Name | World War II medium term plans |
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Owner | Rumpelteazer |
Level | 4 |
Topic | History |
Unit | World War II |
Description | overview of a thematic approach to World War II |
File 1 | 133_world war 2 medium term planning.doc |
File 2 |
☝️ Download Planning |
Year 4 Autumn Term What was it like forchildren in World War II ? Planning overview skills
Implicit, integral and continuousskills. | Who? When? Where? In World War II | Preparations for war | The Blitz | Evacuees and Evacuation | What did children eat inWW2? | What was it like for children inother countries? |
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CU1 place events from period studiedon time line | Start and end of war. | Date of Blitz | First mass evacuation | Year food rationing introduced | Dates of significance in Anne Frankstory. | VE Day | |||
Put WW2 into chronological order withprevious periods studied and known | |||||||||
As topics in theme are introduced addto time line of WW2. Use Birmingham museum timeline. | |||||||||
CU2 use terms related to the periodand begin to date events.
| 1940s Nazi allies | Anderson Morrison ID card | Air raid all clear siren | Evacuee evacuation host billetingofficer | Ration rationing Ration book | VE; victory in Europe day,treaty |
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CU3 Understand more complex terms egAD/BC | Decade 20th centuryrecent history living memory |
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HE3 Ask a variety ofquestions. | Integral to each lesson |
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RDHK 2 Identify key features andevents of time studied. HE1 use evidence to build a pictureof a past event. | These skills are implicit in allactivities. Each sub topic focuses on a key feature of WW2and the skills are thus developed implicitly through a variousactivities using a variety of evidence that builds to givechildren a picture of what it was like for children inWW2. |
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RDHK3 look for links and effects intime studied. RDHK4 offer a reasonable explanationfor some events. | Each sub topic builds on the previousone so children can make links between, see the effects of andgive reasons for the different events and changes to lives ofpeople in WW2. These skills are thus achieved over the topicthrough the planned activities.
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Skills in bold 5RSOC = recall, select, organiseand communicate historical information. | Who? When? Where? In World War II | Preparations for war | The Blitz | Evacuees and Evacuation | What did children eat inWW2? | What was it like for children inother countries? | |||
| Establish what children know,Introduction to WW2.
| What changes did people have to maketo their lives because of war? Introduction
| What was the Blitz? Why and wherewere there bombing raids? Introduction including Narnia video first 10 mins.
| What was evacuation? Why were children evacuated? Including Carries war first 20 mins. Research | Discuss how and why war impacted onavailable food and therefore the reason for rationing.
Research | Look at the story of AnneFrank. Discuss, also persecution ofJews. Including literacy dilemmawork.
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GEOG Locateplaces on large scale maps
HE2Choose relevant material topresent a picture of one aspect of life in time past. 5 RSOC photos and lables | IH1 look at the evidenceavailable. HE4 use the library and internet forresearch. HE2Choose relevant material topresent a picture of one aspect of life in time past. IH3 use books and historicalknowledge 5 RSOC writing andpictures | GEOG Locateplaces on large scale maps IH1 look at the evidenceavailable. HE4 use the library and internet forresearch.
5 RSOC discussion
| IH1 look at the evidenceavailable. HE4 use the library and internet forresearch. HE2Choose relevant material topresent a picture of one aspect of life in time past. IH3 use books and historicalknowledge 5 RSOC writing andpictures | IH1 look at the evidenceavailable. HE4 use the library and internet forresearch. HE2Choose relevant material topresent a picture of one aspect of life in time past. IH3 use books and historicalknowledge 5 RSOC writing andpictures | GEOG Locateplaces on large scale maps
RDHK4 offer a reasonable explanationfor some events.
5 RSOC discussion ? writing | ||||
Big Tom class novel Including character and dilemmaliteracy work. | Gas masks Different types How they work. Research Instructions for use | What were the effects of bomb damageand the effects on peoples lives?
| Sids War class shortnovel.
| Look at gov postercampaign. Design own poster / cartoon characterto promote eatingvegetables. | Rose Blanche story, includingcharacter and dilemma work.
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IH2 begin to evaluatethe usefulness of different sources 5 RSOC discussion
| IH1 look at the evidenceavailable. IH2 begin to evaluate the usefulnessof different sources 5 RSOC writing andpictures | IH1 look at the evidenceavailable. IH2 begin to evaluate the usefulnessof different sources 5 RSOC writing andpictures | IH2 begin to evaluate theusefulness of different sources
5 RSOC discussion
| IH1 look at theevidence available.
5 RSOC drawings/pictures | IH2 begin to evaluate the usefulnessof different sources RDHK4 offer a reasonable explanationfor some events. 5 RSOC discussion
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Who? When? Where? In World War II | Preparations for war | The Blitz | Evacuees and Evacuation | What did children eat inWW2? | What was it like for children inother countries? | ||||
The home in the 1940,s.
| Gas mask Observational drawings, withlabels.
| Chalk pastel pictures to show theBlitz. | The evacuees journey from city tocountry. Freeze frames. | Which foods are healthy? What makes a balanced diet?
| Von Trapp story sound of music filmsecond half. Including literacy dilemmawork.
