TOPIC : TRANSPORT (HISTORY)

Stepping Stones Objectives: Year 1/2  Remember and talk about significant Chronological Understanding things that have happened to them  1a. place events and objects in chronological order Cross Curricular Links:  Show an interest in the lives of  1b. use common words and phrases relating to the passing of time [for example, before, after, a long time ago, past] people familiar to them Knowledge and understanding of events, people and changes in the past Geography - …..  Begin to differentiate between past  2a. recognise why people did things, why events happened and what happened as a result Maths - Graphs, bus tickets/plane or train tickets and present  2b. identify differences between ways of life at different times RE - Noah’s Ark, Exodux from Egypt Historical interpretation Art - Lowry paintings, Helen Bradley, tyre rubbings, observation ELG  3. Pupils should be taught to identify different ways in which the past is represented drawings, paper strips tread patterns, printing vehicle treads,  Find out about past and present Historical enquiry Jackson Pollock (on giant sheet) pattern and texture – treads events in their own lives and in those of  4a. how to find out about the past from a range of sources of information [for example, stories, eye-witness accounts, DT - Changes in transport D & T through ages. Vehicles QCA Cat their families and other people they know pictures and photographs, artefacts, historic buildings and visits to museums, galleries and sites, the use of ICT-based in Hat’s car to tidy up sources] Science - Float and sink. Forces and movement. Investigate Lancashire Foundation Stage Scheme of vehicles – load, rough ground  4b. to ask and answer questions about the past Work: PSHE - Road safety Journeys Organisation and communication Literacy - transport in eg fairy stories Traditional stories Music - stranded in the Jungle by New York Dolls (70s dance  5. Pupils should be taught to select from their knowledge of history and communicate it in a variety of ways [for music) example, talking, writing, using ICT]

Breadth of Study Fiction/Non Fiction Books D During the key stage, pupils should be taught Knowledge, Skills and Understanding through the following areas of study: Mr. Grumpy’s Outing – John Burningham  6a. changes in their own lives and the way of life of their family or others around them Gumdrops  6b. the way of life of people in the more distant past who lived in the local area or elsewhere in Britain Katie Morag Books – Mairi Hedderwick  6c. the lives of significant men, women and children drawn from the history of Britain and the wider world [e.g.artists, Postman Pat – John Cunliffe engineers, explorers, inventors, pioneers, rulers, saints, scientists] Thomas the Tank Engine  6d. past events from the History of Britain and the wider world (e.g. The Gunpowder Plot, Olympic Games, other The Train Ride - June Crebbin commemorative events Magical Bicycle - B Doherty, Picture Lions Teddy Bears to go to the Seaside Link to Small Schools Scheme of Work Duck in a Truck – Jez Alborough  Small Schools History Scheme (Lancashire) Where the Wild Things Are  Link to History Scheme of Work ‘Changes in Transport Over Time’ Chitty Chitty Bang Bang Brum WhateverNext – Jill Murphy Toys Robert Stephensons Rocket and Wright Brothers Flying Machine from Picture Packs LEARNING EXPERIENCES/ACTIVITIES: Year 1/2: ICT:  Reception  Describe different types of transport – purposes – why different forms of training needed  Opportunities to work with a range  Talk about different types of transport (old and new)– provide models/pictures  Talk about how people and goods are transported now and in the past of vehicles – battery operated,  Discuss journey to different places – why or how people travel – plane, car, bike, boat  Ask visitor to talk about transport/journeys when they were young remote control, push/pull/friction, (holidays)  Look at photos/models of transport now or in the past – make comparisons switch-operated. e.g. remote  Sort toy vehicles in different ways eg track number of wheels, purpose  Focus on one type of transport and investigate how it has changed – make a timeline control cars, battery and  Collect pictures of old/new vehicles/forms of transport – make picture time line. (eg. planes/car/boat 20th century timeline) electronic trains, hot wheel cars  Look at planes, trains, cars, talk about how they have changed – make comparisons  Choose an appropriate form of transport for your school eg if near sea/canal etc.  Visit steam train – take journey on train/tram/bus  Discuss how transport has changed peoples lives – make book on one form of transport (look at local  In groups record research in  Look at different forms of transport to make journeys over time – how milk is town/village) Textease, with their own delivered, how post is delivered, how long would it take a parcel to be delivered by  Visit Museum of Science/Industry, Motor Museum, Leyland Vehicle Museum photographs and internet images. horse drawn vehicle (journey of a letter), recently abolished mail train, Victorian  Look at significant people in development of transport industry – Stevenson’s Rocket, First Men on the  Look at web sites which have Christmas Cards and how they are delivered Moon. Invite children to ask questions about what these people did, and why it was important timetables and booking systems e.g. rail track  Groceries deliveries e.g. bread using bikes/tea trucks etc  Be aware of transport issues in the media, relate to work Assessment: Teacher Resources:  Level 1 1a. to be able to show the difference between old/new methods of transport e.g. Stephensons Rocket/modern train Transport Yesterday Poster Pack – Philip Green  Level 1 2b. to tell the difference between past and present in their own and other people’s lives History from Photographs and Journeys – Keith Cox and Pat Hughes  Level 2 1a/b. place pictures in time order Starting History: How we travelled: Stewart Ross  Level 2 2a. to begin to recognise that there are reasons why people in the past acted as they did  Level 2 2b. to tell the difference between aspects of their own life and aspects of life as it used to be

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