KS1 Topic: Changes within Living Memory Block C: Transport

Examine different forms of transport. Understand how transport has changed over time, and begin to develop a chronology of automobiles, trains and space travel. Go on a trip to a museum or on a rail, canal boat or ferry ride. Explore the history of space travel and significant events.

Block: Transport Main outcome: History Other outcomes: Mainly D&T [9 Also Art, English, Science sessions] Children will By the end of this block you understand changes within living memory will have achieved the  recognise similarities and differences between ways of life in different periods following outcomes:  understand that transport has changed over time and is still changing and developing. Begin to develop an understanding of the chronology of transport inventions  begin to have an idea of past, present and future especially in relation to transport  develop an awareness of the past and use appropriate vocabulary  understand some of the ways in which we can obtain information about the past  recognise significant historical events (invention of internal combustion engine, invention of space travel, first man in space, moon landings…)  go on a trip to visit a museum or ride on historical form of transport  understand the different ways in which the past can be represented  contribute to the class timeline showing changes in transport within living memory  learn about events which were significant nationally or globally  know where people and events fit within a chronological framework  select from and use a range of tools and equipment according to their characteristics to perform practical tasks such as 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  build structures, exploring how they can be made stronger, stiffer and more stable  design purposeful, functional, appealing products for themselves and other users based on design criteria  generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and ICT  distinguish between an object and the material from which it is made  describe the simple physical properties of everyday materials. Identify and compare the suitability of everyday materials for particular uses  identify and describe the planets in the solar system and understand their relation to the sun (Y5/6)  ask simple scientific questions and recognise that these can be answered in different ways  use drawing, painting and sculpture to develop and share their ideas, experiences and imagination  develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space  learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work  write for different purposes: produce a class timeline  ask relevant questions to extend understanding and knowledge  give well-structured descriptions and explanations  use spoken language to develop understanding through speculating

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. KS1 Topic: Changes within Living Memory Block C: Transport Block: Transport Main outcome: History Other outcomes: Mainly D&T [9 Also Art, English, Science sessions] Session 1 History and D&T Children will Introduction to Transport  recognise similarities and differences between ways of life in different periods Children name and describe  understand that transport was different in the past different types of transport  identify significant inventions and the fact that early man invented the wheel and begin to understand  produce a wheel made of straws/paper transport was different when  identify ways of improving and strengthening a structure their parents, grandparents and great-grandparents were little. They create a wheel and understand the importance of its invention. Session 2 Art and History Children will Wheel printing  explore the idea of free expression through art – recognise some famous Abstract Children use toy vehicles to Expressionist painters, e.g. Jackson Pollock identify the features of  use toy cars, trains and other (old-fashioned) vehicles to produce artwork by rolling ‘modern’ and ‘old fashioned’ their car wheels through paint cars. They then create  begin to understand a chronology of the history of cars artwork using printing with  name vehicles and identify ‘old-fashioned’ vehicles toy vehicles. Children recognise the name Jackson Pollock as a famous artist. Session 3 History and English Children will History of cars  learn about when the car was invented, introduce the term automobile Children explore the story of  begin to learn how the car has developed and changed over time the automobile, looking at  produce a class timeline of cars (Pictures) how the internal combustion  tell the class about a particular make/model of car and place it on timeline engine was invented and how the car developed over time. Children produce a timeline of cars over 100 years. Session 4 History and D&T Children will How wheels work – design a  learn how the car has developed and changed over time car  begin to understand the mechanisms of a working automobile specifically axels and How axels and wheels work is wheels. described and demonstrated.  use lego/construction equipment to make moving wheels on an axle Children use their new  design own car to be made using different D&T equipment understanding to help them design their own cars which they will make in the next session. Session 5 D&T and Science Children will Make a car  understand that when wheels turn a vehicle moves Children understand how  realise that a car needs a ‘push’ force to move it wheels work by turning on an  use card/glue/wheels/axles and other DT equipment to make car axel and use this knowledge  modify a design and improve it to make a car with turning wheels. Children evaluate their designs.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. KS1 Topic: Changes within Living Memory Block C: Transport Block: Transport Main outcome: History Other outcomes: Mainly D&T [9 Also Art, English, Science sessions] Session 6 History and English Children will TRIP – this is very important  research and experience a particular form of historical transport in their area Transport trip (day out)  understand how we can present historical evidence Children are taken on a trip  begin to appreciate the chronology of a particular form of transport over the last to a transport museum or on 100 years a ride on an old train or canal  report back on their experiences boat or ferry or…. They are  ask relevant questions to extend understanding and knowledge thus able to experience  give well-structured descriptions and explanations directly older forms of  use spoken language to develop understanding through speculating transport. They relate what they see and do to their own experiences of transport now. Session 7 History and D&T Children will Space Travel  learn about events which were significant nationally or globally Children learn about space  know where people and events fit within a chronological framework travel and appreciate the  ask and answer questions, understand some ways we find out about the past significance of space  understand when space travel started and begin to develop a chronology of space exploration in recent history. exploration They begin to recognise a  design and make paper aeroplanes chronology and then go on to  design a rocket or space station which can be used for active role-play within the design a rocket/space classroom station, working  produce a design plan which identifies suitable materials and the tools required to collaboratively. create the rocket/space station Session 8 History and D&T Children will Moon Landings  begin to see that space travel has advanced over time, including over their life-time Using footage of moon and will be advancing still more in the future landing and images of the  begin to understand that rockets were invented when great earth from space, children grandparents/grandparents were born understand this significant  create a rocket or space station which is fit for purpose within the classroom historical event. They read  draw upon suitable materials and components in creating this rocket or space Mark Haddon’s Sea of station and employ relevant tools and techniques to construct it Tranquillity and are able to date the event. They now build their own space station or rocket in the classroom, using their own designs. Session 9 History and Children will Science  understand how space exploration has been an important part of the history of the The Solar System last half century and how it continues to develop in the future Children look at actual  recognise the planets in our solar system and know we live on planet Earth pictures of Mars and begin to  understand that robots and space ships have visited Mars and taken real understand that space photographs exploration is an on-going as well as an historical undertaking. They learn about the solar system and produce a drawing, then learn the names of the planets in order.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. KS1 Topic: Changes within Living Memory Block C: Transport

