KS 1 HALF TERM PLAN – Autumn 2, 2011

Subject: History / Term: Autumn 2, 2011 / Theme: Anniversaries and Celebrations – Bonfire Night / No. of Lessons: 6 weeks
Year Group: YR/Year 1 / Class: / Teacher: / Teaching Assistants:
Cross Curricular Links:
En 1 Speaking and Listening; En 2 Reading; En 3 Writing
PSHE 1 Developing confidence and responsibility and making the most of their abilities
PSHE 2Preparing to play an active role as citizens
PSHE 4Developing good relationships and respecting the differences between people
A&D 2 Investigating and making art, craft and design
ICT 1 Finding things out; ICT 3 Exchanging and sharing information / EYFS Curriculum:
PSED: Dispositions and Attitudes; Self-confidence and Self-esteem;Making Relationships; Behaviour and Self-control; Sense of Community
CLLD: Language for Communication and Thinking;Reading; Writing
KUW: Community; ICT
PD: Using Equipment and Materials
CD: Being Creative – responding to experiences, expressing and communicating ideas
Main aims and learning outcomes:
  • Some pupils will not have made so much progress and will:learn about the passage of time through daily routines and contact with objects and people, using terms about time. They experience a range of stories about famous people and events from the past. They look at photographs and pictures of themselves as very young pupils and now, and have opportunities to handle sources and view local historical sites.
  • Most pupils will:learn about their personal history and how they have changed over time. They have opportunities to consider differences between the past and present through work on stories and sources.
  • Some pupils will have progressed further and will:learn about the differences between lives of people in the present day and lives of others in the distant past from stories. They have opportunities to find out about the past using sources.

Key Vocabulary:
  • words associated with time, e.g. old, new, today, a long time ago, next
  • words associated with Bonfire Night e.g. Guy Fawkes, bonfire, fireworks, gunpowder, Parliament, King James, November 5th, 1605

Barriers to learning:
Lack of experience; lack of understanding; lack of concentration; social impairment; communication difficulties; inflexible thinking; behavioural issues; sensory issues; noise intolerance; difficulties with turn-taking; inability to share joint attention; problems with organising thoughts; processing delays; opting out; demand avoidance strategies.
Strategies to overcome barriers:
Accepting; explaining; desensitising; encouraging and supporting; praising and rewarding; using appropriate differentiation strategies; staff knowledge, understanding, expertise and experience in recognising, identifying and responding to children’s individual needs.

Rewards:

Positive praise and rewards (stickers, stamps, postcards home, certificates, etc) for all children for appropriate behaviour and self-control, positive interactions, engaging with activities, completing activity.
National Curriculum References / Lesson Objectives / Activities and Differentiation
(Including Communication/ IEPs and staff deployment) / Assessment Opportunities
including B2
Week 1 lesson
H1a place events and objects in chronological order
H1buse common words and phrases relating to the passing of time
H2arecognise why people did things, why events happened and what happened as a result
H2bidentify differences between ways of life at different times
H3 to identify different ways in which the past is represented
H4ahow to find out about the past from a range of sources of information
H4bto ask and answer questions about the past
H5to select from their knowledge of history and communicate it in a variety of ways / To learn how Bonfire Night is celebrated today. / Starter: Use TEACCH strip to show sequence of lesson then introduce topic – Anniversaries and Celebrations. Talk about various celebrations and anniversaries that occur throughout the year. Look at pictures of and talk about Bonfire Night and fireworks – how and when it is celebrated.
Main Activity:
Using black paper and brightly coloured paints, children to create a fireworks painting using splatter technique.
Support:
Plenary: Return to group area andchildren to share work with the group and complete self-assessment sheets. Use TEACCH strip to finish lesson and send the children to ‘go check’.
Resources: Class computer, IWB, workbooks, TEACCH strip, choose board and sentence strip with activity symbols, Bonfire Night powerpoint, pictures of fireworks, black paper, bright paints, paintbrushes, aprons. / Assessment for learning:
I can communicate about a celebration.
I canfind out about things that happened a long time ago.
I cancreate a fireworks picture.
EYFS Profile Points:
B2:
Assessment of learning:
  • Informal observation of child’s attitude, behaviour and understanding throughout lesson activities
  • Child’s understanding of and response to differentiated questioning
  • Staff to annotate children’s work detailing type and amount of support required throughout
  • Children to self-assess and/or peer assess usingtraffic lights/thumbs up at the end of the lesson
  • National Curriculum learning objectives and B Squared levels in the front of each child’s book to be completed by staff at end of lesson

