Scales of planning in primary history

Making sure you don’t leave out key things and don’t waste your time duplicating

Planning can seem a real chore, but it is key not only to maximising the opportunities for pupils to build up a coherent view of the past, but also to ensuring that all teachers are as well supported as they might be. This means that their teaching is well targeted, with appropriate expectations, well-designed teaching and learning approaches and all the resources they need. By no means a side issue, it also saves valuable time. One of the saddest things I have seen in all my years of working with hundreds of primary schools is the mind-numbing nonsense of teachers copying from one level of planning to another, usually medium to short-term. Why??

The answer lies in being crystal clear about what should belong in which scale of planning as explained below.

Long-Term Planning

Whatever the statutory content, your school must translate it into a whole-school plan that works best for your pupils, having in mind the philosophy of the school, its locality and catchment and available resources, as well as the personal skills, interest areas and knowledge of the teaching team. A long-term or whole-school

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