Term: Wk Beginning: Weekly Planning Grid Year: 4/5 Teacher:
(1) Subject
HISTORY
(Cross curricular link to Literacy)
Intended Learning
Outcomes
Children will be able to suggest why evacuation was used as one strategy to protect children’s safety during WW2.
Children will be able to explain the effect of bomb damage.
Key Questions and Prior
Assessment
What is meant by evacuation?
When did it begin? Why was it necessary?
What happened when bombs landed?
How did it affect people’s lives?
Activities and Differentiation
Play opening Neville Chamberlain speech from navigator. Identify his fears and suggest reasons why evacuation had to take place in 1939.
Show children pictures of bomb damage in cities- identify what they can see in the picture.
Add in speech and thought bubbles for onlookers/people remaining in the picture.
Plenary
Discuss how parents and children may have felt about evacuation.
Resources
Health &
Safety
Rigby Dimensions
CD, Pictures of
Bomb damage from Internet or books.
Evaluation
DT
(Cross curricular link to History)
SCIENCE
(Cross curricular link to History)
Children will be able to identify
2 different types of shelter that would have protected people in the war.
They will be able to recognise the materials used in creating these shelters.
What is an Anderson
Shelter?
What is a Morisson shelter?
Where would you find each of them?
What are they made of?
When would they be used?
Children will learn how a scientific idea can be tested and evidence used to support an idea.
What is scurvy?
What happened in the past when babies & small children did not get a balanced diet?
Look at Pictures of Morisson and Anderson shelters- how are they similar and different. Show frieze frame of William Beech building his shelter in
Tom Oakley’s back garden.
Identify the different materials used in the
Anderson Shelter and discuss why in the country it would have been possible for every family to have an
Anderson Shelter as they all had gardens.
If you had been William what.
& how would you have made your shelter?
Tell children a story about sailors developing scurvy, a Vitamin C deficiency. Explain to the children that although doctors did not know about vitamins then it was suggested that a lack of fresh fruit and vegetables was the cause of the problem. Discuss in pairs how doctors might test out their theories.
How would people know when they needed to go to their shelter?
Listen to air raid siren downloaded from Internet.
Do children think scurvy was a problem during the war?
Why?
Air raid siren, images of different shelters, film-
Goodnight Mr
Tom.
Pictures of sailors who had scurvy.
PSHE Children will be able to define the word emergency.
They will be able to name the 4 emergency services and be able to describe situations in which you could call them
What is an emergency?
What are the 4 emergency services?
Intro- Children come and pick 3 number cards 9, 9,
9. What do these mean to the children?
When would you call these numbers? ie in an a emergency situation.
Role play in 8 groups of 4- 2 gps calling the police, 2 the fire brigade, 2 an ambulance and 2 a coastguard.
Where would the scenes take place?
What emergencies did people in
WW2 face? Did they call 999?
Role- play masks- fireman, sailor, policeman, driver,
3 x cards with
999 on.

Term: Wk Beginning: Weekly Planning Grid Year: 4/5 Teacher:
(2) Subject
HISTORY
(Cross curricular link to Literacy)
Intended Learning
Outcomes
Children will be able to describe some likely feelings of evacuees using both primary and secondary sources of evidence.
They will be able to describe the difference between a primary and secondary source of information. (more able only)
Key Questions and Prior
Assessment
Where can we find information to tell us more about the lives of evacuees?
Why is the evidence not all the same?
What does the evidence tell us about the life of evacuees?
Activities and Differentiation
Look at evacuees posters and video clip from navigator dimensions. Identify the type of evidence it is and whether it is a primary or secondary source of information.
Look at other sources of information, e.g diary extracts home from evacuees to their parents.
Children could then write their own letter or postcard home. (Use knowledge of new vocabulary leant in literacy such as billeting officer to inform letters)
Plenary
Discuss how reliable the evidence is- e.g some of it may be government propaganda.
Which pieces of evidence are the most reliable?
Resources
Health &
Safety
Primary and secondary sources of evidence from
WW2, Rigby
Dimensions CD, blank paper, white blank postcards.
DT
(Cross curricular link to History)
Children will be able to use a design plan effectively to design their own shelter.
They will be able to listen to the ideas of others, show respect for these ideas, as well as offering some of their own
What materials will we need to make our shelter?
How will we make it strong?
What kind of shelter will it be?
Revise what we know about shelters in WW2 and look again at pictures of arrange of shelters.
Work in groups of 3-4.
Complete Design plan for a Shelter. Blow up on to
A3. (More able children could design their own plan).
Encourage children to discuss each section or make notes on scrap paper or whiteboards before completing each section of the design plan.
Discuss how and when we will build these next week. (Plan to complete the building over 2 afternoons)
Design plans, access to DT area, pictures of shelters.
