Year 6 Creative Learning Journey. The Victorians. Mr. Hayes

Transcription

1 Year 6 Creative Learning Journey Mr. Hayes

2 Session Objectives Learning outcome Learning Activities 1 Who were the Victorians and when did they live? Identify Queen Victoria and place Place the Victorian period on a class the Victorian period in relation to time line. other periods of British history. A Procession of Monarchs How many British monarchs can you name? Create a complete list of the kings and queens of England and work out the family ties that bind them. Investigate the reign of each monarch & create a face-mask to wear in the most Royal parade of all time! Place the Victorian period on a time line. Recall and organise historical information - Study the events that lead to Queen Victoria s Coronation and the celebrations of the day. Account of Victoria s 1838 Coronation from the point of view of one of the people present on this day. Victoria becomes Queen With so many uncles around, it is surprising that Victoria ever became queen! Explore the life of the young princess & the circumstances that lead to her succession. Travel back to Westminster Abbey in 1838 to witness the splendour of the Coronation! 3 Use personal diary entries to find out about people, events and changes over time - Investigate the use of diary extracts as a source for historical enquiry. Participate in role play. Victoria s Diaries Historical information comes to us in different forms. Explore the first person accounts of some of the most momentous occasions in the life of Victoria. Read her personal diaries & find out what she really thought of people she met & places she visited! 4 Use family trees and timelines to find out about people, events and changes over time - Explore Queen Victoria s family tree and establish a timeline of significant dates in her life. Construct an interactive family tree. Meet the Royals Queen Victoria is often called The Grandmother of Europe. Trace the family tree to discover her royal pedigree & the appearance of her children & grandchildren in royal families all over Europe. Create an interactive family tree on the computer. 5 Infer information from a portrait Draw inferences about the lives of Queen Victoria s family from a portrait Say Cheese Show the children a picture of Queen Victoria and her family. Discuss what they think they can tell from the picture, e.g. status of the family, lifestyle, when the person was alive. Apply experience of materials and processes, developing control of tools and techniques. Make a transcription of a portrait of Queen Victoria. Portraits up close Focus on one painting of the royal family to explore the methods and materials used by the painter. Children recreate the original in sections.

3 1/4a What was life like for children in the 1840s? to consider what life was like for suggest what life was like for children in the past children living in the past Use a range of sources to find out about people, events and changes over time - Investigate the location and features of significant royal residences in Victorian England. Pamphlets identify key features of each of the royal residences. The Royal Children What might life have been like for Victoria s children? How do we know? The Queen In Residence Victoria & Albert lived in many magnificent royal houses. Take a virtual tour of their favourite country homes & discover how the royal family really lived. Create pamphlets & slideshows to promote the royal residences as must-see tourist destinations. 1 Understand that artefacts give us important clues about the past. Identify the main features of the homes of wealthy Victorians. A peek in the doll s house Using the internet and the web links (session resource) find examples of Victorian Dolls houses. What can these tell us about Victorian homes? What features might they like to include in their class house? 1a Investigate the homes of wealthy Victorians. Plans reflect the layout of wealthy Victorian homes. Touring the 1900s house Take a virtual tour of Linley Sambourne House in London. How does this compare to modern homes? Compare the layout of Linley Sambourne with Victorian dolls houses viewed online. Suggest reasons for differences. Work in groups to plan the rooms and their contents in a class dolls house. Understand that fashions in Victorian times were different to what they are now. Collect visual and other information to help develop ideas. Designs for décor reflect the fashions of Victorian times. Period details Take a look at the plan for the whole class house created in the previous session. Work from the ground floor upwards, allowing each group to present their ideas boards. Discuss the fashions of the Victorian era using session resource. Turn ideas board into an artistic impression of the room, planning soft furnishings. Look at the work of William Morris. a Find out more about the home of a wealthy Victorian and how they lived life within it. 3 to understand that ways of life differed greatly across Victorian Models reflect Victorian homes and match agreed scale. Suggest ways in which lives of rich Building in miniature Discuss the use of scale in model making. Use a range of materials and construction techniques to furnish the rooms. The Other side of the coin Would all children would have had similar experiences? Ask the children to work in 3

