Long Live the Queen

Hamilton Learning Route: UKS2 Victorians Long Live the Queen Victorian Family Life My Life is Hard Turn Back the Clock [History/Art/English] [History/D&T/English] [History/Eng/ICT/Music] Local History Focus [+ICT/Local Geog/Art] 1 A procession of monarchs [2] Victoria A peek in the Dolls House - appraising Plan 6 Narrative – Meeting Charles Victorian Census Detectives – local becomes Queen – 1838 Dolls Houses & Older Literature Dickens! – Attend censuses from 1841[2] Coronation Eye witness planning to build own! (3 weeks) public reading: Census Collating & accounts [2] Touring the 1900 Oliver Twist[2] counting – local research house – ideas boards Struggle to survive for rooms – poverty in Victorian & modern texts

2 Meet the royals – Victoria’s beloved Period details – Plan & design contents of Setting the scene – Garbage in, garbage out – the Victorian Albert & children rooms in a Victorian Dolls Dic enumerator & accuracy! Interactive family trees House. [2] Miniatures of ken Vic furnishings s’ Lon don [2] Goo d, bad & ugly cha ract ers 3 The Queen in residence – Touring Plan 3 Poetry Victorian artefacts Dickensian The power of the database – dealing with Balmoral Castle and Daily life – cha historical data! Osborne House (2 weeks) ract e er x dial p ogu l e o [2] r Fina e l Dic a ken s s inst h alm i ent; s writ t e o endi r ng i c a l s o u r c e

& m o d e l r e p l i c a s

[ 2 ] B e l o w

s t a i r s

–

s e r v a n t ’ s

l i f e 4 Victoria’s Diaries [2] The long and short A look in the larder Poverty and Poor Laws – compare to own The cartographer’s challenge [2] Local of it – biographical board games! – lives [2] Workhouse change / map work woes – personal The historian explains… T accounts/poems h e

w e e k l y

s h o p

[ 2 ] C o o k i n g

w i t h

M r s

B e e t o n ! 5 Images of the Queen [2] Portraits up Washday – explore process & artefacts; A world of work [2] Signing your life away Population explosion [2] close – exploring royal Compare with today [2] Victorian dress – Empathy for child labour When I was a lad – reminiscing in role portraits code – Paper dolls 6 Painting portraits [2] Victorian cameos & Plan 4 Poetic styles Time for school – The campaigners – Researching reformers Railways & the changing landscape [2] miniatures – practical art – nonsense poetry Dame & Ragged [2] Is life any better? Exploring by role Railways – just the ticket? Opinions & Moralistic chn’s schools, then free play viewpoints verses (2 weeks) schooling for all Research into The 1870 & 1891 Education Acts Poor attendance – Letters [2] 7 Plan 1 Recounts The British Empire The Victorian Plan 7 Narrative The history of The railways are coming – to us! Biog – schoolroom – layout Street Child Barnardo’s – Prepare report for the mayor to explain rap tra & contents (2 weeks) Research [2] impact of the railways locally hy/ de Behaviour & Barnardo’s today – autobiography rout punishments – Be charity’s (2 weeks) es / seen & not heard! development since the [2] Victorian Phil beginnings eas Fog g Chal leng e! Emp ress of Indi a – the jew el of the Emp ire[ 2] 8 Crimean War – Lessons & learning – the daily timetable Children’s charities Plan 9 Non-fiction The railways – good Charge of The [2] – comparing Persuasion or bad? Time to Light Brigade Lady A schoolroom experience methods of charity (2 weeks) voice opinions at with the lamp promotional work the local Town Drama / role play [2] Raising Meeting! [2] awareness 9 Plan 2 Poetry A book of royal Victorian school logbooks – a fascinating Plan 8 Narrative Lionel Bart’s Oliver! A railway in our Classic narrative firsts The Great source Your school, My school [2] D – town Become local poems Exhibition – r character [2] A Longfellow, catalogue entries a M chance to let off Tennyson and descriptions of m u steam – debate! Browning inventions [2] a s (2 weeks) t i i c c c c r o i n t v i e c n s t ’ i r o e n v s i (2 weeks) e w s

