The Great Fire of London has been a staple in the KS1 history curriculum for decades. Why? Because it’s an exciting and dynamic story that captures the attention of young children and impacted London, and the country, in a way that can be seen today.
KS1 marks children’s introduction to science lessons, so it’s essential to ensure that the teaching methods employed are engaging, fun, and interactive to capture the attention of young learners and help them develop a love for science. The KS1 science curriculum is designed to introduce young learners to the basic concepts of living things, materials, and physical phenomena.
History teaches us empathy, provides perspective on our own lives, and allows us to learn from the successes and failures of others. History is critically important to the development of our society and our children, but how interested people are in history often depends on how engagingly it was taught to them at school.
Geography is a topic that can open the doors for students to become fascinated with the world around them, and geography is perhaps more relevant and necessary than ever before as we tackle climate change and other environmental issues. The problem with geography is, without the right intention behind how it is taught, it can feel dry and irrelevant to pupils.
History, like any story, is only boring when it is badly told. This certainly extends into the classroom in school history lessons, where history can be brought to life for students, inciting a life-long passion, or appear completely irrelevant to their current lives.
At Pango, making teachers' lives a little easier is what we're about, which is why we've spent the last couple of months giving Pango a complete refresh. We've taken on board Pango teachers' feedback and listened to teachers' needs to develop an update that:
A scheme of work is a long-term plan designed to ensure that students are taught all the skills and knowledge in the curriculum for that subject. Schemes of work are typically broken down into teachable units or modules.
Schemes can be highly valuable in two key ways:
- Schemes should reduce teacher planning and preparation time, and
- Ensure students are taught progressive lessons that cover the full curriculum.
However, not all schemes are made equal and the wrong scheme, or following a scheme totally rigidly can cause difficulties.
To take the difficulty out of choosing between a multitude of schemes, we partner with the best schemes of work - giving teachers access to progressive, primary schemes of work across 9 subjects, all in one place.
Personal, social, health and economic education (PSHE) is an integral part of a child’s education. PSHE is currently a non-statutory subject. However, the Department for Education does expect all schools to teach PSHE to their students. And, some parts of PSHE are compulsory; for primary schools, it is compulsory to teach relationship education and in state-funded primary schools it is also compulsory to teach health education.
Teaching is a notoriously difficult profession and the breaks throughout the year are certainly hard-earned! By the time summer rolls around, most teachers are ready to switch off entirely for a few weeks.
Teaching science can be a daunting idea;
- What if the experiments go horribly wrong?
- What if they ask me why trees grow, and rocks don’t?
- What if they can tell that I’m not a scientist?
It’s no wonder that only 32% of primary teachers strongly agree that they are “confident in teaching science”. (The Wellcome Trust’s State of the Nation report of UK Primary Science Education)