KS1 Topic Overview: Famous for More Than Five Minutes

KS1 Topic Overview: Famous for more than five minutes Study people who have made significant contributions both nationally and internationally. Be inspired by their achievements and try some projects in the same areas of expertise such as art, music, leadership, science, mathematics and invention. Be inspired by these role models, to dream of what you might achieve in the future. Choose famous people from the following broad historical eras: Tudor and Renaissance times (T), Victorian and early Modern times (V), Early Twentieth Century (E) and Late Twentieth /Early Twentieth Century (L). Each block will allow you to explore one or two changes in aspects of everyday life.

Block Key N.C. Objectives Main creative outcomes History, English and Art Compare the lives and reigns of Elizabeth 1 Block A and Queen Victoria, two fascinating mon-  Learn about the lives of significant Monarchs archs. Place their reigns and significant individuals in the past who have contrib- events within a chronological timeline. (T) Elizabeth 1 uted to national and international Identify the key roles of a monarch and fa- (V) Queen achievements.  Compare aspects of life, identifying cilitate further learning about these fascin- Victoria similarities and differences between dif- ating characters through a range of exciting ferent periods. and interactive activities. [6 sessions]  Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.  Use drawing and painting to develop and share their ideas and imagination.  Compose sentences orally before writing them.  Re-read what they have written to check that it makes sense.  Write for different purposes.  Use simple punctuation accurately.  Identify the features of a command. History, Science, Geography, Art and Develop historical knowledge and under- Block B English standing of the lives and significance of Explorers  Learn about the lives of significant indi- Christopher Columbus and Neil Armstrong. viduals in the past who have contributed Identify the kit needed for an expedition (T) Christopher to national and international achieve- and compare the equipment taken by Columbus ments. Columbus and Armstrong on their voyages.  (E) Neil Compare aspects of life, identifying simil- Discover navigation techniques and learn arities and differences between different Armstrong periods. about the materials used by Columbus and  Use simple fieldwork and observational Armstrong. Identify the properties of a [7 sessions] skills to study the geography of their range of materials for your own expedition. school and its grounds. Go on to describe your own ‘expeditions’ us-  Name and locate the world’s seven con- ing a range of media. tinents and five oceans.  Use aerial photographs and plan perspect- ives to recognise landmarks and basic hu- man and physical features.  Identify, name, compare and describe the simple physical properties and suitability of a variety of everyday materials, for par- ticular uses.  Use a range of materials creatively to design and make products.  Write for different purposes.  Segment spoken words into phonemes © Hamilton Trust. This activity may be adapted for use by a teacher in his/her own class. It may not be reproduced for any other purpose. We refer you to our warning, at the foot of the block overview, about links to other websites. KS1 Topic Overview: Famous for more than five minutes and represent these by graphemes, spelling many correctly.  Participate in role play. History, Art and English Learn about the life, times and paintings of Block C  Understand about changes within Van Gogh and L.S. Lowry and be inspired to Artists living memory. create your own drawings and paintings in  Learn about the lives of significant their styles. Generate questions to ask the (V) Van Gogh individuals in the past who have contrib- artists; research their lives and replicate (E) L.S.Lowry uted to national and international achievements, some should be used to their works and styles. Consider the stories compare aspects of life in different peri- told by their works and become a critical [6 sessions] ods. artist in the process!  Understand historical concepts such as continuity and change, cause and con- sequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.  Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.  Learn to develop a wide range of art and design techniques using colour, pattern, texture, line, shape, form and space.  Learn about the work of a range of artists, craft makers and designers, de- scribing the differences and similarities between different practices and discip- lines, and making links to their own work.  Learn how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists, apo- strophes for contracted forms and the possessive (singular).

Music, History, D&T and English Learn about their lives and the musical contributions of Andrew Lloyd Webber and Block D  Use their voices expressively and Composers creatively by singing songs and speaking Wolfgang Amadeus Mozart. Compare their achievements, timelines and talents. Feel (V) Mozart chants and rhymes.  Play tuned and untuned instruments suspense and excitement and examine how (L) Andrew musically. musical extracts make you feel. Look at the Lloyd Weber  Listen with concentration and under- differences between their eras then be standing to a range of high-quality live and recorded music. transported to the theatre to experience the [6 sessions]  Learn about the lives of significant music they are famous for. Create musical individuals in the past who have contrib- theatre boxes and work together to create uted to national and international a class presentation! achievements.  Learn about the differences between ways of life at different times.  Ask relevant questions to extend their understanding and knowledge.

