Why should gunpowder, treason and plot never be forgotten?
Year 5
Term 2.1
Miss Ferguson and Miss Cusack
Mantle of the Expert:
Children will become researchers for the Jeremy Kyle show. They are to find out as much information about that time period to allow them to make an
informed decision when it comes to the debate. (Reflection)
Lesson
Wow
LC1
L.O.
Input:
HA:
MA
LA
Jeremy Kyle
Children will watch as teachers dramatise an episode of Jeremy Kyle. They will watch as the Roundheads and the Cavaliers argue over
their power and how they would rule. Children need to make a decision about who they will follow.
Who were the
Roundheads
and Cavaliers?
Remind children of the Jeremy Kyle episode that they
watched about the Roundheads and the Cavaliers. Ask
them what views were expressed? What were their
opinions? Why do you think they had these opinions?
Show children a timeline of that time period. Ask children
if they can place this on the timeline. Use an interactive
timeline on the computer. Explain to children that are
going to become background researchers for the Jeremy
Kyle show. Children need to find out as much information
as possible about the Roundheads and Cavaliers and
present it to Jeremy Kyle himself. Play children the
Horrible Histories clip:
http://www.youtube.com/watch?v=O4b0G_auKCI
Discuss with children what they learnt from the clip about
the Roundheads and Cavaliers and the English Civil War.
Discuss the new model army.
Q: Who were the Roundheads and Cavaliers? What did
they do? Why do you think they were an important part
of that time period?
Children to research the Roundheads and Cavaliers. Children are to work
collaboratively to find answers to questions children asked when producing
our learning journey.
Questions:
 Who were the Roundheads and Cavaliers?
 What did they disagree on?
 What time period is this from?
 Who were the leaders?
 Challenge: Find an interesting fact about them.
More Able: Become leaders of their groups.
E-Safety: Remind children of safe searching and using specific websites – look for
the green tick, rather than the orange or red cross. Remind children of what they
should do if they come across any information that is not suitable.
LC2
LC3
Was Oliver
Cromwell right
to stop the
monarchy?
Why was the
execution of
Charles I a
major event in
British history?
Remind children of the debate we held looking at the
Roundheads and the Cavaliers and the information that
they presented and found. Ask them who supported the
King? (Cavaliers). Why did they support the King? Give
children a 5 minute interactive timer and ask children to
use the IPads and IPod to discover who Oliver Cromwell
was and what he did to the monarchy. (He supported
Parliament and the abolishment of the monarchy). Once
children have completed their challenge, bring children
back to the carpet and ask what they had found. Share
this clip with children:
http://www.youtube.com/watch?v=hGtx7iCsTq4
Discuss what the clip tells us about Oliver Cromwell. Why
was there such emphasis on religion? Combine this with
the creation of the church and why it was important for
King Charles I to instruct using the power of religion.
Provide children with a small class survey using Lembots –
Who would you want to be King? *(Allow children time to
vote and then ask them to give reasons for this).
Q: Who was the monarchy? Who were the leaders? Why
did Oliver Cromwell not want to support the monarchy?
1. Watch a clip on the English Civil War with
children.
http://www.youtube.com/watch?v=3FyQnEDt7eA
Ask children’s opinions about it. Why do you think it
happened? Who were the leaders? What were the
reasons for the battles? Discuss with children their
answers to these questions. Whilst watching the clip,
children to make notes on whiteboards to provide
Writing opportunity:
Children to write a
persuasive speech to
the people of England
to explain why there
should not be a
monarchy.
Writing opportunity:
Children to write a
persuasive speech to
the people of England
to explain why there
should not be a
monarchy.
Writing opportunity:
Children to write a
persuasive speech to
the people of England to
explain why there
should not be a
monarchy.
More Able: To use
persuasive language
and conjunctions to
provide reasoning
Children will be
provided with a word
bank of important
people and language
they could use.
Shared write with
Teacher.
E-Safety: Remind children of safe searching and using specific websites –
look for the green tick, rather than the orange or red cross. Remind
children of what they should do if they come across any information that
is not suitable.
Drama Activities: Children to take on the roles of the important leaders
throughout the smaller battles - Oliver Cromwell with Parliament and King
Charles I with the cavaliers. This to then come together to produce the last
battle. Throughout the performance, say the word ‘Freeze’, this will then
lead to children standing still. Explore with children the emotions of both
the Roundheads and Cavaliers and how they feel about the battle and their
beliefs.
LC4
Why do you
think the
monarchy was
restored after a
short while?
knowledge for the discussion. Explain to children
that today they are becoming Roundheads and
Cavaliers. They will be choosing a side that they
support and providing a drama scene for that
specific time period.
