Implementation:
All lessons build on prior learning and teachers support children to learn and remember more through:

• All units are underpinned by an enquiry question. Every lesson taught in each units provides children with the knowledge and skills to answer the enquiry question by the end of the unit. 
• Use of progression framework to form the key knowledge documents across the school. This is broken into chronological knowledge, content knowledge and process knowledge (historical enquiry skills).
• A knowledge organiser which outlines sticky knowledge (including vocabulary) all children must master via low stakes testing.
• A focus on chronology, with children aware of a clear timeline of historical events as they progress through the school. We have a school agreed timeline format which all teachers and children are familiar with. 
• A focus on key historical skills (process knowledge) and practices that children develop and progress with as they move through the school with opportunities to develop content knowledge alongside process knowledge
• Completion of a post assessment to elicit prior knowledge and understanding on which to build learning and encourage children to pose questions and spark their curiosity about the past.
• A cycle of lessons for each topic, which carefully plan for progression and depth. Mixed aged classes have been carefully considered to ensure that chronology is progressive for all children, regardless of whether they are on Cycle A or Cycle B.
• Mixed age progression has been carefully considered and planned for. All children in a class as exposed to the same content knowledge but learning is appropriately adapted through the use of process knowledge and historical enquiry skills. For example, in our unit 'Why should we remember the Maya?', Y3s use sources to gather information about the daily life of the Maya whilst Y4s also compare this with daily life in Roman Britain. 
• Elaborative questioning to challenge pupils to apply their learning in a range of ways
• Trips and visits from experts who will enhance the learning experience.
• Opportunities to access a range of quality and inspiring historical artefacts and resources with an emphasis on practical investigation, encouraging children to find answers to questions they raise.
• Specialist vocabulary for topics taught and built up.
• Knowledge recaps are used at the start of each lesson to ensure that sticky knowledge is embedded into children's long term memory and to recap key knowledge imperative for the day's lesson. These could be recorded in books or completely verbally. 
• Working Walls are used to support learning. These build up through the term and include key knowledge, vocabulary and examples of successful work. These are used as part of knowledge recap. 
• Opportunities for curriculum adaptation and challenge, pre teaching and interventions for those children who may require it, including those with SEN, throughout a topic or prior to a new topic being taught.