o f

t h e

1 9 6 8

R o y a l W o r l d

P r e m i e r e

o f

t h e

f i l m 10 Introducing the Playtime – A close look at games & toys Where is love? - Victorian legacy: Research into Victorian inventors – impact [2] Fraud investigation at auction rooms S architecture of key inventions & Investigate golliwogs a discoveries d

s o n g

w r i t i n g

i n s p i r e d

b y

r a n g e

o f

m u s i c a l s ! 11 Brimming with Plan 5 Non-fiction Optical toys & Food Glorious Food! – Music appraisal & Victorian legacy in our local area / bright ideas – an Instructions & cams whole class movement Sketching on a field trip encyclopaedia of wisdom (2 weeks) Have a go at Victorian Inventors mak ing two pop ular Vict oria n toys [2] 12 All change [2] Punch & Judy Make Consider Yourself – group dances bringing Our own Great Exhibition Sketches & Illustrated timeline of a memorable som the Victorian market to presentation [2] monarch e life! pup pet s Put on a sho w at a Vict oria n sea side res ort [2]

Curriculum Areas English: Black Humanities: Purple Mathematics: Blue Creative Arts: Pink Science: Orange Technologies: Green Literacy Plans linked to UKS2 Topics – Victorians

Below is a list of the English plans linked to this topic and the objectives covered by them. The Topic Theme Chart shows which theme and sessions each plan is linked to.

Autumn Term Description VT: Non-fiction: Plan 1: Recounts (2 Identify features of recounts. Study an eye witness recount & write own recount of a staged ‘robbery’ they weeks) saw. Select success criteria and self-assess their work. Read a short biography & its plan. Research a Victorian figure, write their own plan & biography then review it. Take part in balloon debate. VT: Poetry: Plan 2: Classic Narrative Research the background of 3 poems by well-known Victorian poets: Browning, Tennyson & Longfellow. Poems (2 weeks) Explore language, rhyme schemes & features used for imagery. Chn write letter of complaint, learn poems & work collaboratively to write own narrative poem. VT: Poetry: Plan 3: Finding a Voice (2 Research & experiment with different poetic formats. Read a range of poems on Victorian themes; express weeks) & justify preferences. Use pictures for poetic inspiration. Express own hopes, fears & desires by writing poems on child labour-Victorian and modern. VT: Plan 4: Poetry: Poetic styles (2 Chn read limericks & imitate the form & read, discuss, analyse & imitate nonsense poems by Lear & Carroll. weeks) They write for younger chn. Chn discuss Victorian moral poetry for chn & parodies by Carroll, Lear & Belloc, & attempt own moral story in verse. VT: Non-fiction: Plan 5: Instructions (2 Explore oral instructions; compare verbal & pictorial instructions; investigate common errors in content, weeks) style & approach. Write an instructional article for a good party. Match proverb parts & know meanings & explore their dramatic interpretations VT: Narrative: Plan 6: Older Literature Recap on narrative genres & their features. Read extracts from Dickens’ A Christmas Carol, Wilde’s The (3 weeks) Happy Prince & chn’s version of Conan Doyle’s Hound of the Baskervilles. Read for deduction & inference; role play; write found poetry & mystery story. VT: Narrative: Plan 7: Street Child (2 Read Street Child by Berlie Doherty and explore characters, plot & themes using a range of dramatic & weeks) written techniques. Empathise with the characters; analyse the use of language; read for deduction & inference. Develop complex sentence writing skills. VT: Narrative: Plan 8: Dramatic Read pieces from three Victorian chn’s novels & compare them with screen adaptations. Analyse & emulate Conventions (2 weeks) Lewis Carroll’s humorous techniques. Invent characters & dialogue. Analyse film makers’ techniques. Write storyboards & film scripts set out correctly. VT: Non-fiction: Plan 9: Argument (2 Identify persuasive features in letters & write own persuasive letter. Investigate passive sentences, topic weeks) sentences, paragraphs, emotive vocabulary & spelling strategies. Analyse & write a persuasive speech & give at a debate. Write & perform an advert.