Evaluation
SCIENCE
(Cross curricular link to History)
PSHE
(Cross curricular link to History)
Children will be able to identify the benefits of having fruit and vegetables in our diet.
Children will be able to describe how people during the war had vegetables in their diets.
What foods contain vitamins and minerals?
How did people obtain vegetables during the war?
Children will be able to compare how children deal with emergencies today to how they dealt with one 65 years ago.
How did people in the war know when there was an emergency?
Look at Posters Then and Now on pages 2-3 of
Bombs Away. Revise why the poster on page 2 was produced. What is the purpose of the posters on page 3? Compare the purposes of the 2 posters and their intended audiences.
Look at which of the fruits and vegetables are rich in different minerals and vitamins, and what our body needs each of these for. Which of these could be grown in Britain during WW2 and at what time of year, e.g. strawberries in summer?
Q What was an emergency in the war?
A- When someone’s life was in danger.
Listen to air raid siren, which signalled an emergency, as a bombing raid could be about to start.
Discuss how people would have moved to shelters?
How do we think children our age, (9/10), felt or feel in emergency situations now and then. In a circle pass round a gas mask, when we have the gas mask- say how we think that people would have felt in their shelters.
Discuss what fruits, e.g. pineapples, oranges, cannot be grown in
Britain and the reasons for this.
Rigby
Dimensions-
Bombs Away books.
What is a state of emergency?
How did children know what to do in an emergency?
Gas mask, air raid siren noise downloaded from the Internet.

Term: Wk Beginning: Weekly Planning Grid Year: 4/5 Teacher:
(3) Subject
HISTORY
(Cross curricular link to Literacy)
DT
(Cross curricular link to History)
SCIENCE
(Cross curricular link to History)
PSHE
Intended Learning
Outcomes
Children will be able to describe the experiences pf an evacuee during the war.
They will be able to empathise with children’s feeling during evacuation.
They will be able to infer information about evacuation, using their knowledge of the historical period.
Children will be able to construct their WW2 shelter in chronological order, by following their design plan.
They will be able to work as a team successfully in order to overcome problems, which they encounter during the making process.
Children will be able to identify foods that contain large amounts of sugar or fat.
They will be able to name the major food groups.
They will be able to identify the purposes of eating different kinds of food groups, e.g. protein for growth.
Children will know what the acronym DRAB C stands for.
They will know that listening and decision-making are key skills in an emergency situation.
Children will be able to place someone in the recovery position and know when it is appropriate to do this.
Key Questions and Prior
Assessment
Where could a child be evacuated to?
What might an evacuee’s experience have been like?
What will we do if our original design plan needs to be changed?
What is each of our roles in our group today?
What is a food group?
What should we do if someone has an accident?
What if….
Activities and Differentiation
Watch Goodnight Mr Tom film. What were William’s experiences of being an evacuee like? Make list on board of positive and negative experiences.
Why would he be unable to write a letter like you did last week, and many evacuees did?
How accurate a portrayal do you think the film is?
Give reasons for your answers.
Hot seat William Beech at different stages in the film to explore his feelings further.
Distribute design plans to the children and divide children into different environments- inside or outside depending on the type of shelter that they are building.
Work together in groups to begin shelter building.
Use design plans at each stage of the making process. Encourage children to write on their design plans if they decide to change ideas on their plans in a different coloured pen.
Aim to complete the shelter over 2 afternoons.
Look at a range of staple foods that would have been around during the war and are available to eat now, e.g bacon, eggs, lard, sugar, carrots, bananas, potatoes.
Introduce names of food groups- Fats,
Carbohydrate, Fibre, Protein, Vitamins & Minerals.
Ask children to discuss what they think of each of the foods contains/contained. Talk about answers.
Look at why we need each of these food groups
Watch video of child having an accident, where you remove the danger, check if the casualty is breathing, clear the airway, recovery position etc. Make links to emergency work on 999- if there are 2 of you 1 should call the ambulance, the other follow DRAB C.
Ask trained first aider or St John’s the Ambulance rep to train children what to do in an emergency. Use mats, 2 children on a mat. 1 of the children performs DRAB C, the other is the casualty then swap.
Plenary
Look a t
Imperial war
Museum website which has details of the experiences of a range of evacuees & evacuation.
Discuss problems we have had and how we have/planned to overcome them.
Talk to the children about how it was not easy during the war to get a lot of protein rich foods such as meat. (Follow up in next week’s
History lesson).
Use manikins to demonstrate how you should help someone to breath if they have stopped.
Resources
Health &
Safety
Goodnight Mr Tom film, Internet.
Use of an adjoining field or playground area.
Design plans, materials for the shelters, (some may be brought in from home). Ensure adult supervision if drilling/sawing.
