Year 1 History – Culture/Legacy

Year group: 1 Topic Title: Cohesion- Text links Commented [LN1]: Hi Jon - I've focused my comments on Does where I come from make A bear called Paddington by Michael Bond the first unit, but most of them are generally applicable T1/2 Doctor Xargle’s Book of Earthlets by Jeanne Willis points for reflection. Hope they are helpful. me who I am? Commented [JA2]: there does not seem to be any National • Changes in living memory. cohesion between the subjects currently, this is somethign Curriculum links that needs considering Key Questions History vocab DT vocab Art vocab Key people/figures • Heritage Fruit Primary colour Jenny Urquhart Core • Blood line Vegetable Secondary colour knowledge • Family tree Ingredients Pencil

Assessment Healthy Charcoal Commented [JA3]: There is nothing present here for Art • Beliefs and DT DT • City/urban aspects of Bristol Unhealthy Tone Brunel (HISTORY) Which foods • Memory Seed Texture are healthy to • Bristol Knife Assemble eat and which • Sources Chop Attach are unhealthy? • Engineer Safe Print Design Rubbing • Country What is the Plan Smudge Victorian engineer. • City best tool to cut Label Shade Born in Portsmouth • Location fruit and why? Stipple but did a lot of • Knowle West/ Southmead etc. Media architecture and • How do I plan a Personality Medium building work recipe? • Unique – independent within Bristol. • Wealth Responsible for the Art • Slavery SS Great Britain, What does the • Graffiti art Clifton Suspensions word ‘artist’ • Stencils Bridge and Temple mean? • Unknown Meads – which leads to Paddington History Knowledge DT Knowledge Art Knowledge

Year 1 History – Culture/Legacy What are the Core, powerful, substantive, disciplinary Core, powerful, substantive, Core, powerful, substantive, Station in London primary disciplinary disciplinary (also Brunel). colours? What Domain Knowledge Commented [JA5]: this needs to be subject specific prior colours do I Domain knowledge Domain Knowledge Aardman domain knowledge I can name some famous artist’s mix together to • I live in Bristol. I know some information about Animations (DT) Commented [JA17]: this needs to be subject specific prior I know some of the primary colours make • I am a part of a family (LAC some of the fruit I eat at school and domain knowledge I know how to make some different considerations needed prior!) home Commented [JA9]: secondary colours using primary colours this needs to be subject specific prior • I live in a home which could be a I know the names of some fruits domain knowledge colours? British animation house/flat... and vegetables I know what collage is studio based in • Describe features of own I understand why I use a knife and What collage Powerful substantive Bristol. Famously environment fork to cut up my food Commented [JA18]: This should be covered in the materials work To know who Jenny Urquhart is and known for clay composites and compoenents • List the key events in their life and that she is a Bristol based artist. animation best together? when they happened Composites and components: Commented [JA10]: these need to be in kowledge form Know what mixed media she uses to techniques I know, i understand • List my family members and state Does a plan help you to create? create her images. including Wallace What do I who they are in relation to me What is a fruit? Know that any media can be combined to Gromit, Chicken like/dislike Powerful substantive create a piece of art. Commented [JA6]: This should be covered in the Know what is a fruit and what is a Run and Shaun the about my − Recognise different cultures; for composites and compoenents vegetable Sheep. work? How can example, the BAME community, Composites and components I adapt my religion and social class. Know what defines them-(seeds, How is Bristol portrayed through art? how they’re grown) work? − Know that Brunel lived in Bristol but Art/DT/Music- Artists Know that a lot of fruit we eat isn't from a variety of that he lived in a different time and Who is Jenny Urquhart? grown in this country and is ethnicities History his way of life would be different to imported Which city do I our ways of life now. Know she is a famous Bristol based St Pauls Carnival Know that fruit is meant to be sweet Commented [LN7]: So, for clarity, the heading is the come from? artists Composites and components: and tasty so the seeds are spread composite, and the subheadings (in yellow) underneath are Which country Know she uses Bristol landmarks for the components? and more can grow is that city in? Does where I come from make me who I am? inspiration. Commented [LN8]: Looking at the components, I think Where am I from? Know the name of the Bristol Sort food into groups you have absolutely set out the knowledge content clearly, What type of − Know that we live in a part of Bristol landmarks in her paintings-History link so I think this is looking good. What food is healthy and building do I (Knowle West or other) Know the name of the media she uses unhealthy? Commented [JA11]: food live in? − Know that my friends and family in her paintings. might live in different cities. Know what healthy and unhealthy Commented [JA12]: changed to knowledge based