© Original resource copyright Hamilton Trust, 2013 who give permission for it to be adapted as wished by individual users. Y5/6 Victorians English Plans Linked to Topics Year 5/6 – Year 5 T T T T T T V V V T T T 1 5 9 V V V V V V

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Tell a story using notes designed to cue techniques, such as X X X repetition, recap and humour g n i

k Present a spoken argument, sequencing points logically, a

e defending views with evidence and making use of persuasive X X X p

S language

. 1 Use and explore different question types and different ways X X words are used, including in formal and informal contexts &

g Identify different question types and evaluate their impact n i on the audience n e t s

i Identify some aspects of talk that vary between formal and

L X X

. informal occasions 2 g n i d n

o Analyse the use of persuasive language X p s e r

Plan and manage a group task over time using different levels X X X X X X X X X of planning Understand different ways to take the lead and support X X X X X X X others in groups

4. Drama3. Group discussion and interaction ir-, -cian ir-, commonand prefixes use as less andsuch suffixes Know im-, wordsvowels containingunstressed Spell drama the effects of in theatrical Useand recognise impact of dramaticconventions makinguse scene ascripted Perform complexissues explore workingto helps how in Reflecton role ofthe decision Understand process making Objectives/Units Objectives/Units X N_F Plan 1VT X X P Plan 2VT X X P Plan 3VT X P Plan 4VT X X X N_F Plan 5VT X X N Plan 6VT X N Plan 7VT X X X N Plan 8VT X X N_F plan 9VT Plans Linked toLinked Topics Plans © Original resource copyright Hamilton Trust, 2013 who give permission for it to be adapted as wished by individual users. Y5/6 VictoriansEnglish wished permissionY5/6 2013 beadaptedas by for users. individual resourceitto copyrightgive Trust, Hamilton Original who ©

texts7. Understanding 6&. iWntoerdp rsettriuncgture & spelling specific use specific use and their betweenof words subject-Distinguish everyday they how structured and identify are oftypes texts narrative anddifferent information Compare is what implied isperspectives writers' and from Infer from what written ideas events or andto useatext on evidence explain Makenotes fromacross meanings and their to patterns wordsspelling classify according their and Group Objectives/Units Objectives/Units X X N_F Plan 1VT X X X X X P Plan 2VT X X X P Plan 3VT X X X P Plan 4VT X X N_F Plan 5VT X X X N Plan 6VT X X X N Plan 7VT X X X N Plan 8VT X X X N_F plan 9VT Explore how writers use language for comic and dramatic X X X X X X X effects o t Reflect on reading habits and preferences and plan personal g n

i reading goals d n o

p Compare the usefulness of techniques such as visualisation,

s X X e prediction and empathy in exploring the meaning of texts r

h t i w

g n i

g Compare how a common theme is presented in poetry, prose a X X X X g and other media n E

. 8 s t x e t s

t Reflect independently and critically on their own writing and

x X X X X X X X X X e edit and improve it t

n Experiment with different narrative form and styles to write i

p X X X

a their own stories h s Adapt non-narrative forms and styles to write fiction or &

X X X X

g factual texts, including poems n i t

a Vary the pace and develop the viewpoint through the use of e r direct and reported speech, portrayal of action and selection X C

. of detail 9

© Original resource copyright Hamilton Trust, 2013 who give permission for it to be adapted as wished by individual users. Y5/6 Victorians English Plans Linked to Topics T T T T T T V V V T T T 1 9 5 V V V V V V

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_ _ _ P P P N N N N N N Create multi-layered texts, including use of hyperlinks and X linked web pages &

e Experiment with the order of sections and paragraphs to r X X u achieve different effects t c u r t s

t x e T

0 Change the order of material within a paragraph, moving the 1 X X X n topic sentence o i t a s i n a g r o &

r Adapt sentence construction to different text-types, u X X X X X t purposes and readers c u r t s

e c n e t n e S

Punctuate sentences accurately, including using speech marks .