Resources

Session 1 Provided: Photographs showing a selection of photos of transport from the 1940s; PowerPoint of cars and trains through the last 60 years You will need: A4 paper; Masking tape; Art straws; Scissors

Session 2 Provided: You will need: Old and new toy vehicles (with wheels): trains, cars, buses, trucks, motorbikes, ambulances, vans; Acrylic paints; painting trays; paper

Session 3 Provided: Images of cars; Dates You will need: long strip (5m) of coloured paper make a large timeline to go around the room; Non-fiction texts on cars including the history of cars

Session 4 Provided: PowerPoint presentation from Session 1 You will need: Non-fiction texts on cars including how the car works; D&T equipment to make wheels with axels; Junk modelling equipment; Lego or other construction toys with wheels and axels

Session 5 Provided: Images of machines from different eras; Alarm clocks over the past 100 years; Images of cutting edge/possible future alarm clocks You will need:

Session 6 Provided: A trip recording sheet; Form letter for parents You will need:

Session 7 Provided: PowerPoint on history of space travel (Resources for sessions 7, 8 and 9); Resource sheets – pictures You will need: A range of large cardboard boxes; corrugated card; other strong card; masking tape and Sellotape; packing materials; cloth; newspaper; paper and card; wire; coat-hangers; sticks; thin dowelling; scissors; Stanley knife for adult use

Session 8 Provided: PowerPoint on history of space travel (Resources for sessions 7, 8 and 9); Resource sheets – pictures You will need: A range of large cardboard boxes; corrugated card; other strong card; masking tape and Sellotape; packing materials; cloth; newspaper; paper and card; wire; coat-hangers; sticks; thin dowelling; scissors; Stanley knife for adult use

Session 9 Provided: PowerPoint on history of space travel (Resources for sessions 7, 8 and 9); Pictures of the solar system You will need: Books about the solar system; Globe - Large orange/yellow ball

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.