means, How can I make different colours? Who’s in my − Know what type of building my home Commented [JA19]: this is covered further up the school is (bungalow, detached etc.) Know how healthy/ unhealthy foods Know all the primary colours- EYFS link also so is there enough prgression? family and affect our bodies e.g fruit and − Explain why I go to my school based Know how to make secondary colours vegetables contain vitamins and using primary colours. do they know what a primary colour adn a secondary colour on its location. are?

Year 1 History – Culture/Legacy where do we minerals, some food contains lots of Understand how just small amounts of come from? Who is my family? fats which isn’t healthy for our body additional colours can change the tone- Commented [JA13]: examples? To talk about why it’s important to white, black, − Know who is in my immediate family. Commented [JA20]: this makes it sound like any colour What is a − Know who members of my family are eat a range of food family tree? in relation to me e.g. Vicky is my How do I add different media to my Do I know grandmother, Ben is my cousin and work? everyone on Sam is my uncle. What do we use to cut different Know what materials work well to this tree? Why, − Know what a family tree is. fruit? create different textures-newspaper, why not? − Show understanding through my crepe paper, tissue paper Commented [JA4]: where is the core knowledge and family tree to show bloodline. Know what people used to use to Compare the differences between questions for art and DT What can I − Know where my family is from. cut up food before we used pencil and charcoal- which works remember − Know what a timeline is. standard tools- stones better? that’s − Know and understand key events in Know how to layer materials happened in my life and position these on a time my life? line. How do I create a piece of art inspired Know what tools are appropriate to by Jenny Urquhart? How is my life different to someone else’s in cut fruit my class? Know how to use knowledge learnt so far to create a piece of art using a range − Understand and list the examples of Misconception- we can cut soft fruit of materials, media and colours. languages spoken by children/families with a spoon but should we use a

in my class. spoon? Know how to evaluate, reflect and − Understand that different places amend the work. within a country have different Know how to safely cut using a knife

accents – Bristolian (Bristol), Welsh Key Figures: Jenny Urquhart (Wales), Scottish (Scotland) and Irish Understand there are different tools Mondrian’s use of primary colours (Northern Ireland). to cut with, Commented [JA14]: some examples - like pizza slice, saw Links: progression from colour mixing − Understand that different people in and exploration in EYFS my class live different lifestyles due to I know which tool is most History link- Famous Bristol landmarks their culture – food, religious beliefs appropriate DT link- Brunel and the Suspension (EG children who practise LENT) and Bridge festivals/carnivals. Understand why we choose Commented [JA15]: reworded in knowledge form

− Know and compare different cultures particular tools within my class; for example, the BAME community, religion and social

Year 1 History – Culture/Legacy class. T note – just touch on this as it Why do we need to plan our recipe? Commented [JA16]: why plan what ? will push the higher attainers. Know why we need to plan recipes − Understand different religious festivals that my class mates might Know what elements we need to experience. plan 1st, 2nd 3rd etc − Make a comparison between my life and my class mates of different Know how to plan the fruit salad culture. using pictures and labels − Participate in a key religious festival Understand how to create the fruit which has been passed down through salad then taste! generations (for example – Diwali) Know how to Evaluate, reflect and amend.

Possible book links- The Very Hungry Caterpillar Oliver’s fruit salad Oliver’s vegetables Avocado baby Handa’s Surprise

Trips and Visits Hinterland (practical activities): Trip around the local area to see features such as the library, local parks, supermarkets, the post office. Useful web links: Trip to the M Shed for local history insight into how the area has developed, what https://www.twinkl.co.uk/resource/my-family-tree-t-t-198 - blank family tree it’s land use would have been in the recent past. https://www.youtube.com/watch?v=8uPRJeRSjXk- video to introduce Family photo – Parental engagement – encourage family members to come in and https://www.youtube.com/watch?v=O-sls-CzzlQ- book on a family tree discuss family history but be aware of LAC and use social media to make sure Mr Measures follows compass directions to find his buried treasure from bbc.co.uk parents and carers are clear in resources expected. https://www.tes.com/teaching-resource/local-area-bingo-sheet-3011324- what’s in my local area bingo. Where can this take you Work for the council Scaffolding: Builder Sentence starters: Teacher Evidence: Care worker This source shows that... Historian I found out that...

