topic – term – Autumn 1
Lesson
no.
Curricular
subject
and ref.
1
Hist 1a 1b 3
Key Skills/objectives
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Art 1b/ 4c
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2
Hist
4a 2a
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Activities
Levelled outcomes
to identify Queen Victoria
and place the Victorian
period in relation to other
periods of British history
to infer information from a
portrait
to consider what life was
like for children in the past
question and make
thoughtful observations
about starting points
the roles and purposes of
artists working in different
times and cultures
Show the children a picture of Queen Victoria and her family. Discuss what they think they can tell
from the picture, eg status of the family, lifestyle, when the person was alive.
L2 I place events and
objects in order on a time
line
L3 I use dates and other
historical vocabulary
L4 I identify where periods
I have studied fit within a
chronological framework
L5 I describe events, people
and some features of past
societies and periods
to collect information from
a range of sources and draw
conclusions about the
Victorian period
to understand that ways of
life differed greatly across
Victorian society
Show the children an extract from a video about life for the poor in the nineteenth century. Discuss the
extract and what sources of information the film-maker might have used and what other sources might
be used to find out more.( BBC History children and adult site useful)
Ask the children to place the Victorian period on a time line.
Discuss with the children what life may have been like for Victoria's children, and whether all children
would have had similar experiences. Use 5 Ws to interpret the portrait.
Ask the children to work in groups and share what they already know about the period and then feed
back to the rest of the class what they think life might have been like for children.
Provide a range of sources, eg extracts from contemporary authors (Kingsley, Dickens), reports on
factories or mines, engravings. Ask the children to make a list of what they can infer about the life of
poor children from the sources and present it to class.
to consider what life was
like for children in the past
understand that there are
many to representations of
the Victorian period
Provide some information on the numbers of working children, their hours of work, the types of jobs
they did and their lack of education. Discuss why children worked in Victorian times. Devise questions
they would ask a Victorian child working in a factory. Hot seating with teacher first then children
assume the role of Victorian child. Ext- Record as a fact file. Name/Age/Job/Hours/Hobbies/
L2 I identify some of the
different ways the past has
been represented
L3 I identify some of the
different ways the past has
been represented
L4 I identify and describe
different ways in which the
past has been interpreted
L5I I evaluate sources to
establish evidence for
particular enquiries
Crosscurricular
links
Art
Literacy
3.
Hist
4b 2a 5c 2d
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to understand that the work
of individuals can change
aspects of society
to find out about important
figures in Victorian times
to present their findings in
different ways
Ask the children what they think needed to be done for Victorian children.
Talk about Dr Barnardo and how they helped children, placing key events on the time line. Listen to the
story on BBC website. Discuss the work of this man, and the way that he changed some children's
lives.
Ask the children to present their work using freeze-frames (thought tracking) brief role-plays.
Ext- Dr Barnardo Quiz on shared
4.
5.
Hist 4b 2d
Numeracy
5D
Geog 2c
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to understand that the work
of individuals can change
aspects of society
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to consider what life was
like for children in the past
Read timetables and time using
24-hour clock notation
to use maps and find routes
Discuss Lord Shaftesbury and how he helped children, placing key events on the timeline. Referring to
the time line, talk briefly about the 1870 Education Act, and how schooling was not free until 1891
Give the children their character description to learn for the trip. Present visually Name/age/family
portrait/address.
Give out ‘secret missions’ for the trip to The Victorian Classroom.
Plan the tram route to West street (Vic classroom) Highlight tram stops.
Read timetable working out what time we would arrive if we left at any given time and the same for
departure times. AA could plan route to tram stops from sch and to the Victorian classroom on a map of
Sheffield.
L2 I describe topics, events
and people I have studies
L3 I describe some of the
main events, people and
periods I have studied.
L4 I describe some of the
main events, people and
periods I have studied.
L5I describe events, people
and some features of past
societies and periods.
