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Y1 the Great Fire of London Rubric SKILL on the WAY GOOD

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Y1 the Great Fire of London Rubric SKILL on the WAY GOOD Y1 The Great Fire of London Rubric SKILL ON THE WAY GOOD WOW Geography • I can name the 4 countries of the UK and • can label the 4 countries of the UK on a • I can label London on a simple map of the • I can name the 4 countries of the UK and know that London is a capital city simple map and know that London is the UK find London on a map capital city of England • Chronological understanding • I can sequence 3 pictures of The Great Fire • I can sequence pictures of The Great Fire of • I can sequence pictures of The Great Fire of • I can sequence some events in order of London in order London in order London in order and re-tell the story • I can use words and phrases: old, new, • I can use past and present to describe the • I can use old, new, young, days and months • I can use decades to describe the passing of young, days, months passing of time to describe the passing of time time • I know there was a fire in London • I can recall main events from The Great Fire • I can recall the names of famous people • I can remember parts of stories and of London who lived at the time of The Great Fire of memories about the past London – Samuel Pepys and Sir Christopher Wren Interpreting the past • I know that there are different sources of • I can use a range of sources from the past • I am beginning to know the difference • I can begin to identify and recount some information from the past to find out information between primary and secondary sources of details from the past from sources (eg. information pictures, stories, photographs, books, artefacts) Build an overview • I know that some things happened in the • I can sort items into past and present • I am beginning to understand that things • I can tell the difference between past and past and some are happening now groups that have not yet happened are in the present in own and other people’s lives • I can say what Samuel Pepys and Sir • I can give reasons why Samuel Pepys and future • I can say why people may have acted the Christopher Wren did Sir Christopher Wren acted the way they • I can suggest alternative action that Samuel way they did • I can identify differences between modern did Pepys and Sir Christopher could have • I can identify similarities/differences life and life in 1666 • I can identify similarities and differences taken between ways of life at different times • I can give reasons why the fire started between modern life and life in 1666 • I can give reasons for the similarities and • I can recognise why people did things, why • I know that daily life was different in 1666 • I can explain what changed as a result of differences between modern life and life in events happened and what happened as a • I know that Samuel Pepys and Sir the fire 1666 result Christopher Wren lived in 1666 • I can make simple comments about what • I can tell someone about the legacy of the • I can make simple observations about life was like in 1666 fire different types of people, events, beliefs • I can explain what Samuel Pepys and Sir • I can use primary sources of evidence to within a society Christopher Wren did explain what life was like in 1666 • I can talk about who was important in a • I can explain the lasting legacy of Samuel simple historical account Pepys and Sir Christopher Wren Communicate historically • I can sort events and objects into groups • I can sort events and objects into then and • I can sort events and objects into then and • I can sort events or objects into groups • I can place events and objects on a simple now groups now groups, giving reasons for my choices (then/now) timeline showing now and the past • I can sequence The Great Fire of London • I can sequence The Great Fire of London, • I can use timelines to order events or • I can draw a picture about The Great Fire and the Victorian period on a timeline The Gunpowder Plot and the Victorian objects of London • I can talk, write and draw information to period on a timeline • I can talk, write and draw about things from show what I have learnt about The Great • I can begin to organise information to show the past Fire of London what I have learnt about The Great Fire of London .
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