National Curriculum References / Lesson Objectives / Activities and Differentiation
(Including Communication/ IEPs and staff deployment) / Assessment Opportunities
including B2
Week 2 lesson
H1a place events and objects in chronological order
H1buse common words and phrases relating to the passing of time
H2arecognise why people did things, why events happened and what happened as a result
H2bidentify differences between ways of life at different times
H3 to identify different ways in which the past is represented
H4ahow to find out about the past from a range of sources of information
H4bto ask and answer questions about the past
H5to select from their knowledge of history and communicate it in a variety of ways / To learn about the life of a famous person from the past and why he acted as he did.
To infer information from a written or visual account of a person's life. / Starter: Use TEACCH strip to show sequence of lesson then recap previous lesson – we are finding out about Guy Fawkes and why is he is important to us today. Show children a picture of Guy Fawkes. What can they find out about him from this picture? Are the clothes like the clothes we wear now? How are they different? What is the person in the picture doing? What work might the person in the picture do? How can we tell that this person lived a very long time ago?
Main Activity:
Team Terrific Sorting and matching pictures into ‘now’ and ‘then’ in workbooks. Children to choose a picture of Guy Fawkes (from a selection), cut and stick into workbooks and write his name under the picture.
Group Great Use a selection of pictures showing Guy Fawkes, buildings, clothes, work, etc from that era and corresponding pictures from today. Children to sort and match pictures of ‘now’ and ‘then’ into workbooks. Reinforce ‘now’ and ‘then’, ‘today’ and ‘long ago’.
Support:
Plenary: Return to group area andchildren to share work with the group and complete self-assessment sheets. Use TEACCH strip to finish lesson and send the children to ‘go check’.
Resources: Class computer, IWB, workbooks, TEACCH strip, choose board and sentence strip with activity symbols, pictures of Guy Fawkes, ‘now’ and ‘then’ pictures, workbooks, pencils, timelines. / Assessment for learning:
I canfind out about things that happened a long time ago.
I can tell the difference between ‘then’ and ‘now’.
EYFS Profile Points:
B2:
Assessment of learning:
  • Informal observation of child’s attitude, behaviour and understanding throughout lesson activities
  • Child’s understanding of and response to differentiated questioning
  • Staff to annotate children’s work detailing type and amount of support required throughout
  • Children to self-assess and/or peer assess usingtraffic lights/thumbs up at the end of the lesson
  • National Curriculum learning objectives and B Squared levels in the front of each child’s book to be completed by staff at end of lesson