Year 1 History – Culture/Legacy Architect The evidence from _____ is _____ Town planner Explain: Archiver This means that... Historian This is true/false because... Local authority house/planning dept Link: Religious figures I know ____ because... It is clear that... Bristol Links- Events/Key figures • Banksy and local graffiti artists PP • J.K. Rowling was born in Yate, just outside of Bristol, a few miles south of a Deploy intervention appropriately to ensure domain knowledge is understood – town called Dursley (yep, those Dursleys). Her father also an engineer for e.g. pre-teach. Rolls Royce in Bristol. Re-cap knowledge – ‘fast 5’ – at the start of the lesson which will allow knowledge to be remembered before moving on. Misconceptions Liaise with parents more Send out the key dates for the visitors and the request to In some cultures, it may be seen as a sign of respect to call someone not related to bring photos etc in. you auntie/uncle/cousin. Invite parents in for KO overview chats/coffee morning – pre-teach to parents possibly with a parent drop in. The question of this component will not easily be answered by all children. Post video of the KO onto the school Facebook to increase engagement. EAL Children may be unaware that not everyone who lives in the UK was born here. Imagery to support learning- images of different housing types in different languages e.g. bungalow Children may not be aware how much the communities range across Bristol in Relevant links to their countries made- what did their previous house look like? terms of % of ethnicity. How did it differ? Word banks used for housing types, key features in the local area e.g. library and Brunel was not born in Bristol. the names of different areas in Bristol. Discuss multicultural nature of Bristol how the communities vary in % of ethnicity e.g. where are there more Polish shops that we can try food from? Extension for experts How has Bristol changed in your life time? Do you know of any other famous Bristolians? Can you present to the class on these? Dual coding: Check all slides for diagrams, labels- reading exactly what is on the slides then explaining it all more afterwards so children don’t have different channels in use Using family trees and talking about it- taken from TES

Year 1 History – Culture/Legacy

Diagrams/maps of Bristol- taken from IPTC Photo Metadata.

.

Year 1 History – Culture/Legacy Year group: Topic Title: Cohesion- Text links 1 Bristol docks – for tourists or Mystery on the Docks by Thacher Hurd A Book of Bridges: Here to There and Me to You by Cheryl Keely T3/4 trade?

National • Significant historical events, people and places in their own locality Curriculum • The lives of significant individuals in the past who have contributed to national and international achievements. links Key History vocab DT vocab Music vocab Art vocab MFL vocab Key figures/people Commented [LN21]: Are these people referenced in the Questions • Time line components? If not, you will need to decide which must be People • Docks taught, and which are 'hinterland'. Core • Trade knowledge • Tourism/tourist Assessment • Slavery /slave • Wealth • Industry Brunel – Invented What is a • Port the SS GRW SS dock? • Merchant Great Britain and

• Campaigner Clifton Suspension What is a • Factory Bridge port? • Railway

• Bridge Where are • Bristol Ship Docks? • Harbour • Tobacco/cigarette What is the • Population slave trade? • Portway Eilis O’Connel

