Phase:
KS1 / Term:
Autumn 1 / Topic Name:
Victorians
TRIP – Beamish (week 7 – Mon 12th Oct)
Entry Point:
Children to follow instructions to build a Lego model. / Resources:
Art – white paper, water colours, thin brushes, selection of sketching pencils.
Exit Point:
Trip to Beamish / SMSC/PSHE:
Discuss the lives of children working during Victorian times. Linked to UNICEF rights of a child (article 32 (child labour)). Drama lesson: some children to act out being treated unfairly. Leading on to the injustice of how some children live today.
Week / Subject / Extended Writing Opportunities / Outcome
1 / PSHE / Writing in Foundation Subjects / A description of a friend.
2 / Science / Big Writing / A character poem.
3 / Geography / Writing in Foundation Subjects / Labels for a map.
4 / History
(Victoria and inventions) / Big Writing / A story.
5 / Art / Writing in Foundation Subjects / A written response to the work of William Henry Hunt.
6 / RE / Big Writing / A recount of our trip to Beamish.
7 / History
(work and school) / Writing in Foundation Subjects / A letter about child labour.
8 / Music/SMSC / Big Writing / A set instructions.

Foundation Subjects – VictoriansMTP

Science / Computing / Art & Design / Physical Education
Content
Biology - ourselves / Content
*use technology purposefully to create, organise, store, manipulate and retrieve digital content.
*use technology safely and respectfully. / Content
*generate, develop, model and communicate their ideas through talking, drawing, templates.
*select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]. / Content
*master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.
*participate in team games, developing simple tactics for attacking and defending.
Working Scientifically
*observing closely, using simple equipment.
*performing simple tests.
*using their observations and ideas to suggest answers to questions.
* asking simple questions and recognising that they can be answered in different ways.
Skills/ Success Criteria
*identify name, draw and label the basic parts of the human bodyand say which part of the body is associated with each sense.
*notice that animals, including humans, have offspring whichgrow into adults.
*investigate and describe the basic needs of animals, includinghumans, for survival (water, food and air).
*describe the importance for humans of exercise, eating theright amounts of different types of food and hygiene. / Skills/ Success Criteria
*understand online risks and the age rulesfor sites.
*use a range of applications and devices inorder to communicate ideas, work andmessages. / Skills/ Success Criteria
*use watercolour paint to produce washes forbackgrounds then add detail.
*use thick and thin brushes.
*describe the work of notable artists,
artisans and designers.
*draw lines of different sizes and thickness. / Skills/ Success Criteria
*use rolling, hitting, running, jumping, catching and kicking skills in combination.
*develop tactics.
*use the terms ‘opponent’ and ‘team-mate’.
Investigative questions
*What are the main parts of the human body?
*What do people need to survive?
*Do people with the biggest feet jump the furthest?
*How do you look like your parents? / Outcomes
We are photographers – children to take photographers of their trip to Beamish and make a photo book. / Outcomes
Children to look at the work of William Henry Hunt – still life and create paintings based on his work. / Outcomes
Games – target practice, boules.
History / / Geography / Music / Religious Education
Content History
*the lives of significant individuals in the past who have contributed to national and international achievements.
*significant historical events, people and places in their own locality. / * Content Geography
*name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.
*use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map.
*understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country. / Content
*use their voices expressively and creatively by singing songs and speaking chants and rhymes.
*listen with concentration and understanding to a range of high-quality live and recorded music.
*experiment with, create, select and combine sounds using the inter-related dimensions of music. / Content
*to explain how and why harvest and sukkot are celebrated.
*explore how religious beliefs can be expressed through art.
Skills/ Success Criteria History
*observe or handle evidence to ask questions and find answers to questions about the past.
*ask questions such as: What was it like for people? What happened? How long ago?
*describe historical events
*describe significant people from the past.
*place events and artefacts in order on a timeline.
*label time lines with words or phrases such as:past, present, older and newer. / Skills/ Success Criteria
*use world maps, atlases and globes to identifythe United Kingdom and its countries, as well asthe countries, continents and oceans studied.
*name, locate and identify characteristics of thefour countries and capital cities of the UnitedKingdom and its surrounding seas.
*name and locate the world’s continents andoceans.
*understand geographical similarities anddifferences through studying the human andphysical geography of a small area of the UnitedKingdom and of a contrasting non-Europeancountry. / Skills/ Success Criteria
*take part in singing, accurately following themelody.
*follow instructions on how and when to sing orplay an instrument.
*make and control long and short sounds, usingvoice and instruments.
*imitate changes in pitch. / Skills/ Success Criteria
*describe some of the main festivals orcelebrations of a religion.
Outcomes History
Learn about Victorians – Queen Victoria
Schools, work of children, toys, inventions.
SMSC – children to write about why child labour is unfair. / Outcomes
Labelling maps
Discussing the size of the British Empire. / Outcomes
Chn to perform I wanna play in a bandin assembly. / Outcomes
Children to write about what they have learnt about harvest and Sukkot.