Telford & Wrekin EAZ Writing Project What was life like for children in a Victorian school? unit six
EAZ Writing Project 6 What was life like for children in a Victorian school? Unit:...... (Specific Unit Title) Introduction Six 36 Year group:... Number in class:... Grouping and ability range:... Mixed ability Any other information (e.g. SEN/support) 8 children on SEN register. Objectives Literacy: Non-fiction. To develop the skills of biographical and autobiographical writing in role, by composing a diary recount. History: Unit 11 - Victorian Britain 4a. To find out about people and events from a range of sources of information. 4b. To select and record information relevant to the focus of an enquiry.
Medium-Term Planning Please indicate the location of the unit within the overall midterm plan (at KS2 within the study unit) Two weeks of the Autumn term planning. It contributes to our work on the lives of children in Victorian times. It focuses on the non-fiction strand of the NLS. Specific Learning Outcomes To produce a piece of diary writing about the school day of a Victorian child. Follow-up Further work on the Victorian Period - particularly the lives of children.
2 Session:... To write what they think they know about Victorians. To make own notes from the video and to put together four questions they would like answers to. Outcome:... Teacher s comments: The video worked really well and the children enjoyed notetaking from it. I have chosen the KWL grid because it shows the stage this child is at in her knowledge of the Victorians.
2 Session:... To write what they think they know about Victorians. To make own notes from the video and to put together four questions they would like answers to. Outcome:... Teacher s comments: This note-taking work shows this particular pupil s development in this area - using mostly key words.
2 Session:... To write what they think they know about Victorians. To make own notes from the video and to put together four questions they would like answers to. Outcome:... Teacher s comments: The framework writing shows how the pupil has grouped the notes under headings which will be used in a later piece of writing.
3 Session:... To look at historical evidence and to extract information from it. Outcome:... Teacher s comments: A challenging session for the children as there was a need for them to infer from the evidence. This needs more than one session and the teaching and development of this skill has needed extra sessions. I have chosen this piece of work because I think it shows the child s skill development from simply looking at the picture, to being able to make some inferences.
7 Session:... To record thoughts and feelings about Victorian school life and to organise a plan for the piece of diary writing. Outcome:... Teacher s comments: The sheet with key words on it was useful to the children to organise and collect their thoughts about the experience. The children didn t have a set planning sheet as this proved difficult to construct due to the informality and personal nature of this type of study. I have included this sample of planning as it shows the child s ability to structure their thoughts before beginning the writing.
8 Session:... To write their diary for a Victorian school day. Outcome:... Teacher s comments: These diary extracts illustrate that these two children have drawn on their role play experience and their understanding of Victorian school life to enliven their diary writing.
Evaluation/Reflection A very worthwhile project which produced writing of a high standard. The reading and writing activities before the visit helped to give the children some knowledge of the Victorian education system. The visit extended this knowledge and helped give the children a real feel for the Victorian classroom which they needed in order to write diary accounts as Victorian children. The time constraints caused some problems and meant that some activities which could have been extended into other pieces of writing, e.g. notetaking from the video will have to be followed up later. If I was doing this again, I would prefer to do the visit later in the term so that further background knowledge could be developed. Appendices Photographs of Blists Hill School interior. Video - Landmarks: Victorian Times in Britain. Great Grandmas Schooldays - Jean Morgan (extracts) The Victorian Schoolroom - Trevor May Questionnaires. KWL grids. Framework for the note-taking from the video. Late 19th/early 20th Century Schooling (taped accounts) - Blists Hill Blists Hill School Pack for schools. Brainstorm sheet.
What is life like for Children in Britain today? Family Life Questionnaire 1. How many children are there in your family? 2. What are their ages? 3. Do any of them go out to work? Yes/No If yes, what are their ages and what are their jobs? 4. Does your mum go out to work? What job does she do? 5. How many cars do you have in your family? 6. Who picks you up from school? 7. What do you do when you get home from school? 8. Do you have a television in your bedroom? 9. How many televisions do you have in your house? 10. Name three things that you always do with your whole family Activity and Resource Sheets
What is life like for Children in Britain today? Education Questionnaire 1. How often do you attend school? 2. How long is the school day? 3. Why do your parents send you to school? 4. Do your parents have to pay to send you to school? 5. What subjects do you learn at school? 6. What would happen if you didn t attend school? 7. Do you have to wear a uniform? 8. How might you be punished at school? 9. Why might you be punished at school? 10. Name four things which make your school comfortable Activity and Resource Sheets
What is life like for Children in Britain today? Health Questionnaire 1. Where do you go if you are feeling ill? 2. Is the health care you get from your doctors free or do your parents have to pay for it? 3. If the doctor thinks you need a prescription, where do you go to get it? 4. As you are growing up you will have vaccinations from time to time. How do these help you to stay healthy? 5. How do you know how to keep your body healthy? 6. Name the people who look after your: Eyes Ears Teeth 7. How often does your dentist expect to see you? 8. If a child is sick do your parents have to pay for the prescriptions? Activity and Resource Sheets
