Brenden is Teaching


NameChildren in Victorian Times
File 1723_Children in Victorian times 08.doc
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Term: 1 2008



Subject: History


Theme: What was life like forchildren in the Victorian times?






Links to the NationalCurriculum:



Time Allocation: 2sessions over 10 weeks









Learning Outcomes

Activities +Differentiation



Notes for futureplanning






Week 1

1.      Chronologicalunderstanding

2.     Knowledge andunderstanding of events, people in the past and changes in thepast.


Be able to

Explain who Queen Vicwas?

When shereigned?

Discuss what youwould like to find out about this topic?

WALT =Key question:

Who werethe Victorians and when did they live?

Who wasqueen Victoria?

Show portraits ofQueen Victoria here


also look at thisexcellent resource,here

( case the hyperlink breaks and I cant find the siteagain!


Discuss what thesepictures tell us, what can we deduce? status/lifestyle/character.Was she happy/sad/stern?


What would you liketo ask Queen Victoria if she walked in the room? In gps of 3scribe down some qus for hot seating activity that you would liketo find out about Victoria.

      Teacher in the hotseat in role of Queen Victoria answer chns qus in role.

      Gps then scribe infothey now know in mind map style.

Who werethe Victorians?

Discuss chronology ofwhen they ruled.

UseinteractiveTimeline click ChannelFour: Victorian Children


Also see theVictorian timeline research smartslide here. Youwill need to book the laptops for this! Good luck!


Show pictures ofVictorian Britain here What do you think thesetell us about life in Victorian times? What can we deduce? Now youhave seen these pictures what would you like to find out aboutVictorian children? Put your questions on a post it? This is yourtopic, what would you like to find out? Could use as classdisplay


Homework:Research Queen Victoria and make a poster of facts abouther.

Clickon links to various files/websites








Week 2 and3

(2 weeks)


Older fiction Dickens/Kingsley

WALT =Key question:

What waslife like for a poor child in Victorian Britain?

Link toSmartboard file here.

Providea range of sources, e.g. extracts from contemporary authors(Kingsley, Dickens), reports on factories or mines here and ( case hyperlink breaks!) engravings.

Ask thechildren to make a list of what they can infer about the life ofpoor children from the sources and present it to class.

Folderwith scanned reports and quotes about conditions is alsohere Please Sir can I have some more scene from the Polanskiversion

Providesome information on the numbers of working children, their hours ofwork, and their lack of education. Discuss why children worked inVictorian times. What types of job would they do if they lived inthe country/city?

Look atthe idea of a Workhouse:

When wasthe first one opened?

Why werethey set up?

Researchfrom books


Researchdifferent jobs children did, in table groups, using bookletsprovided ( in Victorians cupboard) leading to the followingactivities:



Optionalactivities-children can choose one of these to show that theyunderstand and can answer the key question


      Imaginethey are a Victorian child working and write a choral verse toperform about working in a factory/mine//work house/chimneysweeps.

      Choralpoem going to talk to owner of factory/mine/ work house/chimneysweeps about conditions.

      Choralpoem written from perspective of Inspector/Overseer of conditionsin a workhouse/factory.

      Choralpoem by a mother worrying about her young child taking risks in afactory/mine/chimney.

Interpersonal/Musical multiple intelligences

Thursdayhomework-evaluate your performance in 200 words.

Creatingand evaluating from Blooms




















Ch.4Street Child by Berlie Doherty





















Week 4

1 week


WALT =Key question:

How didVictorian children spend their spare time?

Session 1

Mindmap with theclass what activities they think Victorian children did in theirspare time.

Did all Victorianchildren have spare time? Was spare time the same for rich/poorchildren? Show pictures of Victorian toys/games/leisure activities.What can we deduce from these artefacts, pictures? Classdiscussion. Could do Venn diagram comparing spare time now withVictorian times.

Session 2

Take children outsideto play Victorian games eg, Hopscotch, marbles, skipping, elastics,hoops,

Games ofblind mans buff, snakes and ladders, hide-and-seek and hopscotchare in full swing. Some boys would beg a pigs bladder from thebutcher, which they would blow up to use as a football. Othersdrilled hob nails through cotton reels to make spinningtops.





Week 5


Block 5

(4 weeks)

Link to Litrecounts

Non-fictionrecount about the life of an important historical figure. (Do inone week)

WALT =Key question:

Whohelped change the lives of children living in VictorianBritain?

Ask the children whatthey think needed to be done for Victorian children.

Talk about LordShaftesbury and Dr Barnardo and how theyhelped children, placing key events on the time line.

Ask the children to findout about the work of these men, and the way that they changed somechildrens lives using a variety of written sources andpictures.

Paul Ginnis idea fromTeaching and Learning INSET

Children could work inpairs. One person researches and becomes an expert inBernando the other Shaftesbury. Chn must put info on double pageof their books in own words. Time the activity. Encourage use ofkey words/pictures/diagrams to represent info. The task is to thentell their partner what they have found out. Your partner willbe relying on you as the expert! The other then writesdown/mindmaps the info their partner is telling them. They must askquestions to clarify points. By end of session they should beexperts in both the key figures and have worked as apartnership.

Askthe children to present their work using freeze-frames, briefrole-plays, cartoons, extended writing or oral and visualpresentations.

Usebooks from shared area PLEASERETURN THEM AFTER EVERY SESSION as otherclasses need them.




Week 6

Link torecounts- Children to write a recount as if they were aworking/poor Victorian street child. Their life, livingconditions, spare time etc. Then an encounter with a Dr. Barnadotype and how their life subsequently changed. (Three weekswork!)

WALT =Key question:

How didlife change for children living in Victorian Britain?

Refer tothe time line to recap the main events, dates and figures to helpthe children recall some of the main changes to the lives ofchildren during the Victorian period.

Discusswith the children why the changes took place and who benefited fromthem. Tell the children that a large number of children were stillworking in 1901.

Thechildren will write a diary of their very tough Victorian life-3weeks linked to Literacy recounts.

Optionalactivities-children can choose one of these to show that theyunderstand and can answer the key question

      Write adiary of their life today to compare to Literacy recount

      Break upinto small groups snowballing- each group researches an area oflife for children (factories, farms, match stick sellers, flowersellers, chimney sweeps etc) and then present it to the class.What happened to these groups after the education and factoriesacts?

      Debating-small group of 4 (2 Dr. Barnado and an MP supporting hi and 2(Factory owner and an MP supporting him. Debate the need for theeducation act.

      Write asong about life before and after for chimney sweeps (or similarprofession. Sugegstion change the lyrics to Chim Chiminey (MaryPoppins)





Week 7

Victorian day-This will allow the children to explore the key question firsthand.

WALT =Key question:

What wasit like going to school at the end of the nineteenth century





Week 8




WALT= Key Question:

What dowe know now that we didnt know before about Victorianchildren?