© Hamilton Trust. This activity may be adapted for use by a teacher in his/her own class. It may not be reproduced for any other purpose. We refer you to our warning, at the foot of the block overview, about links to other websites. KS1 Topic Overview: Famous for more than five minutes  Participate in discussions, presentations, performances, role play, improvisations and debates.  Select from and use a range of tools and equipment to perform practical tasks. History, English, Drama and Global Use this Block to explain to children that for Block E Citizenship many people across the world things hap- Activists pen that are unfair. Explore the influential  Learn about events beyond living lives of Rosa Parks and Malala Yousafzai (E) Rosa Parks memory that are significant globally. and learn about their courageous acts (L) Malala  Learn about the lives of significant against unfairness. Learn how anyone can Yousafi individuals in the past who have contributed to international achievements try to make a stand against injustice.  Understand some of the ways in [6 sessions] which we find out about the past.  Give a well-structured explanation to express feelings.  Consider and evaluate different view points.  Identify and explore characters through drama.  Gain a sense of the wider world.  Begin to understand the connection between their lives and lives of others.  Gain an awareness that our actions have consequences.  Gain a willingness to co-operate and participate. History, English, Science and Drama Begin with a portrait of Mary Seacole and Block F decipher clues about this historical figure,  Medical Learn about the lives of significant indi- then travel back in time to become the viduals in the past who have contributed characters in Jennifer Worth´s books. Exam- (V)Mary Seacole to national and international achieve- ine the role of nurses today and find out (E) Jennifer ments. what qualities are needed to become a Worth  Understand about changes in living memory. nurse. Discover how to avoid being ill  Articulate and justify answers, arguments through healthy eating and exercise and [6 sessions] and opinions. have the opportunity to create a healthy  Participate in discussions, presentations, food plate! Learn real nursing skills and test performances, role play, improvisations those skills on patient teddy! and debates.  Give well-structured descriptions, expla- nations and narratives for different purposes, including for expressing feelings.  Use their observations and ideas to suggest answers to questions, describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.  Use their observations and ideas to suggest answers to questions.  Perform simple tests, record data. History, D&T, English and Art Meet inventors from history, discuss and or- Block G der their inventions on a timeline and start

© Hamilton Trust. This activity may be adapted for use by a teacher in his/her own class. It may not be reproduced for any other purpose. We refer you to our warning, at the foot of the block overview, about links to other websites. KS1 Topic Overview: Famous for more than five minutes Inventors  Learn about the lives of significant indi- to ask ‘inventor questions’ that lead to in- (T)Leonardo da viduals in the past who have contributed ventions. Create technical drawings, design to national and international achieve- and build models and write tenders in role Vinci ments. as inventors. Children will present their in- (E) The Wright  Generate, develop, model and communicate their ideas through talking, draw- ventions to the class. Brothers ing, templates, mock-ups and, where ap- propriate, information and communica- [7 sessions] tion technology.  Design purposeful, functional, appealing products for themselves and other users based on design criteria.  Evaluate their ideas and products against design criteria.  Select from and use a wide range of materials and components, according to their characteristics.  Explore and use mechanisms in their products.  Use drawing to develop and share their ideas.  Compose sentences orally before writing them, to use subordination and co-ordination (e.g. ‘and’, ‘then’, ‘because’, ‘if’).  Note down key words and ideas.  Write for different purposes.  Evaluate writing with the teacher. History, Maths, Computing and D&T Learn about the key figures of Ada Lovelace Block H  Know where the people and events stud- and Alan Turing and learn about the fields Mathematicians ied fit within a chronological framework. of mathematics in which they worked. Com- Learn about the lives of significant indi- (V)Ada Lovelace pare modern-day and older technologies for viduals in the past who have contributed calculating and programming and create a (E)Alan Turing to national and international achievements. model mathematical function machine.  Ask and answer questions. Explore Photograph patterns in the environment, [6 sessions] changes within and beyond living use and create algorithms for common daily memory. tasks. Finally, create and de-bug algorithms  Use technology safely and respectfully, to solve ‘Bee-Bot’ problems. keeping personal information private.  Recognise common uses of information technology beyond school.  Use technology safely and respectfully and to purposefully create, organise, store, manipulate and retrieve digital content.  Understand what algorithms are.  Understand how algorithms are imple- mented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.  Create and debug simple programs.  Interpret and construct simple tally charts and tables.  Reason mathematically by following a line of enquiry.  Develop an argument, justification or

© Hamilton Trust. This activity may be adapted for use by a teacher in his/her own class. It may not be reproduced for any other purpose. We refer you to our warning, at the foot of the block overview, about links to other websites. KS1 Topic Overview: Famous for more than five minutes proof using mathematical language.  Solve problems by applying mathematics to a variety of routine and non-routine problems.  Solve one-step problems that involve addition and subtraction or multiplication and division.  Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve miss- ing number problems.  Work with patterns of shapes, including those in different orientations.  Order and arrange combinations of mathematical objects in patterns and se- quences.  Design and make purposeful, functional and appealing products for themselves and other users.