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IH1 look at the evidenceavailable.
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Explore and develop techniques usingchalk pastels. Use imagination and research to produce a pictureentitled The Blitz.
5 RSOC drawings/pictures | 2 Prediction; what type of foodshould we eat most of? Consider evidence. | GEOG Locateplaces on large scale maps IH2 begin to evaluate the usefulnessof different sources RDHK4 offer a reasonable explanationfor some events. 5 RSOC discussion
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IH1 look at theevidence available. Observational drawing
5 RSOC drawings/pictures | RDHK1 use evidence to reconstructlife in time studied. IH3 use books andknowledge. 5RSOC drama | ||||||||
Copy paste and edit WW2collage. | Bomb shelters. Research
| Poem using senses about theBlitz. ( or evacuees) | What would an evacuee pack in asuitcase.
| Compare own diets to that ofchild in WW2. Which is healthier? | Last topic The end of war. | ||||
5RSOC pictureslabels | IH1 look at the evidenceavailable. HE4 use the library and internet forresearch. HE2Choose relevant material topresent a picture of one aspect of life in time past. 5 RSOC writing andpictures | 5 RSOCpoetry | IH1 look at the evidenceavailable. HE2Choose relevant material topresent a picture of one aspect of life in time past. 5RSOC pictures andlabels
| 1 collect evidence, 4consider and evaluate evidence | |||||
| Who? When? Where? In World War II | Preparations for war | The Blitz | Evacuees and Evacuation | What did children eat inWW2? | What was it like for children inother countries? | |||
| Make role play sitting room in classroom.
| Make a model of an Andersonshelter?
IH1 look at theevidence available. HE4 use the library andinternet for research. HE2Choose relevantmaterial to present a picture of one aspect of life in timepast. 5 RSOCmodel | Drama work what happens whenyou come out of the bomb shelter and discover . Hashappened. | Letter home fromevacuee.
| DT soup project. Design and make a vegetable soup thatcould have been made in WW2.
| When was it, how was itcelebrated. What was done to prevent futurewars? Was it successful? Discussion | |||
RDHK1 use evidence to reconstructlife in time studied. 5RSOC role play | RDHK1 use evidence toreconstruct life in time studied.
5RSOC dramawriting
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IH1 look at the evidence available,evacuee letters 5RSOC writing | See DT unit plans
5RSOC food | 5 RSOC discussion
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| Visitors to talk about their personalmemories, when possible/ appropriate.
Visit to STEAM or other trip whendates available.
| Thermometers and temperatures. | newspaper reports | Poem senses about evacuee( orBlitz) | Solids and liquids, focus on foodstuffs available WW2 | Lowry unit of work, look at hisVE day picture. |
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3 make accurate measurments,thermometer |
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| 3 record classification |
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Best insulator to keep drinkwarm. Also water freezing andmelting. | Churchills speech | Visitor to school if possible. | Which food stuffs dissolve? Include sep by evaporation. Dissolving jelly, quickly. | Last night I had the strangestdream. 5RSOC song | |||||
2 fair test 3 measuring, table, (blockchart) 4 consider and evaluateevidence | 2 predict, 3 observe measure, table 4 consider evidence andevaluate | ||||||||
Blackout research
| Sorting newspaper stories.
| Drawing each other dressed asevacuees. | Making bread, Look at the effect of yeast. |
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IH1 look at the evidenceavailable. HE4 use the library and internet forresearch. HE2Choose relevant material topresent a picture of one aspect of life in time past. 5 RSOC writing andpictures
| HE2Choose relevant material topresent a picture of one aspect of life in time past. | 5 RSOC drawings/pictures | 2 predict, observe 3 measure 4 draw conclusions | ||||||
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| Which material would make the bestblackout curtain material? |
| What would the evacueessay? 5RSOC writing | Meltin/,heating/cooling cooking flapjacks/cakes old and modern recipes. | VE day celebration party. 5RSOC role play, games,fun! | |||
2 predict 3 observe measure collectapparatus 4 draw conclusions | 2 decide what apparatus touse 3 observe measure
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| Discrete:teeth. Life processes human (precedes diet work)Why do teeth rot; 2predict 3 observe 4 consider evidence
| Rationing challenge BBC |
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Formal paired talk HE4 use the library and internet forresearch. HE2Choose relevant material topresent a picture of one aspect of life in time past. 5 RSOC talk | Dance work | ||||||||
See separate unit plans RDHK1 use evidence to reconstructlife in time studied. 5RSOC dance | |||||||||
World war IIsongs to listen to while we work. | |||||||||
Literacy reports andnewspapers Following visit, recount of thetrip. | Literacy Historical story anddilemmas. Main text Lion and unicorn. | Discrete Christmas poetry |
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