National Curriculum References / Lesson Objectives / Activities and Differentiation
(Including Communication/ IEPs and staff deployment) / Assessment Opportunities
including B2
Week 3 lesson
H1a place events and objects in chronological order
H1buse common words and phrases relating to the passing of time
H2arecognise why people did things, why events happened and what happened as a result
H2bidentify differences between ways of life at different times
H3 to identify different ways in which the past is represented
H4ahow to find out about the past from a range of sources of information
H4bto ask and answer questions about the past
H5to select from their knowledge of history and communicate it in a variety of ways / To use pictures to help them ask and answer questions about Guy Fawkes.
To recount the main events in the life of a famous person. / Starter: Use TEACCH strip to show sequence of lesson then recap previous week’s learning about Guy Fawkes.
Main Activity:
Team Terrific Show the children pictures of Guy Fawkes and the key events surrounding November 5th. Help them recount his story by choosing the most appropriate pictures and putting them in sequence. Children to stick pictures into workbooks and write key words/captions for each picture.
Group Great Show the children pictures of Guy Fawkes and the key events surrounding November 5th. Help them recount his story by putting them in sequence. Children to stick pictures into workbooks, adults to write key words for each picture. Encourage children to copy/overwrite key words.
Support:
Plenary: Return to group area andchildren to share work with the group and complete self-assessment sheets. Use TEACCH strip to finish lesson and send the children to ‘go check’.
Resources: Class computer, IWB, workbooks, TEACCH strip, choose board and sentence strip with activity symbols, pictures of Guy Fawkes, selection of pictures, workbooks,
pencils, scissors, glue. / Assessment for learning:
I canfind out about things that happened a long time ago.
I can communicate about an historical event.
EYFS Profile Points:
B2:
Assessment of learning:
  • Informal observation of child’s attitude, behaviour and understanding throughout lesson activities
  • Child’s understanding of and response to differentiated questioning
  • Staff to annotate children’s work detailing type and amount of support required throughout
  • Children to self-assess and/or peer assess usingtraffic lights/thumbs up at the end of the lesson
  • National Curriculum learning objectives and B Squared levels in the front of each child’s book to be completed by staff at end of lesson

National Curriculum References / Lesson Objectives / Activities and Differentiation
(Including Communication/ IEPs and staff deployment) / Assessment Opportunities
including B2
Week 4 lesson
H1a place events and objects in chronological order
H1buse common words and phrases relating to the passing of time
H2arecognise why people did things, why events happened and what happened as a result
H2bidentify differences between ways of life at different times
H3 to identify different ways in which the past is represented
H4ahow to find out about the past from a range of sources of information
H4bto ask and answer questions about the past
H5to select from their knowledge of history and communicate it in a variety of ways / To learn what happened on November 5th 1605.
To create a simple timeline of events. / Starter: Use TEACCH strip to show sequence of lesson then recap previous week’s learning. Introduce a large picture of Guy Fawkes and talk about him and his expression. Look at other pictures of Guy Fawkes and talk about the clothes he is wearing. Provide similar clothes and feel the rich fabrics and colours. Compare to the clothes worn today. Also have a comparable hat and compare to a hat today
Main Activity:
Team Terrific Look at a picture of Guy Fawkes and the Houses of Parliament and talk about them. Cut the pictures up and then rearrange them correctly. Find other pictures of Guy Fawkes and the Houses of Parliament in simple reference or storybooks.
Group Great Look at the story of Guy Fawkes and then at some individual pictures from the story. Muddle the pictures up, rearrange back into order and retell the story to each child, using simple language and key words. Help the children to stick the pictures into their workbooks in order.
Support:
Plenary: Return to group area andchildren to share work with the group and complete self-assessment sheets. Use TEACCH strip to finish lesson and send the children to ‘go check’.
Resources: Class computer, IWB, workbooks, TEACCH strip, choose board and sentence strip with activity symbols, pictures of Guy Fawkes, selection of pictures, workbooks, pencils, scissors, glue. / Assessment for learning:
I can communicate what happened to Guy Fawkes.
I canmake a simple timeline.
EYFS Profile Points:
B2:
Assessment of learning:
  • Informal observation of child’s attitude, behaviour and understanding throughout lesson activities
  • Child’s understanding of and response to differentiated questioning
  • Staff to annotate children’s work detailing type and amount of support required throughout
  • Children to self-assess and/or peer assess usingtraffic lights/thumbs up at the end of the lesson
  • National Curriculum learning objectives and B Squared levels in the front of each child’s book to be completed by staff at end of lesson

National Curriculum References / Lesson Objectives / Activities and Differentiation
(Including Communication/ IEPs and staff deployment) / Assessment Opportunities
including B2
Week 5 lesson
H1a place events and objects in chronological order
H1buse common words and phrases relating to the passing of time
H2arecognise why people did things, why events happened and what happened as a result
H2bidentify differences between ways of life at different times
H3 to identify different ways in which the past is represented
H4ahow to find out about the past from a range of sources of information
H4bto ask and answer questions about the past
H5to select from their knowledge of history and communicate it in a variety of ways / To relate some of the eventsthat happened to Guy Fawkes. / Starter: Use TEACCH strip to show sequence of lesson then recap previous week’s learning. Read the poem ‘Remember, remember the 5th of November...’ to the children and encourage them to join in with the keywords.
Main Activity:
Team Terrific Provide a selection of symbols/pictures for the children to sort in order to retell some of the key events that happened to Guy Fawkes. Encourage them to relate what happened and the order in which it happened, and to stick them into their workbooks.
Group Great Using a selection of props help the children to create a ‘guy’ for next week’s lesson.
Support:
Plenary: Return to group area andchildren to share work with the group and complete self-assessment sheets. Use TEACCH strip to finish lesson and send the children to ‘go check’.
Resources: Class computer, IWB, workbooks, TEACCH strip, choose board and sentence strip with activity symbols, pictures of Guy Fawkes, selection of pictures, workbooks, pencils, glue sticks, props to make a guy - old clothes, newspapers, etc.. / Assessment for learning:
I can recount some of the events of Bonfire Night.
I canmake a simple timeline.
EYFS Profile Points:
B2:
Assessment of learning:
  • Informal observation of child’s attitude, behaviour and understanding throughout lesson activities
  • Child’s understanding of and response to differentiated questioning
  • Staff to annotate children’s work detailing type and amount of support required throughout
  • Children to self-assess and/or peer assess usingtraffic lights/thumbs up at the end of the lesson
  • National Curriculum learning objectives and B Squared levels in the front of each child’s book to be completed by staff at end of lesson

National Curriculum References / Lesson Objectives / Activities and Differentiation
(Including Communication/ IEPs and staff deployment) / Assessment Opportunities
including B2
Week 6 lesson
H1a place events and objects in chronological order
H1buse common words and phrases relating to the passing of time
H2arecognise why people did things, why events happened and what happened as a result
H2bidentify differences between ways of life at different times
H3 to identify different ways in which the past is represented
H4ahow to find out about the past from a range of sources of information
H4bto ask and answer questions about the past
H5to select from their knowledge of history and communicate it in a variety of ways / To identify at least one reason why Guy Fawkes is remembered today.
To learn why Bonfire Night is celebrated today. / Starter: Use TEACCH strip to show sequence of lesson then recap previous week’s learning. Remind the children how Guy Fawkes tried to blow up the Houses of Parliamentand explain that people today celebrate that he did not blow up the Houses of Parliament.
Main Activity:
Team Terrific + Group Great Using a range of props re-enact Bonfire Night. Use dressing up clothes and create a huge bonfire and put a guy on the top. Say together the traditional rhyme “Remember, remember, the 5th of November, Gunpowder, treason and plot. I see no reason why gunpowder treason Should ever be forgot!”.
Support:
Plenary: Return to group area and children to share work with the group and complete self-assessment sheets. Use TEACCH strip to finish lesson and send the children to ‘go check’.
Resources: Class computer, IWB, workbooks, TEACCH strip, choose board and sentence strip with activity symbols, Guy, bonfire props, copies of poem. / Assessment for learning:
I canfind out about things that happened a long time ago.
I can communicate about an historical event.
EYFS Profile Points:
B2:
Assessment of learning:
  • Informal observation of child’s attitude, behaviour and understanding throughout lesson activities
  • Child’s understanding of and response to differentiated questioning
  • Staff to annotate children’s work detailing type and amount of support required throughout
  • Children to self-assess and/or peer assess usingtraffic lights/thumbs up at the end of the lesson
  • National Curriculum learning objectives and B Squared levels in the front of each child’s book to be completed by staff at end of lesson