© Hamilton Trust. This activity may be adapted for use by a teacher in his/her own class. It may not be reproduced for any other purpose. We refer you to our warning, at the foot of the block overview, about links to other websites. KS1 Topic Overview: Famous for more than five minutes History, Computing, English and Art Meet William Caxton and Tim Berners-Lee Block I and discover how they both changed the Communicators  Learn about the lives of significant indi- way we communicate. Journey back viduals in the past who have contributed (pre T)William to national and international achieve- through time to discover how people Caxton ments in communication. recreated and printed text in the past. Try  Compare aspects of life in different peri- (L)Tim Berners- ods through the comparison of significant out a variety of ways to reproduce your Lee individuals and developments in commu- writing for mass consumption. Create edible nication. illuminated manuscripts and your own  Use technology purposefully to create, organise, store, manipulate and retrieve printing press. Go on to create an online digital content in the form of a book re- blog or website. view blog/website.  Recognise common uses of information technology beyond school such as book review sites.  Discuss and express views about a wide range of texts.  Write a book review.  Compose a book review orally before writing it.  Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. History, Geography, Science and Art Research the polar expeditions of these two Block J pioneers. Follow their journeys and  Ice explorers Know where the people and events understand what they needed to take on an they study fit within a chronological (V)Shackleton framework and identify similarities and expedition in extreme cold conditions. Find (E)Tensing differences between ways of life in differ- out about the development of materials ent periods. Norgay and portable communication and carry out  Learn about the lives of significant individuals in the past who have contrib- insulation experiments to design a good uted to national and international polar jacket. achievements.  Name and locate some of the world’s continents and oceans.  Think scientifically, ask simple questions and recognise that they can be answered in different ways. Observe closely, using simple equipment and per- forming simple tests.  Use their observations and ideas to suggest answers to questions, and gather and record data to help in answering questions.  Learn about the work of other artists, and make links to their own work.

© Hamilton Trust. This activity may be adapted for use by a teacher in his/her own class. It may not be reproduced for any other purpose. We refer you to our warning, at the foot of the block overview, about links to other websites. KS1 Topic Overview: Famous for more than five minutes Block K History, Computing, English and PE Learn about the lives and achievements of Sportspeople the athletes Jesse Owens and Ellie Simmonds,  (E)Jesse Owens Learn about the lives of significant indi- including typical days in their lives. Learn viduals in the past who have contributed about the key changes and developments in (L) Ellie to national and international achieve- sport from 1936 to the present, take part in Simmonds ments.  Know where the people and events they exercises and organise an alternative study fit within a chronological frame- Olympics – The Vegetable Olympics! Plan this work and identify similarities and differ- event, present ideas, make vegetable ences between ways of life in different Olympic flags, participate in the grand event periods. and develop a final victory parade.  Use technology purposefully to create, organise, store, manipulate and retrieve digital content.  Prticipate in discussions, presentations, performances, role play, improvisations and debates.  Master basic movements including run- ning, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. History, English, Art, Music and D&T. Be inspired by the lives of William Block L Shakespeare and J. K. Rowling. Compare their  Authors Learn about the lives of significant indi- timelines, and compare the technologies they viduals in the past who have contributed (T)Shakespeare to national and international achieve- would have used to write their books. Study (L)J.K. Rowling ments. fantasy characters the authors created and  Understand historical concepts such as make your own fantasy stories about a ma- continuity and change, cause and con- [7 sessions] sequence, similarity, difference and signi- gical object. Learn about the café where ficance, and use them to make connec- Rowling wrote and create a writers’ café in tions, draw contrasts, analyse trends, frame historically-valid questions and the classroom. Discuss what you would write, create their own structured accounts, in- before making your own books and writing cluding written narratives and analyses. your own fantastic stories.  Understand the methods of historical enquiry, including how evidence is used rig- orously to make historical claims, and dis- cern how and why contrasting arguments and interpretations of the past have been constructed.  Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history.  Become increasingly familiar with and re- telling a wider range of stories, fairy stories and traditional tales.  Understand both the books they can already read accurately and fluently and those they listen to by drawing on what they already know or on background information and vocabulary provided by the teacher.  Use spoken language to develop under-

© Hamilton Trust. This activity may be adapted for use by a teacher in his/her own class. It may not be reproduced for any other purpose. We refer you to our warning, at the foot of the block overview, about links to other websites. KS1 Topic Overview: Famous for more than five minutes standing through speculating, hypothes- ising, imagining and exploring ideas.  Speak audibly and fluently with an in- creasing command of Standard English.  Participate in discussions, presentations, performances, role play, improvisations and debates.  Gain, maintain and monitor the interest of the listener(s).  Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].  Play tuned and untuned instruments musically.  Use a range of materials creatively to design and make products; To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

© Hamilton Trust. This activity may be adapted for use by a teacher in his/her own class. It may not be reproduced for any other purpose. We refer you to our warning, at the foot of the block overview, about links to other websites.