1 X X X X X

1 and apostrophes n o i t a u t c n u p

12. Presentation different purposes different toforaboutwhich electronic use choices informed tools to of programs presenttexts, ICT making Usearange of italics use purposes, forfor printing,handwriting example specific Adapt X X X X X X Year 5/6 – Year 6 T T T T T T V V V T T T 1 5 9 V V V V V V

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Use a range of oral techniques to present persuasive arguments and X X X X engaging narratives

Participate in whole-class debate using the conventions and X X language of debate, including standard English

Use the techniques of dialogic talk to explore ideas, topics or X X issues g n i

k Use exploratory, hypothetical and speculative talk as a tool for a

e clarifying ideas p S

. 1 Tailor the structure, vocabulary and delivery of a talk or presentation so that it is helpfully sequenced and supported by gesture or other visual aid as appropriate

Use standard English consistently in formal situations and promote, justify or defend a point of view using supporting evidence, example and illustration which are linked back to the main argument

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Make notes when listening for a sustained period and discuss how X X X note-taking varies depending on context and purpose

Analyse and evaluate how speakers present points effectively X X X through use of language and gesture g

n Listen for language variation in formal and informal contexts i X X X d n o p s

e Identify the ways spoken language varies according to differences r

X X X in the context and purpose of its use &

g n i n e t

s Listen for and recall the main points of a talk, reading or TV i L

programme, reflecting on what has been heard to ask searching .

2 questions, make comments or challenge the views expressed

Identify the main methods used by presenters to explain, persuade, amuse or argue a case, e.g. emotive language

Investigate differences between spoken and written language structures

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Consider examples of conflict and resolution, exploring the language X used

n Understand and use a variety of ways to criticise constructively o i X X X X X t and respond to criticism c a r e t n

i Adopt a range of roles in discussion, including acting as a

d spokesperson, and contribute in different ways such as promoting, n a

opposing, exploring and questioning n o i s s u c

s Identify and report the main points emerging from discussion i d

p u o

r Acknowledge other people's views, justifying or modifying their G

. own views in the light of what others say 3

Work together logically and methodically to solve problems, make deductions, share, test and evaluate ideas

Improvise using a range of drama strategies and conventions to X X X X X X X explore themes such as hopes, fears and desires

Consider the overall impact of a live or recorded performance, identifying dramatic ways of conveying characters' ideas and X X building tension

© Original resource copyright Hamilton Trust, 2013 who give permission for it to be adapted as wished by individual users. Y5/6 Victorians English Plans Linked to Topics Plans Linked toLinked Topics Plans © Original resource copyright Hamilton Trust, 2013 who give permission for it to be adapted as wished by individual users. Y5/6 VictoriansEnglish wished permissionY5/6 2013 beadaptedas by for users. individual resourceitto copyrightgive Trust, Hamilton Original who © spelling6. Word structure & 4. Drama visualising and problem solving in different solvingcontexts learning in and problem visualising strategies fortechniques anticipating, drama and Develop respond stimuli or to and texts of avariety situations techniquesin explore role drama to Develop aspecific audience for to the how considering adapt performance aperformance Devise pluralisation, prefixes, word endings and high frequencywords and high endings prefixes, word pluralisation, consolidate ofchoices,knowledge correctvowel Revise, and secure inwork,screen andtheir on paper on own correct spelling toand of edit, appropriatestrategies proofread Usearange words difficult and unfamiliar spell strategies to arange of and employ familiar words correctly Spell ofownand those presentations others their and evaluate ofthe an and reflect thatmaintain on pieces attention audience, to and presentscriptedandcollaboratively unscripted devise Work Objectives/Units Objectives/Units

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X X N_F plan 9VT T T T T T T V V V T T T 1 9 5 V V V V V V

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Record and learn from personal errors, corrections, investigations, conventions, exceptions and new vocabulary

