Theme read: Year 2 (Autumn): Enquiry Question: Resources Extracts from: What role does medicine play in war? • BBC teach videos • • - 3.3 Young Reading Images of nurses and hospitals now and then Series Three - Lucy Lethbridge Key driver: determination • World Map • DK Life Stories: Florence Nightingale Key skills: I can identify and describe reasons for and • BBC Watch Magic Grandad - Florence • History Makers: Mary Seacole by Sarah Ridley results of, events, situations and changes Nightingale • The Extraordinary Life of Mary Seacole - Year Enquiry: How can we turn disaster into • Hospital artefacts from then and now to Extraordinary Lives by Naida Redgrave opportunity? compare • Florence Nightingale and The by Topics: Mary Seacole and Florence Nightingale • http://www.florence-nightingale.co.uk/ Jane Shuter High-Quality Outcome: participate in a teacher-led • https://www.biography.com/news/florence- research project and present it to other chn nightingale-hygiene-handwashing • https://www.maryseacoletrust.org.uk/learn- about-mary/ Key Vocabulary: Pupil Pledge Nurse, war, important, significant, Florence Nightingale, Mary Seacole, , hospital, nursed, cared, Crimean war, soldiers, injured, problem, solution, compare, remember, inspired, changed

Launch Lesson 2 Lesson 3 Lesson 4 POP Quiz - Give chn What is a hero? Story of Florence Nightingale Who was Mary Seacole? Why did they go to war? What page with photos of FN WALT: create a description who is war? Why did the Crimean and MS in the middle. heroes are and why WALT: use sources to find out WALT: use sources to find out war happen? Have them write about a significant person from about a significant person from everything they know Start lesson with discussion of the past the past WALT: anlayse and understand about them around it in what makes a hero and who war times through artefacts jot notes or sentences their heroes are. Breakdown Use reading time prior to read Do you think FN was the only based on ability. Give misconception of story of FN. helpful nurse during the Crimean Locate England and Ukraine on them prompting ‘superheroes’. War? a map together. Explain what questions like Why do Discuss is she a hero? Why? What Crimea was and why the war we remember them? Display images of modern did she do to help people? How Outcome: simple factual happened. Make use of “A What did they do? (10- nurses, discuss what we know, do you think the soldiers felt sentences written about Mary route to the Crimea” showing 15 mins) who they are, are they heroes? when she helped them heal? Use Seacole the main places on Florence Why? Make a list of all the images to build understanding. Nightingale’s journey. Give a Why did and different things nurses do, Explain lady with the lamp to chn background to the Crimean hospitals need and think about where they War. changing? might see a nurse. Outcome: chn to have created a Outcome: Completed and WALT: analyse situations Outcome: chn draw a picture of storyboard retell of her life using labelled map of Florence’s route a nurse and write short simple drawn pictures and to Crimea Analyse conditions of sentences describing them and sentences. the hospitals in Scutari what they do around it. Teacher Info: using images. Have chn https://www.nationalarchives.g think about toilets, beds, ov.uk/battles/crimea/ bandages, operations, instruments, clothing, Images food, number of http://www.loc.gov/pictures/re doctors/nurses etc...) lated/?q=Crimean%20War%2C Pupils will then write %201853-1856.&fi=subject annotations of what they would see, smell hear, see in the Scutari hospital around photo. Label problems

Outcome: labelled image of Scutari hospital conditions with identification of issue

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Celebration Now and then comparison The challenges faced by FN and NHS nurse visit Teacher/TA led research project Sharing of research MS groups projects (video form, WALT: compare artefacts from WALT: compare nursing now and tableau and narration, the past with current items WALT: analyse and understand then through first-hand accounts WALT: research the answers to collaborative ppt or challenges faced by FN and MS questions using technology pictures) Outcome: chn to have Outcome: written recount of visit comparative chart of medical Hold a discussion centered with NHS Nurse. Outcome: small group research Chn to complete the items from then and now around the questions: Why did to be completed with following sentence Florence Nightingale face At end of lesson, collect ideas of teacher/TA support stems also as opposition to her improvements? what else they would like to learn culmination of learning What did she do about it? What about in hospitals and the Possible research ideas: other were her reasons for this? - use as medical field. T to then put into famous wartime nurses or Florence Nightingale and opportunity to discuss why being research groups for next lesson. doctors, what do war hospitals Mary Seacole were a woman in Victorian times was a look like today, other heroes, heroes because … barrier: is this fair? e.g discuss the fact that at first They helped …. by … the doctors in Scutari were reluctant to accept any help, It is important to especially from a woman, and remember them how she had had to approach the because … British government and persuade them of the awful conditions in the Crimea, and of how much help was needed.

Role-play: T to be Prime Minister, chn to be FN and try to persuade you to help them fix the hospitals. After each session, ask what else Florence could say, the PM’s role being mainly a questioning one. Then let chn take over being PM. (use of because to justify)

Outcome: take photos of chn persuading and have audio/video recordings of some chn speaking so they can write reflections at the beginning of next lesson under the photos. (If time, chn could write short letter to PM as FN explaining conditions and why she needs help to change it)

Content: What will we learn? Coherence: How does this link Creativity: How will we show Compassion: What Community: What links are What are the core concepts? to previous learning? we understand in multiple opportunities are there to there to local resources? ways? teach compassion? • To analyse artefacts to • Introduces new • Nurse visit from NHS to learn about people and significant people, • Role play and written • How can we help talk about nursing the past builds on outcomes others in need? today? • Lives of significant understanding of individuals in the past significant people from who have contributed Y1 Armstrong and to national and Columbus unit international achievements. • Find answers to simple questions about the past from sources of information e.g. artefacts in museums, books and internet (historical enquiry) • To timeline the lives of significant people • To identify changes from the past that benefit us today • Nationally significant historical events, people and places

Things to include in the unit

• Florence's journey to Scutari, mapping the route out, why did they go that way? What was travel like then? What would Florence’s journey to and from Turkey have been like? • Mary’s difficulties getting to the Crimea to help • Possibly divide the class/year group into 4 groups to research a desired topic within the unit for a lesson or 2 then present to the whole class for celebration of learning OR instead of research question, give them a common hospital took from then and the same now and have them compare in groups, record and then share in celebration • Timelining? • How do we remember these people today? • What makes a hero, or significant individual? • Their lives after the war