Victorians+planning

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SEN ideas

Autumn 2006 (A) ||
 * ==Medium/Short term planning and assessment sheet== || Subject: History – Victorians || Year: 5/6


 * === Week/ ===

session
|| Learning objective(s)  ||  Modelling (teacher input) ||  Differentiated group activities  ||  Learning outcomes (key questions)  ||  Materials  || 1 || ** Key skill: ** To look closely at visual evidence Discuss what the painting shows – Who could these people be? Etc. Challenge the children to remember detail when painting is covered, e.g. How many children are there? Children write answers on whiteboards. Fill in sheet on IWB with things we know from the picture, what we think and things we would like to find out. Demonstrate how to draw family tree for Victoria’s family || Partner discussions (during whole class activity) about what the painting shows (could also look at other photos / paintings – see websites) Fill in worksheet with things you know, think and would like to find out for a different portrait of Victoria after Albert’s death. Draw own family tree (could add to this for homework) Draw own family portrait, thinking carefully about clothes, background, etc. – what do you want the picture to tell people about yourself and your family? (could be done as homework) || Can the children describe details in a painting? Can the children use these to draw conclusions about the subject of a portrait? || Painting of Queen Victoria (Smart Notebook file) Individual whiteboards (//BBC Children in Victorian Britain// p.9) (//Sense of History Teachers Book// p.81) http://www.learningcurve.gov.uk/snapshots/snapshot03/snapshot3.htm http://www.snaithprimary.eril.net/qcontent.htm || Maths || ** Key skill: ** To use a timeline to order dates Demonstrate how to order numbers in 1000s Discuss vocabulary – year, decade, century Begin class timeline display, which can be added to throughout term || Place events on timeline of Victorian period
 * Knowledge: ** To know when Queen Victoria ruled and some events during the Victorian period || Show painting on IWB – children to uncover parts gradually
 * 1b
 * Knowledge: ** To know when the Victorian era was || Use [|website] 1 to order periods of history

Homework: create timeline of your life || Can the children place events in the correct order? || Worksheet with events to stick on timeline http://www.channel4.com/learning/microsites/Q/qca/victorians/timelines1.html

|| Look at Bishopsworth log book How could someone in 100 years find out what our classroom was like? || Watch DVD Fill in table to describe what each piece of evidence tells us || Can the children use the available sources to find out about school life? || BBC //Children at school// (//BBC Children in Victorian Britain// p.29-30) School log book http://www.channel4.com/learning/microsites/Q/qca/victorians/schools.html || + Literacy || ** Key skill: ** To present work in different ways Research into child labour in the mines, in groups. Assign one child from each group the role of interviewer & get them to as the rest of the group (in role as mine workers) about conditions, food, work & pay. Tape interviews. Link to literacy – write job description / application (persuasion) || Can the children respond appropriately in role to questions about their work in a mine? || BBC //Children at work// (//BBC Children in Victorian Britain// p. 24-26) BBC Radio Drama – //The Story of Mary Cannon// or //Climbing in the Dark// (over 3 sessions) || + Citizenship || ** Key skill: ** To consider different opinions Consider why children needed to work or were more useful in some jobs than an adult || Research Dr Barnado.
 * 2 || ** Key skill: ** To use visual and written evidence
 * Knowledge: ** To know what Victorian schools were like || Use [|website] to look at evidence and find out what schools were like
 * 3 ||  ||   ||   ||   ||   ||
 * 4
 * Knowledge: ** To know about the experiences of children who had to work || Look at pictures of children working in mines & discuss || Watch DVD.
 * 5
 * Knowledge: ** To discuss different views about child labour || Find out about what Dr Barnado and Lord Shaftesbury did to help children

