond living memory Can you talk about what toys were like a long time ago?
Can you say if toys from the past are the same as new
toys?
Can you order a set of objects chronologically?
Can you compare toys from the past with toys today
using historical vocabulary?
Can you list any famous toys you know?
Key Vocabulary
Past
Old
Older
Oldest
Long ago
Sequence
Order
Age
Famous
Features
Big Question
Small Questions Which help to
answer the big
question.
Green for Growth Challenge
Can you use historical vocabulary to explain
to an audience the difference between
new toys and toys from the past?
Empowered Learner Links
Self -Manager
I can ask for help
I can choose and use equipment needed for a set task.
I am happy to have a go at something new
I can set my own goals to achieve
I can tell you when someone is sad or upset
Growth Mindset Links
Cross-Curricular Writing Opportunities
To write a caption to describe toys from the Victorian times
Text
Significant places, people or objects
Our History Curriculum
Who?
The Victorians
Where?
England, Great Britain
When?
1837 to 20th Century
What?
Toys
Sticky Knowledge – the 4 W’s
Queen Victoria
Wooden Diabolo
Thaumatrope
Skittle game
Cup and Ball
Assessment Criterion
Emerging
Expected Exceeding
Enrichment Opportunities
To visit Bolton Museum
To order photographs chronologically
To investigate and describe artefacts
To order real objects chronologically
To use have a library loan from Bolton with a range of Victorian toys
To compare old and new toys
To invite grandparents into school to hot seat about their toys
Home Learning/Parental Links
To talk about what toys they had as a child and compare
To discuss what toys their grandparents had as a child and compare
To visit Bolton Museum to look at artefacts
Prime Learning Challenge Changes in living memory
Can you explain how you know that people get older?
Can you explore photographs of your parents
when they were children?
Can you place a set of photographs in time order?
Can you compare pictures of familiar people from the past
with pictures of what they look like today?
Can you explain how you know that people get older?
Key Vocabulary
Baby
Child
Adolescent
Adult
Growing
Wrinkles
Facial hair
Familiar
Order
Significant
Big Question
Small Questions Which help to
answer the big
question.
Green for Growth Challenge
Can you use Purple
Mash to create a simple chart with
pictures explaining how people change as they
grow older?
Empowered Learner Links
Self -Manager
I can ask for help
I can choose and use equipment needed for a set task.
I am happy to have a go at something new
I can set my own goals to achieve
I can tell you when someone is sad or upset
Growth Mindset Links
Cross-Curricular Writing Opportunities
To write a caption to describe toys from the Victorian times
Text
Timeline
Photo
Sticky Knowledge – the 4 W’s
Who?
Ourselves
Where?
Our homes
When?
Babyhood to old age
What?
How we change
Assessment Criterion
Emerging
Expected Exceeding
Enrichment Opportunities
To visit Bolton Museum
To order photographs chronologically
To investigate and describe artefacts
To order real objects chronologically
To use have a library loan from Bolton with a range of Victorian toys
To compare old and new toys
To invite grandparents into school to hot seat about their toys
Home Learning/Parental Links
To talk about what toys they had as a child and compare
To discuss what toys their grandparents had as a child and compare
To visit Bolton Museum to look at artefacts
Prime Learning Challenge
The lives of significant individuals in the past Can you say who Neil Armstrong is and why is he famous?
Can you say why Neil
Armstrong became famous?
Can you say what Neil
Armstrong did to become famous?
Can you say how Neil
Armstrong got to the moon, and explain what Apollo 11
is?
Can you say why it is
important to talk about Neil Armstrong?
Key Vocabulary
Mankind
Apollo 11
1969
Moon
Rocket
Launch
Leap
Astronaut
USA
Space
Big Question
Small Questions Which help to
answer the big
question.
Green for Growth Challenge
Can you write a report
to explain who Neil Armstrong is and why
he is a significant historical figure?
Empowered Learner Links
Effective Participator
I recognise when I need to talk to someone about a concern and that this can help me.
I am happy to listen to the point of view of others in a dispute.
I listen carefully to instructions and follow them
I know when and how to stand up myself appropriately
Growth Mindset Links
Cross-Curricular Writing Opportunities
To write a report about Neil Armstrong
Text
Significant places, people or objects
Our History Curriculum
Who?
Neil Armstrong
Where?
Kennedy Space Station
When?
1930 - 2012
What?
First man on the moon
Sticky Knowledge – the 4 W’s
Commander Neil Armstrong, Command Module Pilot Michael Collins and Lunar Module
Pilot Edwin "Buzz" Aldrin The Eagle has landed
Assessment Criterion
Emerging
Expected Exceeding
Enrichment opportunities
To use drama to act out the Moon’s Landing
To create our own versions of Apollo 11
To learn the famous One small step speech
To use hot seating to question Neil Armstrong
To create a timeline to understand when it happened
Home Learning/Parental Links
To research using the library and the internet who Neil Armstrong and what he did to become a significant historical figure
To use a range of materials to create a rocket
To learn the famous speech that Neil Armstrong said when he landed on the moon-One small step…
Prime Learning Challenge
Significant historical people and places in the locality Can you say who established Bolton Wanderers?
Can you say when Bolton Wanderers began?
Can you say why Nat Lofthouse is famous in
Bolton?
Can you say what can be found in Bolton that is linked
to Bolton Wanderers?
Can you talk about why Bolton Wanderers is famous?
Key Vocabulary
Middlebrook
Bolton
Town
Landmark
Local
Research
Football Club
Place
Stadium
Bolton Wanderers
Big Question
Small Questions Which help to
answer the big
question.
Green for Growth Challenge
Can you write a list of
all the things you know about Bolton
Wanderers?
Empowered Learner Links
Team worker
I can work collaboratively in a group and take turns.
I am happy to engage in collaborative tasks.
I am prepared to listen to the ideas of others without interrupting them.
I am happy to share ideas with others.
Growth Mindset Links
Cross-Curricular Writing Opportunities
To write a report about Bolton Wanderers
Text
Significant places, people or objects
Our History Curriculum
Who?
Bolton Wanderers
Where?
Middlebrook
When?
1874 – present day
What?
Football Club
Sticky Knowledge – the 4 W’s
Macron Stadium
1958 FA Cup Final
Assessment Criterion
Emerging
Expected Exceeding
Enrichment opportunities
Visit to the Macron Stadium
Research using the internet
Non Fiction texts linked to Bolton Wanderers
Photographs of the stadium from the past to present
To create a timeline of the clubs history and significant events
Home Learning/Parental Links
To research and find out information about Bolton Wanderers
Photographic evidence of the curriculum in action at Brownlow Fold