Table of different foods, such as potatoes, sugar, eggs etc.
St John the Ambulance representative or trained first aiders, hall, video, 15 mats, manikin, dolls, baby wipes. (make sure children bring someone towards them to put them into the recovery position).
Evaluation

Term: Wk Beginning: Weekly Planning Grid Year: 4/5 Teacher:
(4) Subject
HISTORY
(Cross curricular link to Literacy &
Science)
DT
(Cross curricular link to History)
Intended Learning
Outcomes
Children will be able to infer the cause of rationing.
They will be able to describe the impact of rationing on the lives of everyday people.
Children will be able to adapt and improve their work.
Children will be able to make thoughtful observations, and reflect on the success of their work objectively.
Key Questions and Prior
Assessment
Why was rationing necessary?
Which foods were rationed?
How could people still ensure that they had a healthy diet?
How will we measure the success of our shelter?
Activities and Differentiation
Starter Activity: ask children to define rationing.
Have they heard of the word? Discuss why it needs to be in our WW2 class glossary that we began in
Literacy. Look at replica rationing books. What kinds of food were rationed? (Make sure children know that bread was not rationed).
Set up table in classroom and drama scene where teacher is shopkeeper and children are customers to demonstrate amount given each week of items & how things looked different, e.g. egg powder.
Role Play- Put an air raid siren on, (downloaded from internet). Children make their way to their respective shelters.
How will we decide how effective these shelters were? Discuss how appropriate it would be to pour water on them! Collect other suggestions from the class, as to how we can test their success- e.g. look back at original pictures of shelters
Plenary
Look at
Navigator persuasion poster encouraging people to grow your own fruit
& vegetables- why was this needed?
Discuss what we need to do next- learning review- what have we learnt so far in 4 weeks?
Resources
Health &
Safety
Rigby Dimensions
CD, replica rationing books, selection of food items that were rationed, e.g bacon, table.
Shelters, pictures of WW2 shelters, evaluation form
Evaluation
SCIENCE
(Cross curricular link to History)
Children will be able to define a balanced diet.
They will know that a balanced diet is necessary in order to stay healthy.
What is a Balanced Diet? (Complete after History lesson this week).
Using information from last week’s science lesson and this week’s History lesson, children have to design a breakfast, lunch and tea, including drinks for an evacuee living in 1940, that would constitute a balanced diet.
(Teacher to work with more able in looking at food pyramids so that they can see exact % of food groups needed in a balanced diet).
PSHE
Look at our meals- do they have a good mix of the different food groups.
Balanced diet menu sheets, coloured pencils, then and now posters.
Children will be able to follow a set of emergency instructions.
Children will realise the importance of keeping calm in an emergency situation.
How should we behave if there was in an emergency that we had no control of?
Read school fire drill instruction as a class.
Later in the day conduct a School fire drill Practice.
Organise for a child to set off the alarm on seeing a fake fire. Use adults to block off certain fire exits.
Discuss with the children afterwards how they knew what to do, how they left the building efficiently, what improvements could be made for next time?
In what other situations may we be called to evacuate the building and follow fire drill instructions?
Fire drill instructions, fire alarm.

Term: Wk Beginning: Weekly Planning Grid Year: 4/5 Teacher:
(5) Subject
HISTORY
(Cross curricular link to Literacy &
Science)
DT
(Cross curricular link to History)
Intended Learning
Outcomes
Children will be able to identify some similarities and differences between foods available during the war and today.
Children will be able to identify the successes and shortcomings of their shelter.
Key Questions and Prior
Assessment
What would a typical meal have looked like in 1940?
How would it look different now?
Which vegetables were grown?
If we were to make a
WW2 shelter again what would we do differently?
Activities and Differentiation
Complete rationing quiz on BBC revise wise website,
History, WW2, to test your knowledge of rationing and the diet of people living through WW2 so far.
Study Then and now posters.
Complete a Venn Diagram in pairs or individually looking at which vegetables were grown and eaten during the war. Add in other foods learned about through website quiz and last week, e.g. meat, eggs
Do you think that people knew how healthy fruit & vegetables were then? Why?
Why do we need to evaluate our shelters?
Look at evaluation from on the SMARTBOARD.
Complete some shared writing filling out class one as an example.
Each group to them complete their own evaluation from. Children divide their group into a scribe, mentor and reporter, (include editor if 4 in a gp).
More able children can change the questions if they like and rephrase if the group agree.
Plenary
Look at pictures of cakes baked in the war.
Discuss how carrot was used as a sweetener instead of sugar. Why?
Nominated reporter to feed back group evaluation to the class.
Resources
Health &
Safety
Rigby Dimensions
Posters Then &
Now, Internet- revise wise BBC site, google images of cakes.