History Knowledge DT Knowledge Music Art MFL designed Pero’s

Year 1 History – Culture/Legacy How did the Core, powerful, substantive, disciplinary • bridge (reference Commented [LN22]: I like this colour-coding, but of slave trade Domain Knowledge: in Art) course some will overlap - for example, core knowedge that bring wealth is also powerful. Or maybe all 'powerful' knowledge is also to Bristol? • 'core' - so some are subsets of others? It's probably not that Know we live in Bristol. important, but just something to bear in mind.... • Name some landmarks from Bristol (e.g. SS GB, Suspension William Jessop - When did Bridge, the Docks, the zoo, designed the the slave Floating Harbour, Cabot Tower) modern floating trade end? • Understand that the Bristol docks harbour (1809) are a landmark What goods • Know that the river Avon runs Anti-slavery did Bristol through Bristol. activists – John trade in? • Talk about features of a familiar Weasley, Hannah environment in Bristol e.g. the More, Anne What did park, doctors, post office, the Yearsley, Mary Brunel docks, the Suspension Bridge Carpenter, Robert design? Southey Powerful substantive: Commented [LN23]: This is very powerful - but is also • Know how and why things are very challenging for Y1 potentially, as I noted in the HLP I When was made g.g. boats and travel William De La think. the modern Founte – A Bristol Helping pupils grasp these ideas, with sufficient background systems are made from steel in knowledge, will be key. dock built? steel works and are used to Merchant and one travel and move things around of the first English the world. entrepreneurs to How did • Use past tense correctly. When profit from the Brunel talking about current knowledge slave trade impact of the docks. industry in • Know that merchants traded in Edward Colston- Bristol? people because there was a English merchant demand for labour and this was a and member of cheap option. the Conservative Why did the • Know that everyone didn’t agree party who was docks move with slavery and they argued that involved in the to it was unethical. Atlantic slave Avonmouth? trade.

Year 1 History – Culture/Legacy • Know that the slave trade was Colston had his abolished due to the ships memoir statue What other making more profit. King George pulled down industries 3rd made a new law to abolish during the BLM (other than slavery. protest. shipping) brought Composites and components: Pero Jones – Was Commented [LN24]: So, for clarity, the heading is the wealth to Bristol docks- for tourists or trade? a slave in Bristol composite, and the subheadings (in yellow) underneath are Bristol? What are the Bristol Docks? who had a bridge the components? − Know that a dock is an enclosed named after him. Commented [LN25]: Looking at the components, I think area of water in a port for Slave for William you have absolutely set out the knowledge content clearly, What are loading and unloading and Pinney, he arrived so I think this is looking good. the docks repairing ships. in Bristol in 1784. used for − Know that a port is a place at the now? edge of a body of water for ships Places to unload their cargo. How is the − Bristol docks are located within Bristol docks history of the city centre. Bristol Docks Avonmouth celebrated? How did trade in the docks bring wealth to Bristol? Clifton How is the - Wealth was initially brought to use of the Bristol through the slave trade. London dock - William de la Founte – Wealthy different Bristol merchant was the first slave Continents – today? trader in England (1480) Africa and America - Edward Colston from 1672 and 1689 transported over 80,000 people from Africa to the Americas. - Over 2000 voyages made between late 17C and 1807 when the slave trade was abolished. - Half a million people were transported from Africa to America.

Year 1 History – Culture/Legacy - Anti-slavery campaigners, inspired by Non-conformist preachers such as John Wesley, started some of the earliest campaigns against the practice. Prominent local opponents of both the trade and the institution of slavery itself included Anne Yearsley, Hannah More, Harry Gandey, Mary Carpenter, Robert Southey, William Wordsworth and Samuel Coleridge. - In the early 19C Bristol traded in brass and copper to Africa. - Smaller industries included glass, soap, sugar and paper. - Factories were powered by water from the Avon, then later steam power. - In 1809 William Jessop designed the floating harbour to make the docks more accessible and safe for ships. - Make simple observations about different types of people, events, beliefs within a society (similarity/difference) - Recognise why people did things, why events happened and what happened as a result (cause and consequence) - Know that merchants traded in people because there was a demand for labour and this was a cheap option.

Year 1 History – Culture/Legacy - Know that everyone didn’t agree with slavery and they argued that it was unethical. - Know that the slave trade was abolished due to the ships making more profit. King Goerge 3rd made a new law to abolish slavery. - How did the geography of Bristol support trade of goods (natural resources)?

How was industry developed in the docks? - Brunel developed Great Western Railway which linked London to Bristol. This meant more goods and wealth coming from London. (Covered in detail in year 2) - SS Great Western (1833-38) and SS Great Britain (1843) - Clifton Suspension Bridge opened in 1864. - At the end of the 19th Century main industries were tobacco and cigarette manufacture - Ship building continued until the 1970s in Bristol. The main company was Charles Hill and Sons. - The dock moved to Avonmouth where there was more space. This move reduced congestion and allowed development of the “floating harbour”.