What is life like for Children in Britain today? Home Questionnaire 1. What type of home do you live in? Detached house Semi-detached house Terraced house Bungalow Cottage Maisonette Flat 2. How many rooms do you have in your house? 3. How many bedrooms do you have? 4. How many bathrooms do you have? 5. How many toilets do you have? 6. Do you have your own bedroom? Yes/No If you answered no, who do you share your room with? 7. How do you keep warm in your house? 8. What type of floor coverings do you have? 9. Name four items of furniture and four machines that make your home comfortable to live in Activity and Resource Sheets
What is life like for Children in Britain today? Leisure Questionnaire 1. When you are not at school, what do you like to do in your spare time? 2. What jobs do your parents expect you to do to help out at home? 3. What do you like to do with your family in the evenings and at weekends when you have spare time? 4. Do you and your family go on holiday? Yes/No Name two places that you have been recently 5. If you are making a journey, which of the following is you most common mode of transport? Bus Car Train Bicycle Walk 6. What do your parents like to do with their spare time? Activity and Resource Sheets
What is life like for Children in Britain today? Diet Questionnaire 1. How many meals do you have everyday? 2. Tick the foods that you eat regularly: Meat Cheese Vegetables Bread Sweets Fish Milk Rice Cakes Egg Fruit Pasta Biscuits 3. Where does your mum do her shopping? Greengrocer Bakers Grocery shop Supermarket Dairy Sweet shop Fishmongers Market Butchers 4. How do your parents know what foods are best to buy for the family? 5. Why does your mum not have to shop everyday? 6. What does school provide for you in the way of food? 7. How do you know what foods to choose for a healthy diet? Activity and Resource Sheets
Framework for note-taking from the video Queen Victoria Other Important People New Inventions New Industries City Children Country Children Activity and Resource Sheets
What I think I know about the Victorians Activity and Resource Sheets KWL Grid What I want to know about the Victorians What I have learnt about the Victorians
School Visit (Planning) Entrance Good morning Good morning Ma am Bow/curtsy In Registration Call names, child bows/curtsies and answers Ma am Kirsty - late arrival Aaron - absentee returns Carla - some one looking untidy, Inspector comes Inspection Nails, shoes, girls hair length Question absentees and relatives of today s absentees Prayers Let us pray. Hands together, eyes closed, heads bowed. Repeat after me, Lord, teach a little child to pray And fill my heart with love And make me fitter every day To go to heaven above Hymn All Things Bright and Beautiful Sit Hands behind backs or palms on top of desk Activity and Resource Sheets
The Text The lesson this morning is to order myself lowly and reverently before my betters Repeat after me I must not lie or steal. I must not be discontented or envious. God has placed me where I am in the social order. He has given me my own work to do. I must not envy others. I will not try to change my lot in life. it is a sin of which I will never be guilty Arithmetic Sit up straight. Hands behind your backs. Eyes front. We will repeat the following table 0 x 6 = 0 0 x 7 = 0 1 x 6 = 6 1 x 7 = 7 2 x 6 = 12 2 x 7 = 14 0 x 8 = 0 0 x 9 = 0 1 x 8 = 8 1 x 9 = 9 2 x 8 = 16 2 x 9 = 18 Spelling Monitor to give out spelling sheets. Sit up straight, eyes front, hands on desks. Today we are going to make nouns into plural words. Repeat after me A noun is the name of a person, place or thing What is a noun...? Repeat after me Plural means more than one In front of you is a list of nouns. You are going to make the nouns plural. First we will learn the rule. Repeat after me When you make a noun that ends in y plural, you change the y to i and add es. We will read the words. Repeat after me Cit-y becomes cit-ies Fl-y becomes fl-ies Now finish the word list Chalks down, work up Activity and Resource Sheets
Reading Monitor to distribute reading sheets. Sit up, backs straight, eye front We shall as usual read round the class starting with you. I shall point to the next child who will continue immediately. If you do not know a word you will sound it out. You will all follow by pointing out the words with your finger. I shall punish children who lose their places. Are you ready? Fingers up. Fingers down. Start reading Beat cane in time Afterwards, all read it together look at new words and repeat syllables after teacher Fingers up. Fingers down. Hands on desks, eyes front Monitor collects books Drill Children rise On the spot, march, left foot first Forward March left, right... one row at a time into the playground Form lines (Boys and girls, tallest at the back) Measure distance. Attention. Eyes front 1 - Heads right 2 - Heads forward Do not move trunk Repeat five times... Are you ready? One, two, one, two... Repeat with heads to left 1 - Raise right leg to knee level 2 - Lower right leg (five times) Arms straight, backs straight, eyes forward Same but with left leg Raise right leg to side (five times) Raise left leg to side (five times) Raise heels, lower heels (five times) Activity and Resource Sheets
Hands on hips, right foot to side Bend trunk to left/right Lower and raise arms March back in Writing Slates out Talk about importance of good handwriting for anyone wishing to become a clerk Show example of handwriting Practise upward and downward strokes Chalks Chalks down Chalks up Work up Work down Cloths up, clean slates, cloths down Good handwriting - means to a good job Neat, same size letters If time, dictation from a poem End of Morning Class rise Repeat after me, Thank you for the world so sweet Thank you for the food we eat Thank you for the birds that sing Thank you God for everything Amen Activity and Resource Sheets