2. Use a crazy talk file giving an eyewitness account
of the execution of Charles I. Discuss with children
what the main events of the capture which then led
to the execution of Charles I. Remind children of
H.OM.E.R. (Headline, Orientation, Main events and
Reorientation). Model how to begin the newspaper
with children.
Q: Who was the monarchy? When was Charles I
captured? Why was he executed? How did this
effect Britain at that time?
Explain to children about how the monarchy was
dissolved. Once Charles I was executed in 1649, the
country was declared the Commonwealth of
England. This meant that parliament run the country
- known as the Rump Parliament from 1649 - 1653.
The rump parliament was then dissolved, and Oliver
Cromwell took over becoming the Lord Protector of
the United commonwealth of England, Scotland and
Ireland. Cromwell ruled until his death in 1658,
leaving the role to his son Richard Cromwell. The
new model army removed him from power and
reinstated the Rump Parliament (6th may 1659).
Explore the march of the armies between John
Lambert and George Monck. Explain how they then
restored the monarchy with Charles II. (April 1660).
Charles II returned to London on 23rd May 1660 - his
30th birthday - to become king.
Q: Why was the army so important in restoring the
Writing opportunity:
Children to write a
newspaper report
about the execution of
Charles I.
Writing opportunity:
Children to write a
newspaper report,
reporting from the
scene of the execution
of King Charles I.
More Able: Use
embedded clauses in
their writing to
provide further detail.
Children will be
provided with a word
bank.
Writing opportunity:
Children to write an
argument exploring
the reasons for and
against the monarchy.
Writing opportunity:
Children to write an
argument exploring
the reasons for and
against the monarchy.
More Able: Use
conjunctions and
er/est words to
provide opposing
viewpoints.
Children to be given
questions that they
need answering.
Writing opportunity:
Children to create a
newspaper report about
the capture and
execution of Charles I.
Word bank and main
events provided to
support children.
Children will create a
poster to promote the
return of the monarchy,
stating reasons for its
return.
LC5
Why do some
people think
that the Great
fire of London
was one of the
best things that
happened to
London?
monarchy? How do you think Charles II felt? How
do you think the people of Britain felt?
Explain to children that living conditions throughout
the seventeenth century were very bad. Often
families lived very poorly due to the wars that
continued for 9 years. Look through the website:
http://www.localhistories.org/homes.html
Allow children time to look at images and look
through the website. Inform children about the
Plague and what is was and how it was caused.
Share the song:
http://www.youtube.com/watch?v=4KHlIWpyJrQ
Discuss with children what they plague was and why
this was a bad thing for London. Share the clip as a
stimulus:
http://www.youtube.com/watch?v=oauRbCKkxFU
Discuss what children already know about the Great
Fire of London. Children should remember part of
this topic from Year 2. Explain to children that we
will be looking further in depth at the Great Fire of
London and how it was believed to be the best thing
to ever happen to London. Share with children this
Lego movie of the Great Fire of London.
http://www.youtube.com/watch?v=NGwA9U9dwQ&list=PLGco_NCBAvTB372T2XR
vLNuEbQArAih5I Explain to children that they will be
creating their own Lego movies using the Lego movie
app on the IPads.
Q: What happened during the Great Fire of
London? Who caused it? How was it documented?
How was this a positive event for London?
Writing opportunity:
Writing opportunity:
Writing opportunity:
Children will write a
diary entry about their
account of the Great Fire
of London and how it
changed London. (After
the fire).
Children to complete
independently and
choose how to set out
their work.
Children will write a
diary entry about their
account of the Great Fire
of London and how it
changed London. (After
the fire).
Children will use success
criteria to support them.
Children will write a diary
entry about their account
of the Great Fire of London
and how it changed
London. (After the fire).
Children will use a success
criteria and suggestions
about each paragraph.
MA Challenge: Give their
personal opinion of the
fire and how they
believe it improved
London.
Children to create their own Lego Movie of the Great Fire of London.
Ensure that children have a voice over the top of the clip so that they know
what Is happening at each stage.
Go through the keys to success with children of using a stop/start
animation program.
Ensure children:
 Use the onion peel so that their last photograph is remembered.
 They take very small steps when moving their characters
 They use creative models and materials to display their setting of
the Great Fire of London
 Work collaboratively together
More Able: Use a whiteboard to state what should be in each scene
LC6
Creative Link:
Art
Can you work
with clay tiles
to recreate the
Great Fire of
London?
LC7
Who was
Samuel Pepys
and would he
have been a
modern day
blogger?
LC8
Reflection:
Remind children about when we created our Lego movies
about the Great Fire of London. What were the main
stages of the fire? What would we have seen? Explain to
children that we will be creating clay tiles to recreate the
fire of London. Go through with children the different
skills of using clay. Children to come up with a step by
step plan on whiteboards in pairs looking at how best to
address the task of creating the clay tiles. Children to then
plan their clay tile - ensuring to take into effect what they
will be doing and the materials they will be using.