Year 1 History – Culture/Legacy - In 1926 the Portway was built linking the floating harbour and the new docks. - Air craft industry came to Bristol in 1910 and has been an important part of Bristol’s History since then. This became more important to Bristol’s industry than shipping. - Talk about who was important e.g in a simple historical account (significance) talk about Brunel or Edward Colston. - Understand some ways we find out about the past (Historical enquiry) - Know that Brunel has an impact on Bristol today by creating many of the features of Bristol that tourists come to visit. - Know that tobacco and cigarette industries are no longer the biggest industries due to the health problems they cause. - Know that aircraft became a more important industry than shipping as it was quicker.

How does tourism bring wealth to the modern Bristol Docks? - Pero’s Bridge (a famous Bristol Landmark) is a foot bridge that spans the St Augustines Reach in Bristol Harbour.

Year 1 History – Culture/Legacy - It was named after a slave Pero Jones - Today tourists and locals visit the bridge and attach padlocks to it. - Bristol Harbour festival is an annual event which celebrates the city's maritime heritage and the importance of Bristol's docks and harbour. - One of the UK’s largest festivals where Bristol showcases it’s music and performance roots. - Recognise why people did things, why events happened and what happened as a result (cause and consequence) - Identify different ways in which the past is represented (Interpretations) - Identify similarities / differences between ways of life at different times (similarity/difference) - Are the docks more important for tourism now or as they were for trade? - How does Bristol’s population feel about the slave trade today? (Black lives matter movement) Trips and Visits Hinterland(practical activities) Commented [LN26]: Hinterland and scaffolding are really Visit the Docks – to compare what the docks is like today (tourism) compared Useful web links: different things. We will look at scaffolding in a KIT in 2 to the past (trade) weeks time, which should be useful. Pero’s Bridge – think about why the bridge was build in honour of Pero Jones https://www.ssgreatbritain.org/ Story of SSGB Hinterland is that additional knowlege that wraps round the what does it represent to the people of Bristol today? https://kids.kiddle.co/History_of_Bristol Extension facts about Bristol core knowedge to make it meaningful and memorable, but is http://www.bbc.co.uk/bristol/content/articles/2007/02/28/abolitionists_feature.shtml not the essential content that pupils must remember. More on abolitionists (slave trade)

Year 1 History – Culture/Legacy Edward Colston Statue (in the museum or empty stand) – Look at where the https://www.bbc.co.uk/news/uk-england-bristol-42404825 statue used to be and where it is now. Why did people take it down? Why did Information about Edward Colston and the statue this happen in 2020? https://www.bristolharbourfestival.co.uk/ The modern day docks – tourism and celebration of the habour Where can this take you Scaffolding Sentence starters Engineer Sailor Evidence: Artist/designer This source shows that... Campaigner I found out that... Philanthropy The evidence from _____ is _____ Entrepreneur Politician Explain: Tradesman – building This means that... Music and entertainment industry This is true/false because... Tourism industry Link: I know ____ because... Bristol Links/Events It is clear that... • Harbour festival • Black Lives Matter Protest PP • St Paul’s Carnival and the trade it brings Make sure they have a solid understanding of the domain knowledge e.g. Bristol’s position in the UK, Bristol landmarks (river Avon, the docks, the suspension bridge) Misconceptions Deploy intervention appropriately to ensure domain knowledge is understood – EG pre- teach • Children not understanding and knowing the difference between a Recap knowledge – pop quiz – at the start of each lesson which will allow knowledge to dock and a harbour. be remembered before moving on. • Children might not understand what a slave was and why some people Liaise with parents more were slaves and others weren’t Invite parents in for KO overview chats/coffee morning – pre-teach to parents. • Children might not understand that what we are discussing is in the past as they have not really been taught history before. • Children might not understand what a campaigner is or why people EAL would try and stop something. Imagery to support learning – images of the docks, the railway station, SS Great Britain, • Children might not understand that products such as glass, paper, Pero’s Bridge. Historical images so they are able to draw comparisons. Images to sugar has to be made and does not just appear. support historical language e.g. time line/merchant.