4 1 society. and poor may differ. 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. What was life like for a poor child in the 1840s? (Parallel literacy unit Street Child) Understand how characters are Identify devices used to develop Meeting Dickens developed and used to convey and convey characters. Introduce Charles Dickens work by reading aloud scene from Oliver Twist. Discuss emotions and themes. responses to the session resource. Were they shocked? What does the scene tell us about characters Bill and Nancy? Highlight words that give clues to character, e.g. savage, strained jaw, startled look. How does dialogue add to understanding of characters? E.g. Bill speaks in short, aggressive monosyllables. Encourage children to practice reading parts aloud. 1a Evaluate ideas and themes. Identify and compare the main themes in reading. Struggle to Survive Dickens wanted to demonstrate the lack of choices forced on people through poverty. What can we expect for Oliver, based on the start described in the novel? Compare to first chapter of Street Child by Berlie Doherty. Describe what Jim s life is like, based on clues. Respond imaginatively to the text and identify how characters are influenced by the setting. Identify how characters are influenced by the setting. Use ideas in own writing. Setting the scene Read the extract describing Smithfield Market. Imagine working on a market stall. What would life have been like? Use websites and reference books to find out more. Hot seat children to find out more. a Identify and explore how characters are created. Broaden vocabulary and use in inventive ways. Write effective characterisations, using a broad and varied vocabulary. Good, Bad and Ugly Read descriptions from the text. What do they tell us about each character? Highlight descriptive words. Under GOOD and BAD headings, brainstorm some suitable adjectives. Write a character description in style of Dickens. 3 3a Punctuate direct speech correctly. Use and adapt features and form of writing drawn from reading to Direct speech is correctly punctuated. Features and form of writing reflect If They Could Speak In pairs, draft murder scene based on villain descriptions from the previous session. Children focus on creating effective dialogue and correct layout/punctuation. Final Instalment Using Morning Chronicle format (from the session resources), chilren write A Fatal 4

5 develop character, theme, setting and story. reading and develop story. Encounter chapter in style of Dickens. 3/4 Why were workhouses introduced and who went there? Can compare the lives of Victorian children with their own. Poverty and poor laws Introduce the ideas behind the Poor laws Children make comparison between the lives of Victorian child and their own using the session resource and accessing reference books, internet and pictures. 3/4a Consider what life was like living in a Victorian workhouse. Poems reflect key aspects of life in the workhouse. Workhouse woes Use a range of session resources to find out about life in the workhouse. Imagine they are workhouse inmates and write a poem, like Workhouse poet, Reynolds, describing their experiences. 3/5 What jobs did Victorian children do and why? Advert reflects the key roles and hazards of employ for Victorian children. A World of work Introduce some of the jobs children did and read The Plight of Climbing Boys info (session resources). Discuss what life was like. Write an advert for a climbing boy, based on evidence. Would you apply? 3/5a What did it mean to become an apprentice in Victorian Britain? Role play acknowledges understanding of key issues. Signing your life away In groups and using the prompt card (session resource), read through details and allocate parts. What reasons might a child have for not wanting to be apprenticed? Create an interview between a committee and a child labourer, based on William Cooper s interview. 3/6 Who helped to improve the lives of Victorian children? Understand that the work of Answer questions about who helped individuals can change aspects of to improve children s lives and how. society. The Campaigners Ask the children what they think needed to be done for Victorian children. Following William Cooper s evidence to MPs, find out about the lives of Victorian reformers and produce brief biographies, detailing their area and method of influence. 3/7 Find out about important figures in Victorian times. Identify the impact of the work of Dr. Barnardo. The History of Barnardo s Dr Barnardo created pamphlets in 1870s showing before & after photos of children, following their rescue from the streets. Choose a child from the photo (session 5

