Why did London burn down?

EASTERSIDE ACADEMY Year 1 and 2 – Why did London burn down?

(2)

Memorable Experience  Queen comes to tea – tea party.

National Curriculum PoS – History  Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.  Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London]  The lives of significant individuals in the past who have contributed to national and international achievements.

Some should be used to compare aspects of life in different periods.

National Curriculum PoS – Geography  Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.  Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.  Use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.  Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.  Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map.  Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.

National Curriculum PoS – DT  Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.  Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].  Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.  Evaluate their ideas and products against design criteria.  Build structures, exploring how they can be made stronger, stiffer and more stable.

Connect Explicitly connect to key concept revisited.

Dinosaurs - Chronology Where we live topic-links to country/capital city.

Cultural days-Landmarks/activities linked to place.

People who help us -Firefighters role.(R) What makes a hero? –Firefighters Key Concepts Investigate places / Investigate and interpret the past / Design, make, evaluate and improve Declarative Knowledge – History Declarative Knowledge – Declarative Knowledge – DT Geography  How did Great Fire of  How to design and construct London start in 1666 on 2nd  Know key landmarks in September? – The King’s a model of a building / London (past and present) Baker (Thomas Farynor) in structure looking at joining / – River Thames, London Pudding Lane. strengthening materials.

Bridge, St Paul's Cathedral,  How the fire was stopped?  Selecting appropriate tools.

The Royal Exchange, the  Firefighting and equipment – Guildhall, London Eye, past and present.

Tower of London,  Who was Samuel Pepys and Buckingham Palace, Tower his diary?

Bridge, The Gherkin, The Shard.  Sources: Hearth Tax Document; Samuel Pepys  London is the capital of diary; pictures, paintings & England. photographs; eye witness  Know what makes a city.

Outcome: Diary Entry for Lower KS2.

EASTERSIDE ACADEMY Year 1 and 2 – Why did London burn down?

accounts; London Gazette Newspaper reports;  King Charles 2nd was King and helped fight the fire.  As a result of the fire what changed? Fire Insurance; more fire brigades; materials used to build houses with etc.

Vocabulary Subject Specific (This may include some Tier 3)

Gunpowder fire hooks flammable sources (information) extinguish





(2)

Know and use compass directions.

Compare London with Tokyo.

Vocabulary Subject Specific (This may include some Vocabulary Subject Specific (This may include some Tier 3)

population

climate

culture

Tier 3)

Contrast strengthen design angle join structure flammable

Tier 2 river city town house office shop map coast devise construct key symbols features similar different locate identify environment location rural countries flammable Navy affected homeless blaze weather adapt compare eye witness accounts hypothesis predict explain suitability measure evaluate strengthen join structure Procedural Knowledge (Skills) History  Observe or handle evidence to ask questions and find answers to questions about the past.  Ask questions such as: What was it like for people? What happened? How long ago?  Use artefacts, pictures, stories, online sources and databases to find out about the past.  Identify some of the different ways the past has been represented.  Describe historical events.  Describe significant people from the past.  Recognise that there are reasons why people in the past acted as they did.  Place events and artefacts in order on a time line.  Label time lines with words or phrases such as: past, present, older and newer.  Use dates where appropriate.

Geography  Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do      DT        

people do in this place?).

Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.

Use aerial images and plan perspectives to recognise landmarks and basic physical features.

Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom.

Use basic geographical vocabulary to refer to key physical and human features.

Measure or weigh using measuring cups or electronic scales.

Assemble or cook ingredients.

Cut materials safely using tools provided.

Measure and mark out to the nearest centimetre.

Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling).

Demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen).

Make products, refining the design as work progresses.

Explore objects and designs to identify likes and dislikes of the designs.

Outcome: Diary Entry for Lower KS2.

EASTERSIDE ACADEMY 

Year 1 and 2 – Why did London burn down?

Suggest improvements to existing designs.

(2)

Revisit



On-going retrieval of what is not currently being taught.  Process of fossils.  Timeline of dinosaur period.  Learning Check Quiz – Dinosaurs.

Other Cross-Curricular Links  DT - Baking – bread  Art History  STEM-K’nex maker kit Outdoor Learning Opportunities Large map work / building UK map and labelling e.g. use of skipping ropes / build large timeline of events – add other known periods of time to the timeline / compass directions – fieldwork / DT-Fire pit and use of tools  Making Dens(houses in the Great fire of London)-rules in the outdoor environment/ working with others  using basic tools(fine motor control)  Making a fire-The Great Fire link(- fire pit safety opportunity) Power of Reading Text Claude in the City by Alex T. Smith

Outcome: Diary Entry for Lower KS2.