Year 1 History – Culture/Legacy • Children might not recognise that planes were only invented in the last Relevant links to their countries made – What do docks look like in their country of century. origin? Was there country part of the British empire or trade links? • Children might not understand what ‘trade’ is. Discuss multicultural nature of Bristol – What draws people to Bristol? Why did they • Children might not undertsnad what tourism means and what a tourist move here? is. • Children might not understand that the historical docks and the Extension for experts Commented [LN27]: We are going to explore this more in modern harbour are the same places. Focus points: slave trade, changes in industry, comparing modern day docks to their a KIT in a couple of week's time ..... you might want to tie the historical use – drawing conclusions. extension (deepening is an alternative name) to the - Why did merchants trade in people? components - so the link is made to the actual content. - Did everyone agree with this? - Why was the slave trade abolished? - How does did the geography of Bristol support trade of goods (natural resources)? - Can you see Brunel’s impact in Bristol today? - Why are the tobacco and cigarette industries now longer the biggest industries in Bristol? - Why did air craft become a more important industry to Bristol than Shipping? - Are the docks more important for tourism now or as they were for trade? - How does Bristol’s population feel about the slave trade today? (Black lives matter movement) - How does Bristol’s population feel about the slave trade today? (Black lives matter movement) - Are the docks more important for tourism now or as they were for trade?

Dual coding More visual and listening. Check all slides for diagrams, pictures and labels- reading exactly what is on the slides then explaining it in more detail afterwards so the children don’t have different channels in use.

Component 1: • Diagrams of a dock and a port with labels • Photographs of Bristol docks (past and present) • Map of UK with Bristol marked Component 2:

Year 1 History – Culture/Legacy • Drawings/imagery of Bristol during the slave trade • Images of key people: William De La Founte, Edward Colston and Anti-Slavery Campaigners • Images of factories along the avon. • Arcitectual l drawings of the floating harbour Component 3: • Pictures of GWR, SS Great Britain, Clifton Suspension Bridge • Pictures of the tobacco factory – then and now • Pictures of ship building in Bristol Docks (1970s) • Photographs of the port way (then and now) • Older photograph of Filton air field. Component 4: • Photo of Pero’s bridge • Imagary of Bristol harbour today • Pictures of Bristol Harbour festival

Year 1 History – Culture/Legacy Year group: 1 Topic Title: Cohesion- Text links By sea or by air? Planes by Fiona Patchett T5/6 Rosie Revere, Engineer by Andrea Beaty Amelia Earhart by Isabel Sanchez Vegara The Twenty-one Balloons by William Pene du Bois National • Events beyond living memory that are significant (first aeroplane flight) Curriculum links • The lives of significant individuals in the past who have contributed to national and international achievements • Significant historical events, people and places in their own locality. Key History vocab DT vocab Music vocab Art vocab MFL vocab Key Questions • Past figures/people/places

• Explorer The Wright Core • Compare Brothers- Orville knowledge • Timeline and Wilbur. First Assessment • Time period powered and

• Benefit sustained flight. How did • Engineer people try to • Docks fly? • Wealth

• Industry Who invented Amelia Earhart- • Port the first feamle aviator • Merchant aeroplane? to fly solo across • Bridge the Atlantic Ocean. • Who made Ship the first • Harbour flight? • Tourism • Railway Why is flight a • Airport progression • Runway British Aircraft from boats? • Aerospace Corporation (BAC) • Aeroplane - Sir George White • Concorde from Bristol History Knowledge DT Knowledge Music Art MFL formed this.

Year 1 History – Culture/Legacy What were Core, powerful, substantive, disciplinary the benefits of concord? Domain Knowledge: How was/is • (1903) The Wright Brothers make the Bristol so first manned, powered, controlled important to flight. Amy Johnson CBE the • (1932) Earhart second person and first First woman to fly development woman to fly solo across the Atlantic. solo from England of air travel? • (1970s) Aérospatiale and Bristol to Australia. Aeroplane Company unite to develop How have Concorde, the first and only airplanes supersonic civilian aircraft. changed? • The Bristol and Bath region’s aerospace sector is home to the operations of numerous industry giants including Rolls-Royce, Airbus and GKN Aerospace.- Labelled ‘globally significant’ Bristol airport Powerful substantive: • By the late 1920s, aero engines made Filton airfield up most of Rolls-Royce's business. • Bristol hosts one of the largest and most significant aerospace clusters in the world, worth more than £7 billion. Of the 15 international giants of aerospace, 14 have bases in the South West of England, while the region is also home to a strong network of world-class supply chain companies. • Aeroplane production began on the Filton site in 1910, less than two years after the first recorded flight of a powered aeroplane in British skies.