Hold class debate (in role as factory owner, mine owner, school teacher, Dr Barnado, children, etc.) about child labour Link to literacy – write discussion text about child labour Link to RE - story of Good Samaritan - why did he help others? || Can the children recognise different views about child labour? || http://www.request.org.uk/main/history/barnardo/barnardo01.htm http://www.request.org.uk/main/bible/jesus/goodsam/goodsam03.htm http://www.tere.org/assets/interactiveAssets/Story/KS2/GoodSamaritan.html || + Geography || ** Key skill: ** To ask and answer questions Look at posters for railway & exhibition. || Write letter to friend describing journey to Great Exhibition and things you saw. Find out about the countries that made up the British Empire and how they contributed to the exhibition. Colour in map to show extent of Empire. || Can the children ask sensible questions about an event in the past? Can the children write in role about an event in the past? || Junior Focus – Victorian Inventions || + Literacy || ** Key skill: ** To recognise the effects of an event Find out about the lives of real inventors (see Junior Focus). Literacy - design advert for one of the inventions. Give each group a large sheet of sugar paper with a title on it (such as printing, steam power, rubber, electricity, anaesthetics, the telephone). Ask them to brainstorm what changes in lifestyle came from these discoveries. || Can the children recognise how lifestyles changed because of certain inventions? || (//Copy & Cut Past Times// p.19) Junior Focus – Victorian Inventions || ICT || ** Key skill: ** To use a variety of sources Discuss which types of evidence were most useful in finding out about the person. || Work through the website to find out about the person from what is in the suitcase/trunk. Record findings on worksheet. || Can the children use different types of evidence to learn about a person? || http://www.schoolsliaison.org.uk/lostluggage/train.htm || Maths  || ** Key skill: ** To use data Homework: fill in worksheet with census data for their household || Can the children use data to find out about what an area was like? || http://www.learningcurve.gov.uk/focuson/census/default.htm http://www.learningcurve.gov.uk/snapshots/snapshot04/snapshot4.htm http://www.learningcurve.gov.uk/snapshots/snapshot14/snapshot14.htm || Reveal evidence from fingerprint clue & discuss how he should be punished. || What was life like for servants? What sort of family had servants? What jobs did servants do? || (//Creative Teaching History// p.2) Junior Education article & info sheets || || Watch DVD Use [|webquest] to find out about Victorian toys: and record using worksheet printed from website || What did Victorian children play with? How can we tell if toys are modern or Victorian? || BBC //Children at play// (//Copy & Cut Past Times// p.5) (//BBC Children in Victorian Britain// p.22,31) Pictures of modern & Victorian toys http://www.kented.org.uk/ngfl/ict/webenquiry/victorians/beginner.html || (//BBC Children in Victorian Britain// p.9 + photo) || DT – make Victorian Christmas card || || http://www.historic-uk.com/HistoryUK/England-History/VictorianChristmas.htm http://logicmgmt.com/1876/xmas/xmasintro.htm http://www.btinternet.com/~tony.poulter/cyberhunts/vicxmas/vxmshunt.htm || During morning, conduct lessons as Victorian school – prayers, reading, arithmetic, dictation, recitation, drill, object lesson During afternoon, hold Christmas party with parlour games || || (//History Through Role Play// p.10) || Websites: http://www.channel4.com/learning/microsites/V/victoriandiary/vicsplash.htm could be used for Literacy – recount (diary entries) http://www.victorians.org.uk/ Themes Gallery is very useful for pictures and information about artefacts (e.g. toys, factory machines, school equipment)
 * 6
 * Knowledge: ** To find out about the Great Exhibition || Teacher in role as visitor who has just returned from the Great Exhibition. Children ask questions to find out where you have been and discover some of the things you saw.
 * 7
 * Knowledge: ** To know about some Victorian inventions || Use fiction (eg Professor Branestawm stories or Uncle Andrew in CS Lewis’ //The Magician’s Nephew//) to explore the stereotype of the ‘Victorian Inventor’. || In groups, draw life-size figure of ‘The Victorian Inventor’
 * 8
 * Knowledge: ** To discuss different types of evidence || Demonstrate how to navigate the web page & record their findings.
 * 8b
 * Knowledge: ** To use census data to find out about the Victorians || Discuss what census is & why it is taken. Model how to use website to find information. || Use learning curve website to fill in sheet with names, ages & occupations. Discuss what this tells us about the families.
 * 9 || ** Key skill: ** To select relevant information
 * Knowledge: ** To describe life in an upper class house || Introduce mystery of missing earrings (see photocopy from //Junior Education//) & get a few children to act out the events leading up to disappearance of earrings. || Read information about characters & highlight information that could be useful in solving the ‘crime’. Discuss each character & vote on who might have stolen earrings.
 * 10 || ** Key skill: ** To
 * Knowledge: ** To describe the lifestyle of rich children || Look at pictures of toys & decide which ones Victorian children might have played with. How can we tell?
 * 11 || ** Key skill: ** To
 * Knowledge: ** To know about life in the slums || || || || (//Copy & Cut Past Times// p.7)
 * 12 || ** Key skill: ** To
 * Knowledge: ** To know about a famous Victorian || || || || ||
 * 13 || ** Key skill: ** To
 * Knowledge: ** To know how Christmas traditions started || ||
 * 14 || || || Children dress up as far as possible & give themselves Victorian name
 * Evaluation: ||

Local information: http://www.workhouses.org.uk/index.html?Bedminster/Bedminster.shtml Information about Bedminster workhouse http://www.workhouses.org.uk/index.html?Bedminster/Bedminster1881.shtml Census data for Bedminster workhouse

**__General activities to use with pictures__**
 * Memory games – briefly show picture then hide it and ask children to list every person and object they can remember. After about five minutes discuss what they have remembered and compare to the original picture.
 * Completing the scene – cut up postcard reproductions of paintings. Give each child a piece of a postcard and ask them to draw what they think the rest of that picture will show. Compare with the complete version.
 * Eye spy – children think of object in picture beginning with certain letter.