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Often, when teaching a unit of work, in geography, or history say, there is a lot of terminology that etymology is a path to vocabulary development, then half an hour spent on providing the etymology of your unit using-mnemonics-for-retrieval-practice For more information about using Knowledge Organisers in Primary, I've written a short overview

The first week of a block/unit/half term/term (whichever unit of time you've set as a deadline) will peer feedback and adult feedback) and iterating their work to improve it , the taught content of the unit As a rough guide, by week 3 of a 6-week-long unit, all the intended new content should be taught.

KS1 When learning about a new place (for example, during non-geography-based units, such as history-based units) always ask and answer these questions: COWWS: C ONTINENT – Which continent is it in? , such as history-based units) always carry out these actions: • 1st: Locate it on a map of the county , such as history-based units) always ask and answer these questions: General questions to ask about Geography Units If carrying out a geography-specific unit use the majority of the questions from STEEP

Framing a unit of work or even a single session with a question that must be answered is a quick way Having a concept-based unit of work where children must think about how particular pieces of knowledge Designing units of work that encourage children to draw together knowledge from multiple disciplines Creating a logical sequence of units where children are expected to make explicit connections between the broader picture of everything that the children were learning, meaning that they had a curriculum overview

If you find yourself identifying the same key words across units and across year groups, it may be the You may teach a child what 'empire' means in year 3, and then remind them of it in every relevant KS2 unit required and for children to grasp the vocabulary they need to be able to learn the content of the new unit In short: choose new words for each unit, but also identify which words will be revisited due to their In short: I'll put a number on it - around 10 new words per unit should be manageable and should represent

Pre-learning could be something like sending home a knowledge-organiser ahead of the unit and encouraging building on/explicitly linking to prior learning, this is again something we should do throughout a unit By the end of the unit, she can give them a completely blank strip for them to use when planning their standards I like a nice corridor display that shows off children’s polished work – perhaps an end of unit be fancy – I love a washing line with flipchart sheets pinned up, showing useful reminders from the unit

We might also talk about survival in other history units when learning about the Indus Valley, the Roman those concepts are revisited time and time again, but in different contexts, including in different units you wanted pupils to understand this concept then, over the course of a few years, you would teach units

posed a question: Can teachers and children really be expected to complete that whole process in every unit And my short answer: ...we don’t have to complete the whole process every time we teach a D&T unit. design and technology activity, I think schools can be reassured that in some design and technology units

A place where all the selected key/core knowledge for any given unit of work in any subject is organised They give teachers an outline for a unit They guide lesson content They provide teachers with simple Ask yourself: What are the objectives I need to cover in this unit?

curriculum webinars for some subjects (English, Maths, Languages, Computing, Art & Design, and curriculum overview read an Ofsted subject review, you might want to head over to Marc Hayes ' website to check out his overviews of them: marcrhayes.com Adam Boxer wrote a thought-provoking thread about overviews this week which

Should children work through the entire iterative design process in each unit?

As part of a local history unit he asked his year 4 children to read a case study on child labour in