Year 1 History – Culture/Legacy • 2005/6- First nonstop, round-the- world flight by solar and battery powered airplane is complete. • Airbus release the A380 double- decker civilian jet.

Composites and components Who created the first aeroplane? − The Wright Brothers 1903 created first successful airplane − The first airplane was called the flyer − The brothers built their own engine − First attempt only flew for 3 ½ seconds, longest flight was 59 seconds but this was ground-breaking − How do we know that this happened − How reliable is the information − How can we distinguish fact/fiction

Was flying more of an engineering feat than sailing? − Planes produce CO2 emissions and are bad for the environment − A flight is significantly faster than a boat journey (London to NY 11 hours flight/5 days on a boat) − Sailing boats are more friendly for the environment − Cruise ships emit 3 times more carbon emissions than aircraft − First boat 8,000 BC.

How have aeroplanes developed over time?

Year 1 History – Culture/Legacy − 1903 Flyer was made from wood and muslin cloth − Planes today are made from aluminium − Pilots used to lay in the middle of the plane and use wing warping to control roll − Planes today have seats and pilots sit in the cockpit with controls − Some of the first planes were made to carry mail − Planes now carry people and lots of other goods − Amelia Earhart plane went missing with no trace − Planes now have black boxes to track them − Comparing sources and making an opinion

How is/was Bristol so important to the aerospace industry? − BAC worked with France to create Concorde − Concorde was first supersonic flight − Bristol is home to Rolls Royce, GKN aerospace and Airbus − 14/15 world leading aerospace companies have base in Bristol − 90,000 jobs and worth £7 billion − Cutting edge innovations − Airbus= 50% of world’s market − How reliable is the information

Year 1 History – Culture/Legacy How have planes changed the way we live? − Planes have changed travel time from months to hours − Airplanes led to the development of more advanced computers and software − Airplanes and helicopters used to rescue in remote locations − Airpower helped scout enemy movements in the war − Aviation led directly to development of space rockets. − Brought us satellites for TV, radio, Mobile texting, GPS maps etc. − Can trade perishables quickly Wow Day – Hinterland (practical activities) Read planes by Fiona Pratchett to begin to understand why planes fly. Useful web links: https://www.foldnfly.com/index.html#/1-1-1-1-1-1-1-1-2 https://www.bbc.co.uk/teach/class-clips-video/pilot/zdgtscw - Job of a pilot Make a variety of different style paper airplanes and test.

https://www.youtube.com/watch?v=fZyZxDWjkZ0 - The Wright Brothers Story

Trips and Visits https://www.youtube.com/watch?v=q3beVhDiyio - Wright brothers first flight

Visit the Aerospace museum. https://www.hamilton-trust.org.uk/topics/key-stage-1-topics/commemorating- events-beyond-living-memory/first-aeroplane-flight/ Visit from a mechanic or engineer? https://aerospacebristol.org/bristol-built Visit from Rolls Royce to school. https://en.wikipedia.org/wiki/Cameron_Balloons Where can this take you - Pilot Scaffolding - Air Hostess Sentence starters: - Engineer Evidence: This source shows that...

Year 1 History – Culture/Legacy - Inventor I found out that... - Work at Bristol Airport The evidence from _____ is _____ - Cruise ship entertainer/chef etc. - Navy Explain: - RAF This means that...

- Sailor This is true/false because...

Bristol Links- Events/Key figures Link: • Filton, Whitchurch, Hengrove I know ____ because... • Rolls Royce (JK Rowling’s dad was an engineer for them!) • Cameron Balloons- Bedminster It is clear that... • BAC- Concorde PP Misconceptions Deploy intervention appropriately to ensure domain knowledge is understood – EG pre-teach. Recap knowledge – pop quiz – at the start of the lesson which will allow knowledge to be remembered before moving on. Liaise with parents more Invite parents in for KO overview chats/coffee morning – pre-teach to parents.

EAL Imagery to support learning Relevant links to their countries made. Word banks used. Discuss multicultural nature of Bristol.

Extension for experts What had a bigger impact on our culture- flying or sailing? How did Concorde benefit the economy? Who was more influential Amy Johnson or Amelia Earhart?

Dual coding More visual and listening. Little text on slides, mainly images.

Year 1 History – Culture/Legacy