*Remind children of using the cross stitch technique to
ensure their structures are stable.
Q: What are the main events of the Great Fire of
London? Why are they important? What order do they
belong in?
Children will complete their clay tiles.
Children will use different tools to ensure their clay tiles are precise and accurate.
MA: Make their models have 3D aspects ensuring to use the cross stitch
technique.
Share with children an extract from the diary of
Using Audacity children will create a blog whilst interviewing Samuel
Samuel Pepys. http://www.pepys.info/fire.html Ask
Pepys.
them who was Samuel Pepys? What information do
we know about him? Discuss with children how
Children will work in mixed ability groups to collaborate their ideas on
Samuel Pepys was a very important person. Why?
what they want to say in their blog.
Due to him keeping a record of a very important
event that occurred in London. Now look at him in
Ensure to incorporate:
further detail using this website:
 What is happening around them
http://www.bbc.co.uk/schools/primaryhistory/famo
 Who is involved
uspeople/samuel_pepys/ Discuss with children what
 When and where events are happening
they have found from this website.
 How they feel during this time
Q: Who was Samuel Pepys? What did he do? Why is
his diary such an important piece of writing? Would More Able: Predict what will happen after the Great Fire of London
we know as much about the GFOL without him?
Remind children of the work they have completed
All children to take part in the class debate, ‘For or Against Oliver
over the last few weeks on the English civil war,
Cromwell’.
Charles I, Oliver Cromwell etc. Ask children what
they have enjoyed most? Explain to children that we Children to ensure that they back up any statement with a reason for their
will be now filming a debate, for and against Oliver
statement. Children will be encouraged to all say something about the
Cromwell.
http://www.youtube.com/watch?v=hGtx7iCsTq4
Share the clip again about Oliver Cromwell and then
split the class into two groups – for and against. LSO
and Teacher to be leaders of the two groups.
Together children will then set up a small parliament
in the classroom. Children and staff will then carry
out a debate and find out who the winner will be.
Q: Who was Oliver Cromwell? What important
decisions did he make? What are the reasons to
support/not support him?
monarchy and relate it to the linked topics e.g. Charles I, Roundheads and
Cavaliers etc.
Debate will be filmed by teacher and children will be able to watch the clip
back to make the final decision of which team were more persuasive in
their argument.
More Able: Suggest further ways to support their argument, for or against
Oliver Cromwell.
ICT Topic
Digital Communications & the Web: Children to create a brief ‘User Guide’ for using the internet safely.
(Please see ICT planning for more detail)
Week
Plenary
Vocabulary
LC1
Children to present their Roundheads and Cavaliers
information. Children will stand at the front of the class.
LC2
Hot seating: Children to become Oliver Cromwell and
Charles I. Children to ask questions about their ruling
and children to provide informed decisions from today’s
lesson.
Mid-Point Plenary: Discuss with children what makes a
good performance. Remind children of these points.
Theatre forum: Children to act out their drama role
plays from the battles of the English Civil War. Children
to give 2 stars and a wish for their performances.
Hold a class discussion. ‘Why was the execution of
Charles I an important event in British History?’ Children
to provide reasons for this based upon their work today.
Monarchy, Charles I, Oliver
Cromwell, English Civil War, King,
Parliament, Roundheads, Cavaliers.
Monarchy, Charles I, Oliver
Cromwell, English Civil War, King,
Parliament, Roundheads, Cavaliers.
LC3
LC4
Monarchy, Charles I, Oliver
Cromwell, English Civil War, King,
Parliament, Roundheads, Cavaliers,
Execution, Death, Punishment.
Monarchy, Charles I, Oliver
Cromwell, English Civil War, King,
Parliament, Roundheads, Cavaliers,
Evaluations
Execution, Death, Punishment.
LC5
LC6
LC7
Reflection:
Mid-Point Plenary: Remind children of the keys to
success and discuss any problems that children may
have come across. Remind children of the main events
and the impact that they had.
Once children have completed their Lego Movies,
children are to share them with one another.
Share their clay tiles and experiences of using different
tools and materials in their work. Complete 2 stars and a
wish for their piece of work - ask children to explore
how they could change it slightly.
Children to share their Audacity podcasts that they have
created through this lesson. Allow children to consider
their keys to success and see how they have completed
these against their podcasts.
Children to take part in the debate.
Great Fire of London, Parliament,
London, Fire, Samuel Pepys, diary,
eye witness.
Printing, tiles, materials, paint,
primary colours, vibrant colours,
technique, drawing.
Great Fire of London, Parliament,
London, Fire, Samuel Pepys, diary,
eye witness.