Paper, whiteboards and pens,
SMARTBOARD.
Evaluation
SCIENCE
(cross curricular link to PSHE)
PSHE
Children will be able to explain what happens to our bodies during exercise.
Children will know that exercise can help our bodies to stay healthy.
They will be able to measure their pulse ate & relate it to their heart beat.
What happens to our heart when we exercise?
Children will know the value of using their sense in an emergency situation.
Which senses told you that there was an emergency?
Look at lots of government leaflets on keeping a healthy heart and exercising. Ask children to try to make the links between the 2.
Ask children to discuss in pairs what they think happens to their body during exercise, and why.
In pairs children uses a pulse rate monitor to take their pulse rate before exercising, They then go outside and run around the playground for 5 minutes then re test their pulse rates. What has happened?
Discuss why this happened.
Think back to last week’s fire drill.
Close your eyes, and imagine that the fire had been real.
Which senses would have told you this first- Sight?
Hearing? Smell? Touch? How does your location depend on the senses that you used first?
Complete activity where children are given examples of emergencies, e.g fire and they need to decide in pairs which sense they would use first. Give reasons for this orally to peers.
Look at large diagram of heart and how it pumps blood with oxygen in round the body.
(MA chn could also look at how to take their own pulse rate with thumb).
Discuss how your pulse rate may have quickened in emergency situation and why this might happen.
15 pulse rate monitors, diagram of the heart, healthy heart leaflets.
Senses activity sheets.

Term: Wk Beginning: Weekly Planning Grid Year: 4/5 Teacher:
(6) Subject
HISTORY
(Cross curricular link to Literacy)
Intended Learning
Outcomes
Children will be able to suggest ways in which people suffered or how lives were restricted during the war.
Children will be able to suggest ways in which people sought to overcome the problems of rationing & shortages of items during WW2.
Key Questions and Prior
Assessment
Apart from food, what else was rationed?
What was recycled?
Activities and Differentiation
Look at Navigator Dimensions recycling Poster 1.
What else do you think might have had to be rationed? (Clothes) Look at clothing rationing book.
Discuss different ways in which clothes were recycled during WW2.
Thinking skills- think, discuss then record 10 different uses for an old dress or pair or trousers or T- shirt now.
Plenary
Look at
Recycling 2 poster. How has recycling developed in last 65 years?
Resources
Health &
Safety
Rigby Dimensions
Posters-
Recycling 1 & 2,
Replica clothing rationing book.
Evaluation
DT
(cross curricular link to
Literacy/PSHE)
Children will be able to use time connectives effectively in instructions.
Children will be able to write concise instructions that include verbs not adjectives.
They will be able to identify reasons why instructions are necessary.
What instructions would have been needed for shelters in WW2?
How would the instructions be different for a) Morisson Shelter, b) Anderson Shelter.
Shared Writing on board-
Complete instructions for children living in WW2, as a class, on what to do when hearing the air raid siren.
Example: 1. Stop what you are doing.
2. Move swiftly but carefully towards the direction of your family shelter.
3. Leave all your possessions where they are….
(Children could then complete their own in pairs)
Discuss where these kinds of instructions could be displayed- e.g. in a family’s kitchen.
Whiteboard pens, large whiteboard or
SMARTBOARD.
SCIENCE
(cross curricular link to Literacy,
History & PSHE)
PSHE
(Cross curricular link to History &
Literacy)
Children will know that tobacco and the gases, which are inhaled from smoking, are harmful to our bodies.
They will be able to name at least 2 parts of the body, which are effected by smoking.
Children will be able to name 5 different places outside of the school environment where they may see emergency instructions.
They will know that smoking in the wrong environment could be hazardous.
How else can we stay healthy, apart from eating a balanced diet and exercising regularly?
What parts of our body could be damaged if we smoke?
Where would you see these emergency instructions?
Why are the instructions necessary?
Look at leaflets encouraging children not to smoke or encouraging adults to give up smoking. How is smoking harmful. (Discuss with children how harmful properties of cigarettes were not known during
WW2).
Discuss with the children why they think people do smoke.
Using their knowledge of persuasive language children design a leaflet or a poster persuading people not to smoke or to give up smoking.
Look at the plane emergency instructions with the children. In pairs think of as many different images or word that tell us that we would find these instructions on a plane. Discuss the purpose of them.
Where else have you noticed or where would we find similar instructions? Will they have the same purpose?
Think about slogans to add into our work- e.g Don’t choke on your smoke.
Discuss why many places have the No
Smoking instruction, e.g. in petrol stations, on buses and trains.
Anti smoking leaflets.
Rigby Dimensions
Bombs Away books.

Term: Wk Beginning: Weekly Planning Grid Year: 4/5 Teacher: