Post on 07-Aug-2020
History Topic Journey Overview Y5
Y5 History Topics:
•Victorian Britain
•Stone age to Iron age
CURIOUS ABOUT THE WORLD
AROUND THEM:
Pupils carry out Victorian research
project throughout the topic which
involves finding local history
linking to the topic.
REFLECTIVE AND IMAGINATIVE
THINKER
Within our Victorian topic, there
are a lot of theories to unknown
answers which pupils have the
opportunity to voice their opinions
in our oracy sessions. Pupils also
rewrite a poem from the
perspective of an 10 year old
chimney boy (Wes Magee).
MOTIVATED TO LEARN AND
RESILIENT WHEN CHALLENGED
Within our oracy (performance of
a Chimney boy's poem for the
school) projects during these
topics, all pupils are challenged to
have a go and carry out various
roles within our practical subtopics
- such as creating (replica) and
using Victorian artefacts.
LITERATE, NUMERATE AND
DIGITAL
Pupils present learning in a variety
of ways throughout the topic:
PowerPoints, poster, a diary text,
oracy assessments and practical
recreations.
A COMMUNICATOR AND
COLLABORATOR:
Pupils present a poster made from
the keywords of the Victorian topic
and their meaning for diary of a
workhouse child
RESEPECTFUL AND CARES
Pupils write a diary entry from the
perspective of a workhouse child,
discussing the challenges faced in
their life - pupils use this to
compare modern day lives to the
lives of children in the Victorian
era.
A KNOWLEDGE SEEKER AND
KEEPER
From our visitors during these
topics, and from research using
books, stories (A street child),
videos (Dr Barnardo's life story),
pupils present research in a variety
of ways.
Y5 Victorians
The life of Victorian childrenYear 5: Subject Specific Vocabulary Exciting Books
Street children Many poor Victorian children never went to school. Young children were forced to work as soon as they were old enough to earn money for their families and some lived on the streets.
Working children Because they were considered cheap labour Victorian children were in high demand for many types of jobs including mining, factory work, street sweepers,, chimney sweeps, farming, textile
mills and servants
Dr Barnardo
When he discovered the reality of life in London's slums, Barnardo sets up a free school for children; The Ragged School.
penny farthing This was one of the earliest bicycles. It had one large and one small wheel.
Sticky Knowledge about the Victorians:
Queen Victoria Victoria was Queen of the United Kingdom of Great Britain and Ireland from 20 June 1837 until her death.
Workhouses were unpleasant places where orphaned children or abandoned children lived. It was also the
home to mentally ill or very poor people.
The British
Empire
The British Empire. When Queen Victoria came to the throne in 1837, Britain already governed Canada, large areas of India, Australia, and New Zealand, and small parts of South America and
Africa.
There were no televisions or electronic games 100 years
ago. There were very few books as well and very few
poor children would know how to read.
Electricity,
inventions and
industrialisation
The Victorian period saw many major developments that made travel, communications and trade easier for many people
About 100 years ago most children would have been
working in a full-time job by the time they were 12 years
old.
workhouse Was the home to many orphaned or sick children. It was also home to poor people without a job.
The most popular games played by children 100 years
ago were marbles, hopscotch, blind man’s bluff and
blow football.
gruel Gruel is a food consisting of some type of cereal—oat, wheat or rye flour, or rice—boiled in water or milk.
Over a 100 years ago there would not have been any take-away food places. However, fish and chip shops first
opened about 150 years ago.
History Topic: Victorian Britain Lesson 1: Create a historical timeline from the Victorian era
History Mystery/Wow: BBC bitesize video clip to introduce to life of Queen Victoria (and the size of the British empire)
CU/K&I/HE: Activities: Pupils put key events from Victorian Britain in order, creating a timeline from 1825 – 1901
Outcomes: Pupils to begin locating the key events, which shaped Britain, between 1825-1901
Lesson 2: Case study on Dr Bernardo
History Mystery/Wow: The fascinating story of Jim Jarvis and the inspiration behind Dr Bernardo’s work (BBC bitesize video)
CU/K&I/HE: Activities: Pupils, from their research, create a bibliography on Dr Bernardo and his life
Outcomes: Pupils can choose and select appropriate and valid research. Pupils explain the reasons behind this influential figure’s work which has created a legacy
Lesson 3: Explore what Britain gained from the British Empire
History Mystery/Wow: The size scale of Britain compared to some of the countries that were ruled by the empire
CU/K&I/HE: Activities: Pupils create a table to demonstrate what Britain gained from 5 influential countries from the British Empire – using research
Outcomes: Pupils use primary and secondary research to list key advantages from the British empire with focus on locating appropriate research
Lesson 4: Explore the dangers of working children History Mystery/Wow: Video of a diary of a child, who is the same age as a Y5 child, demonstrating his daily life. CU/K&I/HE: Activities: Pupils discuss, research and describe the possible jobs for working children and their dangers. Outcomes: Pupils demonstrate an understanding of the difficulty, expectations and dangers working children faced during this era.
Lesson 5: Investigate and compare Victorian school life History Mystery/Wow: BBC bitesize video of a Victorian school, including their punishment systems and workload. CU/K&I/HE: Activities: Pupils create a poster to describe and demonstrate research to show their understanding of a Victorian school compared to their own. Outcomes: Pupils to have an understanding of the key legislations that have changed and shaped education and how children are treated in
Victorians
CURIOUS ABOUT THE
WORLD AROUND THEM:
Pupils carry out Stone Age
research through a portfolio
of class and home research.
Looking at famous Stone Age
settlements, such as Skara
Brae.
REFLECTIVE AND
IMAGINATIVE THINKER
Within our Stone Age topic,
there are a lot of theories to
unknown answers which
pupils have the opportunity
to voice their opinions in our
oracy sessions - such as the
purpose of Stone Henge
MOTIVATED TO LEARN AND
RESILIENT WHEN
CHALLENGED
Pupils are challenged to learn
from a variety of resources,
such as field work (mine
visit), specialist visitor days,
oracy projects, practical work
and online research
LITERATE, NUMERATE AND
DIGITAL
Pupils present learning in a
variety of ways throughout
the topic: PowerPoints,
poster, a diary text, oracy
assessments and practical
recreations.
A COMMUNICATOR AND
COLLABORATOR:
Pupils work in groups to build
and present a Stone Age
village with each of the main
three phases of the Stone
Age.
RESEPECTFUL AND CARES
Pupils understand the change
human beings have been
through from hunter
gatherers, farmers to settlers
and respect the difficulties
and challenges faced during
these eras of human
development
A KNOWLEDGE SEEKER AND
KEEPER
From our visitors during these
topics, and from research
using books, stories we will
carry out 2 big writes which
incorporates comprehension
and reading from the topic
and being able to use the
topic-specific vocabulary
Y5 Stone Age
Year 5: Prehistoric hunters, gatherers and farmers period
Subject Specific Vocabulary Exciting Books
archaeologists People who work out our history
by looking at artefacts that have
been found.
artefact An object made by human
beings, usually with historical or
cultural interest.
Neolithic Is the later part of the stone age
and follows the Palaeolithic and
Mesolithic age.
B.C. Before Christ. A date like 250BC
means 250 years before Christ
was born.
chronology The ordering of events, for
example the stone, bronze and
iron age.
Sticky Knowledge about the
Stone-age period tribal Groups of people who live
together. The stone-age period is said to have started around
3 million year ago when humans started to live in
Europe. Important
hunter-
gatherers
People who mainly live by
hunting, fishing and gathering
wild fruit. The stone-age was followed by the bronze-age
period. This is when humans started to use metal.
Skara Brae
Is an archaeological site
found on the Orkney
Islands in Scotland. It is a
stone age village that has
been well preserved.
shelter A house where stone age people
would have lived. The bronze-age was followed by the iron-age when
tools and weapons became more advanced and
were used for farming. civilization A group that lived during a
period of time long ago.
settlement A place where there were
several stone age shelters, like a
small village.
During the Palaeolithic Age (old stone age), man
gathered food by hunting wild animals and birds,
fishing, and collecting fruits and nuts.
Stonehenge
Is a famous stone age
monument in Wiltshire.
Prey An animal that is hunted for its
food. During the Neolithic Age (towards end of the stone-
age), the humans formed settled communities, and
domesticated plants and animals for the first time in
history.
History Topic:
Lesson 1: Recreate a stone age cave painting (Lascaux) History Mystery/Wow: Video tour of Lascaux. CU/K&I/HE: Activities: Pupils create their own stone age cave painting Outcomes: Pupils demonstrate the understanding of the historical art work used and interpret why and what would have been drawn on these walls.
Lesson 2: Investigate a stone age artefact History Mystery/Wow: Handling artefacts (spear) CU/K&I/HE: Activities: Pupils predict what each station of artefacts would have been used for and sketch one of the objects. Outcomes: Pupils develop an understanding of the resources used and why.
Lesson 3: Create a guide to surviving the stone age History Mystery/Wow: BBC bitesize video clip of the survival needs and threats (animated video) CU/K&I/HE: Activities: Pupils create an interactive booklet for the surviving the stone age. Outcomes: Pupils understand the importance of basic tools and the daily needs for survival - using these tools.
Lesson 4: Compare and describe the changes in housing from the stone age to the Iron age History Mystery/Wow: BBC bitesize video (tour of a pre-historic house) CU/K&I/HE: Activities: drawing, labelling and designing of their own stone age, bronze age and iron age model house. Outcomes: Pupils demonstrate understanding of the changes throughout and the historical importance linking to modern day of the beginning of settling and agriculture.
Lesson 5: Create a pre-historical village. History Mystery/Wow: Demonstration of how pupils could gather tools from the nature trial to represent stone age artefacts CU/K&I/HE: Activities: Pupils, in small groups, design and create a prehistoric village, consisting of a stone age, iron age and bronze age model house. Outcomes: Practically applying the knowledge and interpretation discussed from lesson 4’s outcomes.
Book/Guided Reading Text: Trip/Visitor: Significant Historical Place:
Stone age