6 resources) and describe how Dr Barnardo helped change the life of this individual. 3/7a Explore changing attitudes towards children through Barnardo s. Identify how attitudes have changed towards children since Victorian times. Barnardo s Today Who is the current President of Barnardo s? If she and Dr Barnardo could get together what could she tell him about how attitudes to children have changed since Victorian times and how has his charity developed? 6 What was it like going to school at the end of the nineteenth century? Investigate schooling in the Timeline shows major school Victorian period and the laws that reforms during the Victorian period. made education free. Time for School View the BBC film about Victorian schooling. Explore the different school structures of era, i.e. dame/ ragged/ board/ public schools. Discuss conditions in schools and the typical pupil for whom each school was established. Look at timeline of reforms: discuss and record likely impact of reforms for children and their families. 6a Use a range of texts and images to identify reasons for the poor school attendance of Victorian children. Reflect reasons for poor school attendance in a reply to the school board attendance officer. Poor Attendance Although reforms made schooling compulsory, attendance was often poor. Read entries from original school logbooks and compile a list of reasons for children missing school. Poor attendance records caused concern for School Councils - an attendance officer chased up absentees. Read official letter sent by School Board to one such family (session resource). How might the family reply? 7 Use a range of texts and images to identify the layout and contents of a typical Victorian school/ schoolroom. Create an aerial plan of a typical Victorian schoolroom. The Victorian schoolroom Map an aerial view of a Victorian schoolroom showing layout of desks and other features. Create a suitable scale for the plan. Add a key. Annotate the aerial view with facts about school life around the perimeter of the plan. 7a Study fiction and non-fiction texts to identify the Victorian morals and attitudes that influenced the behaviour expected of children. Behaviour chart reflects Victorian standards and morals. Behaviour and Punishments Order was enforced through a strict code of behaviour that reflected the morals and religious values of the day. Explore some proverbs used at time (session resource). Discuss the attitudes towards children embedded in each proverb. Read extracts from Charles Dickens (session resources) and online sources to gather details about behaviours expected of children. Create a Behaviour & Punishment chart. 8 Explore the daily pattern, timetables and subjects taught to Identify typical subjects taught in Lessons and Learning Education for the poor was designed to equip them for work. View photos of children 6

7 boys and girls at a Victorian school. Victorian schools. sitting in Victorian schoolrooms (session resource) and discuss lessons evident. Use a range of sources (session resources) to determine types of lessons boys and girls received. Prepare an Object lesson for a senior class (session resource). Use ICT sources to gather information, write a report and create a poster for class to copy. 8a Communicate knowledge and understanding creatively, identifying the characteristic features of the Victorian period. Create a dramatic character and participate in a role-play as a student in a Victorian school. A Schoolroom Experience Dress for a day in a Victorian schoolroom, assuming role of a student. Participate in lessons for boys or girls. Recite tables and poems, record answers to arithmetic exercises from board in pen and ink and complete perfect handwritten work in a copybook. 9 Use Victorian school Logbooks to locate info about conditions in Victorian schools. Identify some of the issues facing children attending Victorian schools. School Logbooks Victorian teachers were required to keep logbooks to record events of the day. Explore sources to read original and digitalised extracts from logbooks. Make a list of issues and problems reported in the logbooks. Respond in writing to conditions reported about life in a Victorian school. 6a 11 How did different Victorian children use their spare time? to consider how attitudes to produce advertisements or posters children and childhood changed that reflect Victorian attitudes and over time values Cut out, assemble and join components & materials accurately. Construct a zoetrope. 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. Optical Toys Victorians also enjoyed optical toys an illusion of animation. Make a simple zoetrope (session resources) When the zoetrope is complete, have a go at making a thaumatrope. 11a Make a cam mechanism toy. Use a cam mechanism within a design for a toy. Cam Mechanisms Look at cam mechanisms and gain an understanding of how they work. Look at examples of Victorian toys that employ cam mechanisms. Design a seasonal toy or novelty that employs a cam. 1 Investigate Victorian seaside holidays. Understand the features of Victorian seaside holidays. Punch and Judy Discuss the reasons for the boom in seaside holidays. What did Victorians do at the seaside? A letter written by a young girl who had been to the seaside is available here 7