L2 I recognise that there are
reasons why people in the
past acted as they did
L3 I suggest causes and
consequences of the main
events and changes in
history
L4 I identify some causes
and consequences of the
main events and changes
L5 I recognise whey some
event, people and changes
might be judged as more
historically significant than
others
Literacy
L2 I use information that is given
to me to find out about places
L3- I use geographical skills to
respond to a geographical question
L4 I use a range of geographical
skills to help me investigate a place
L5 I select and use appropriate
skills to help me investigate a
place.
Geog
Numeracy
Literacy
6.
History
4a 2a
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to compare modern and
Victorian schooling
to communicate through
drama their understanding
of the nature of school life
in Victorian times
Visit to the Victorian Classroom in Sheffield
7.
Literacy
unit 1 9
History 5c
Experiment with different
narrative forms and styles to
write their own stories
Write a story from perspective of Victorian child describing in chronological order their school day.
Recap parts of story. Ensure details from the trip are included eg: excuse they gave for having dirty
hands/forgetting their penny/caned for using their left hand etc
8.
Art 5c
ICT- 5b 2a
using a range of materials and
processes, including ICT
using graphics software
develop and refine images on the
computer
Using photographs taken of them in costume on the trip change the style of the photo to sepia etc to
give the appearance of a Victorian Photograph for a display.
9.
Art 4a 1a
Investigate visual and tactile
elements, including, pattern and
texture, line and tone, shape, form
and space
Sketching Victorian artefacts. Using pencil investigate shading techniques and pencil grades.
record from experience and to
select and record from first-hand
observation
Literacy
L2 Use a style of writing
appropriate to its prupose
L3 Write so the general
purpose is clear
L4 Use the main features of
a type of writing
L5 Make sure the style of
writing maintains the
reader’s attention
L2 using photo editing
software
L3 using photo editing
software
L4 using photo editing
software
L5 using photo editing
software
L2 I observe and record
shapes, patterns and textures
found in objects
L3 I investigate and use
methods to develop my own
practical skills
L4 I use different processes
to suit my aims when I draw
L5 I adapt and refine my
ideas, methods and
intentions
Literacy
ICT
Art
Art
10
Hist 2a 4b
to consider how attitudes to children
and childhood changed over time
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to consider what life was
like for children in the past
Discuss ways of spending spare time, and ask the children to list their interests and those of others in
their families. Ask them to consider which would have been possible in 1890 and which not, giving
reasons present in a table format. Discuss with the children what leisure interests may have been
available.
11
Hist
2a 4b 5c
Art 4a 1a
to consider how attitudes to children
and childhood changed over time
Investigate visual and tactile
elements, including, pattern and
texture, line and tone, shape, form
and space
Tell the children about late-Victorian attitudes, eg that childhood was a time for protection from
'immoral' aspects of adult life and for learning family values and moral principles. Ask the children to
compare Victorian attitudes with those of today.
Ask the children to use the sources of information to help them produce advertisements or a poster
advertising the benefits of a new toy or pursuit, and highlighting what they have been told about
Victorian attitudes. Can sketch Victorian toys from the classroom display
record from experience and to
select and record from first-hand
observation
12.
PE 2c 7c
Hist 2a
Characteristics of Victorian
childhood.
apply rules and conventions
for different activities.
work with others to organise
and keep the games going.
Play a selection of Victorian playground games. Eg Hop scotch, marbles, hoop, skipping,
L2 I recognise that my life
is different from the lives of
people in the past
L3 I use evidence to find
answers to questions about
the past
L4 When finding answers to
historical questions, I use
information as evidence to
test hypotheses
L5 I ask my own questions
L2 I describe objects I have
studied
L3 I use historical
vocabulary
L4 I produce structured
work, making appropriate
use of dates and terms.
L5 I select and deploy
information and make
appropriate use of historical
terminology to support and
structure my work.
Literacy
L3 I follow rules in a game
L4 I choose the most
appropriate tactics in a game
L5I use tactics and follow
rules
PE
Art
Literacy
13
D+T
4b 4c 5a 3c
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14
D+T
2d 2c 5b
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to recognise the movement
of a mechanism within a toy
or model
to understand that a cam
will change rotary motion
into linear motion
to understand that different
shaped cams produce
different movements
about the relationship
between a cam and a
follower
to measure and mark out
accurately
to use tools for cutting
safely and effectively
to use a drill to make an offcentre hole in a wheel
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Investigate a collection of moving toys that contain a cam mechanism. Ask questions eg
Which parts turn? Which parts move? How are the different parts attached to allow free
movement? How are the moving parts guided into place?
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Look in more detail at the moving part of the toy eg a person moving up and down. Why has
the designer chosen this idea? What else could be used to make it move up and down?
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Make models using construction kits to look more closely at the movement made by a cam.
Ask similar questions to those above to guide children in making observations about the
movement and how parts are joined together.
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Discuss the importance of the decoration surrounding the mechanism which gives the product
its finished quality.
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Show the children a model of a cam mechanism and allow them to put together the parts as a practice.
Ask them to try out different shaped cams and observe their movement.
Demonstrate to the children how to set up the bench hook, G-cramp and measure; mark out and drill a
hole off-centre in the wooden wheel.
Show how to attach the doweling through the drilled hole and how to mount the mechanism into the
cardboard box, emphasising the importance of measuring carefully before gluing into place.
Explain the need for a guide to keep the follower in place.
Show how to use small pieces of plastic tubing pushed onto the doweling to hold the cam in place and to
stop the doweling moving once it is in place through the box.
Show how a handle can be made by attaching a small wheel to one end of the axle/shaft. The wheel
should have a hole drilled off-centre with a small piece of doweling pushed into the hole.
Show how a cardboard box can be used to house the cam, encourage the children to measure and mark all
L2 I generate ideas
L3 I generate ideas
L4 I generate ideas by
collecting and using
information
L5 I use my understanding
of others’ designs as I
develop my work
L2 I assemble, join and
combine materials and
components
L3 I apply my knowledge
and understanding of the
nature of materials to cut
shapes and join them with
some accuracy
L4 I apply my knowledge
and understanding of
materials and components,
and work with them with
some accuracy
L5I work with a range of
tools, materials, equipment,
components and processes
with some precision
Numeracy
the holes needed to fit the doweling through before gluing the box together. This enables them to lay the
box flat when making the holes with a punch or paper drill. The box can be glued back in place with PVA
or masking tape (which can be painted over).
Numeracy
15
D+T 1b 5c
1c 2a 2d
2e 3a
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to consider the
characteristics of the cam
mechanism when designing
the moving part of their toy
to test out their design ideas
before proceeding
to cut and join with
accuracy to ensure a goodquality finish to the product
to test the mechanisms and
make adjustments where
necessary
how to evaluate it
personally and seek
evaluation from others
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Explain to the children that they are going to make a toy with a moving part, using a cam.
Discuss and agree the purpose of the toy with the group. Discuss and prioritise important
design criteria, considering both function and visual quality of the product.
Recap on the different movements that different shaped cams make, and remind children
that they might like to consider these when designing the part of the toy that follows on
from the cam.
Ask the children to brainstorm ideas for a moving toy for a particular person, sketching
their most effective designs.
Encourage the children to model their ideas in card and paper first to test their designs,
giving them an opportunity to suggest alternatives.
When planning, the children should develop a clear sequence of how the materials and
tools should be used and how the making of the toy will proceed. This could be done as a
storyboard.
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Remind the children how to use some of the tools safely.
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Stress the importance of attaching the cam securely to ensure an accurate movement.
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Remind them to give consideration to the finished design of the box in which the
mechanism is cased, to make it as appealing as possible to the person who will receive it,
or appropriate for its purpose.
Ask the children to evaluate the product against their design criteria and seek evaluations
from others.
L2 I use models, pictures
and words to describe my
designs
L3 I think ahead about the
order of my work and make
realistic plans for achieving
my aims
L4 I produce step by step
plans and then select and
work with a range of tools
and equipment
L5 I clarify my ideas
through discussion, drawing
and modelling