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Children will start by making connections to their prior learning by identifying the differences in dates. The aim of this is to remind children of the key learning they already have such as differences within months and years.
Children will then focus on AD dates, making observations such as the earliest dates having a smaller number.
After children are secure in AD dates, they they will move onto BC dates.
Children will complete their first task which will be placing dates on a timeline.
After this children will look at the importance of a chronological framework. They will look at examples such as prior learning and the invention of the camera to develop an understanding of why it is important to know when a given historical period happened.
A helping hands task (supported task) is provided.
A chilli challenge is provided to extend learning. This should be given to all children. The ‘differentiation’ will be based on how children access the task.
Past/current vocabulary is explicitly taught, and children are reminded of this at suitable and regular opportunities.
Stem sentences are provided throughout to promote oracy and allow children to focus on the geography rather than formation of a sentence.
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