8 and provides many clues about what the seaside was like then. 1a Create a replica of a Victorian puppet based on info gained through historical enquiry. Produce a puppet that reflects the features of Victorian puppets. Putting on a puppet show Use online sources to research the popular Punch and Judy puppets. Construct individual puppets and use to stage a puppet show for younger classes. 7 How did life change for children living in Victorian Britain? Describe, make links between key Understand the reasons for the events and changes - What is the growth of the British Empire. British Empire and how did it develop? The British Empire Around the Empire in 80 days! Children explore the development of the British Empire and like Phileas Fogg, a Jules Verne hero, take an imaginary trip - identifying places and discovering why they became part of the Empire. 7a Learn about cultural, religious, ethnic diversity of society - Explore what life was like in India during the British Raj? Reflect some of the key aspects of life during the Raj for British and native populations. Empress of India What was Victoria s jewel in the crown? Children explore what life was like in India during the British Raj and discover why India became part of the Empire. 8 Recognise that the past can be represented and interpreted in different ways - Explore the experiences of war in the Victorian period. Understand why the Crimean War is a significant episode in history. The Crimean War Glory and honour? Was this really the experience of soldiers in wars of the Victorian period? Focussing on the Crimean War, children imagine they are there at the Charge of the Light Brigade and respond to news reports and poems of the day. 8a Explore beliefs and attitudes of men and women in the past - Explore the impact Florence Nightingale had on nursing. Know the legacy of Florence Nightingale. The Lady with the Lamp Who was The Nightingale? Children explore the life and works of Florence Nightingale through research and recreate key events in her life through role-play. What impact did she have on the profession of nursing? 9 Explore changes in the Victorian period - Explore Victoria s encounters with innovations and inventions. Quiz identifies royal firsts. A Book Of Royal Firsts Queen Victoria was the first monarch to do lots of innovative things! Children explore her encounters with the innovations and inventions of the Victorian era. They create a book of Royal Firsts and a Top 10 quiz. 8

9 10 Find out about people and changes by asking questions - Identify key Victorian inventors and research their work. Identify significant inventions from the Victorian period. Introducing the Inventors A royal invitation the top 10 inventors of the Victorian age are invited to present their work to Queen Victoria. Children carry out research to explore the impact these inventions had on the lives of everyday Victorians. 11 Place people and changes into correct periods of time - Extend research on inventors and create a class encyclopaedia. Class book reflects and places in time significant Victorian inventions. Brimming with bright ideas Through careful consideration of sources, Children create a class book: Encyclopaedia of Victorian Inventors. Children use ICT tools to carry out research and present their results in a clear and effective way. 9a Find out about past through range of sources - What was The Great Exhibition and why was it created? Posters highlight the diversity of the British Empire and the reasons for the Great exhibition. The Great Exhibition The grandest spectacle in the world! What was The Great Exhibition and why was it created? Through research of a range of sources Children create posters and an exhibition catalogue, carefully considering layout and presentation. 1 The End of an Era Explore a range of sources to compare experiences within the Victorian era. Identify the impact of inventions and innovations during Victoria s reign on Victorian children. All change How did the lives of people change during the 64 years Victoria was on the throne? Children use a range of historical sources to write a description of the impact inventions and innovations had on Victoria s subjects. 1a Present key events of Victoria s reign as an illustrated timeline. Contribute to the class time-line. Memories of a memorable monarch Time to summarise the life of Queen Victoria! Children present what they have learned about her life, its key events and changes as a large scale-timeline incorporating pictures and captions. 4a Select, organise and communicate historical knowledge - Recall and record significant facts, characters and milestones in the life of Queen Victoria. Can recall significant milestones in the reign of Queen Victoria. The Long and the short of it Did you know that Victoria was the first person to appear on a postage stamp? Draw together some interesting & quirky facts about the life of HRH Queen Victoria. Record some of the events, dates & milestones of her reign in a Victorian board game! 9

10 Expectations Most children will: Some children will not have made so much progress and will: Some children will have progressed further and will also: place the changes in the period within a chronological framework; make appropriate use of dates and terms; demonstrate knowledge and understanding about the everyday lives of children in the Victorian period; show how some aspects of the period have been interpreted in different ways; select and combine information from a range of visual, textbook and documentary sources; communicate their knowledge and understanding of changes to children s lives in Victorian times in organised and structured ways recognise some similarities and differences between the lives of children from different areas of Victorian society; ask and answer questions about the period by using at least one source of information describe reasons for and results of particular events; use their knowledge and understanding of the Victorian period to make links with other societies and periods; select and combine information from a range of sources to reach substantiated conclusions 10