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


answer the big

question.


Can you use Purple

Mash to create a simple chart with

pictures explaining how people change as they

grow older?


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



To write a caption to describe toys from the Victorian times

Text

Timeline

Photo


Who?

Ourselves

Where?

Our homes

When?

Babyhood to old age

What?

How we change


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


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


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


answer the big

question.


Can you write a report

to explain who Neil Armstrong is and why

he is a significant historical figure?


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



To write a report about Neil Armstrong

Text



Who?

Neil Armstrong

Where?

Kennedy Space Station

When?

1930 - 2012

What?

First man on the moon


Commander Neil Armstrong, Command Module Pilot Michael Collins and Lunar Module

Pilot Edwin "Buzz" Aldrin The Eagle has landed


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


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…


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


answer the big

question.


Can you write a list of

all the things you know about Bolton

Wanderers?


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.



To write a report about Bolton Wanderers

Text



Who?

Bolton Wanderers

Where?

Middlebrook

When?

1874 – present day

What?

Football Club


Macron Stadium

1958 FA Cup Final


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


To research and find out information about Bolton Wanderers

Photographic evidence of the curriculum in action at Brownlow Fold

Documents

History Curriculum at Brownlow Fold The Learning Challenge