Draw on analogies to known words, roots, derivations, word families, morphology and familiar spelling patterns s t x

e Appraise a text quickly, deciding on its value, quality or usefulness X X X X t

g n i t

e Understand underlying themes, causes and points of view

r X X X X X X X X p r e t

n Understand how writers use different structures to create i X X X X X X X X

& coherence and impact

g n i d

n Explore how word meanings change when used in different contexts

a X X X X X X t s r e

d Recognise rhetorical devices used to argue, persuade, mislead and n X X

U sway the reader

. 7 Locate resources for a specific task, appraising the value and relevance of information and acknowledging sources

Read between the lines and find evidence for their interpretation

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Identify how print, images and sounds combine to create meaning

Infer the meanings of unknown words using syntax, context, word structures and origins

Identify the ways writers of non-fiction match language and organisation to their intentions

Read extensively and discuss personal reading with others, including s

t in reading groups x e t

o Sustain engagement with longer texts, using different techniques t

X X to make the text come alive g n i d

n Compare how writers from different times and places present o

p X X X X X X experiences and use language s e r

& Read a range of recent fiction texts independently as the basis for

t developing critical reflection and personal response i w

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i Explore the notion of literary heritages and understand why some g

a texts have been particularly influential or significant g n E

. Write reflectively about a text, distinguishing between the

8 attitudes and assumptions of characters and those of the author and taking account of the needs of others who might read it

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Set their own challenges to extend achievement and experience in X X X X X writing

Use different narrative techniques to engage and entertain the X X X X X reader

In non-narrative, establish, balance and maintain viewpoints X X X X X s t x

e Select words and language drawing on their knowledge of literary

t X X X X X features and formal and informal writing g n i p a

h Integrate words, images and sounds imaginatively for different

s X X purposes &

n Independently write and present a text with the reader and i t

a purpose in mind e r C

. Use a range of narrative devices to involve the reader 9

Identify criteria for evaluating a situation, object or event, presenting findings fairly and adding persuasive emphasis to key points

Experiment with the visual and sound effects of language, including the use of imagery, alliteration, rhythm and rhyme

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r Use varied structures to shape and organise text coherently X X X X X X X X u t c u

r Use paragraphs to achieve pace and emphasis X X X t s

t x

e Organise ideas into a coherent sequence of paragraphs T

. 0 1 n o i

t In non-chronological writing, introduce, develop and conclude a s

i paragraphs appropriately n a g r o

Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied X X X X X ways

Use punctuation to clarify meaning in complex sentences X X X X

Extend their use and control of complex sentences by deploying subordinate clauses effectively

Use punctuation to convey and clarify meaning and to integrate speech into longer sentences

X N_F Plan 1VT

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X N_F plan 9VT Set personal targets to improve presentation, using a range of presentational devices, on paper and on screen

© Original resource copyright Hamilton Trust, 2013 who give permission for it to be adapted as wished by individual users. Y5/6 Victorians English Plans Linked to Topics OPTIONAL TOPIC sessions planning sheet: Block title: Day and time Subject Key objectives Session title/description Resources including websites of session s covered Write day/time Write the Write/paste (from session- Either write your own, very slightly Write/paste ALL the resources you need here – of session here. subjects plans) the key objectives expanded, session title that makes you can copy and paste from the Hamilton Topic Because some covered – here – sometimes these are it clear what this session is Resources document which is provided in WORD sessions are highlight ‘skills-based’ (e.g. create basically about, or you can (if the format). long, you may according pencil or charcoal drawings school insists!) copy and paste the You should highlight anything important about the want to write to of old clocks…) and description from the word session that you need to remember. E.g. ‘Ask some two times (e.g. whether sometimes these are parents to help with this…’ or ‘Needs the computer Tues 1:30 – 3:00 each is ‘content-based’ (e.g. put old document of Theme session room…’ Also highlight any texts required, e.g. needs and Wed: 11:00 – ‘skills’ or clocks in order on a descriptions. Hamilton Animated Tale Time Machine Mark III. 12:00) ‘content’ timeline).