Creekmouth Heritage Project – Schools' Learning Resources For

Creekmouth Heritage Project – Schools’ Learning Resources for Key Stages 1 &2

Content: Schemes of Work, example lessons (two pilot lessons to be taught by Learning Co- ordinator), additional ideas and resources

1. Maritime Theme – centred around the Princess Alice Steam Ship Disaster 3/9/1878

Scheme of Work for Key Stage 1 Learning Objectives – based on the new Primary Curriculum from September 2014

Inclusion - with the class teachers’ guidance and advice: To ‘set high expectations for every pupil...planning stretching work for pupils whose attainment is significantly above the expected standard...and also planning for pupils who have low levels of prior attainment or come from disadvantaged backgrounds.’ To ‘ensure that there are no barriers to every pupil achieving, including obtaining advice on approaches to identification of need, access to specialist equipment and different approaches, [for children with special educational needs and disabilities, with reference to the SEN Code of Practice to establish] what needs to be done for them.’ Providing for, ‘the needs of pupils whose first language is not English’. To take: any relevant opportunity, ‘to develop pupils’ mathematical fluency... confidence in numeracy and other mathematical skills.' To develop: pupils’ spoken language, reading, writing and vocabulary, as integral to the teaching of every subject.

History – to develop pupils’ understanding of ‘continuity and change’, ‘similarities and differences’ by contrasting life in Victorian Creekmouth with the children’s experiences of their local area, as identified in the new curriculum. With a particular focus on a ‘significant historical event...in their own locality’ – The Princess Alice Steam Ship disaster - which occurred on the River Thames by Creekmouth in 1878. This resulted in Britain’s worst ever river disaster, claiming almost 650 lives. Also to emphasise the humanity shown by the Creekmouth community in response to the incident, including the bravery of those who rowed out to rescue several of the passengers and the kindness and hospitality of the residents who cared for them (evidenced in contemporary reports).

English – Spoken language - to provide pupils with opportunities to: listen and respond appropriately to adults and their peers; ask relevant questions to extend their understanding and knowledge; use relevant strategies to build their vocabulary; articulate and justify answers, arguments and opinions; give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings; maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments; use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas; speak audibly and fluently with an increasing command of Standard English; participate in discussions, presentations, performances, role play, improvisations and debates; gain, maintain and monitor the interest of the listener(s); consider and evaluate different viewpoints, attending to and building on the contributions of others; select and use appropriate registers for effective communication.’ Reading comprehension – to provide opportunities for pupils to: develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently; being encouraged to link what they read or hear read to their own experiences; becoming very familiar with key stories... retelling them and considering their particular characteristics; recognising and joining in with predictable phrases; learning to appreciate rhymes and poems, and to recite some by heart; discussing word meanings, linking new meanings to those already known; discussing the significance of the title and events; making inferences on the basis of what is being said and done; predicting what might happen on the basis of what has been read so far; participate in discussion about what is read to them, taking turns and listening to what others say; explain clearly their understanding of what is read to them.’ [‘Read’ can be substituted to ‘told’ for the storytelling session...] also for year two: explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.’ Writing composition – to provide opportunities for pupils to: write sentences by: saying out loud what they are going to write about; sequencing sentences to form short narratives; re-reading what they have written to check that it makes sense; discuss what they have written with the teacher or other pupils; read aloud their writing clearly enough to be heard by their peers and teachers.’

Art and craft – Pupils will have opportunities to, ‘use a range of materials creatively to design and make products’, using, ‘drawing, painting and sculpture to develop and share their ideas, experiences and imagination’... developing their techniques, ‘in using colour, pattern, texture, line, shape, form and space...’ With the opportunity to learn about local artists’ work, ‘describing the differences and similarities between practices and disciplines and making links to their own work.’

Resources (provided)

Inter-school loan box of storytelling objects – Victorian themed - to depict the Princess Alice Steam Ship disaster, illustrate the story and stimulate discussion... [with corresponding fact cards for teaching/support staff, and Key Stage 2 pupils] Craft materials i.e. clipboards, paper and pencils, etc... Example poems/songs and Newspaper headlines/strap-lines about the disaster Rules for the Port/Starboard game Information/resources for experiencing a Victorian ‘Sunday School Treat’

Lesson Activities – Victorian Creekmouth

Two of these, in the first instance, to be led by the project learning consultant and observed by staff who may teach this unit going forward, it may be taught as a themed week or several related lessons over a half term: 1. An introductory storytelling Session: with object handling, group discussion and small group drama activities about the Steam Ship disaster and Victorian Creekmouth. 2. A visit to Creekmouth Open Space: to view the site of the disaster in the River Thames, information board, the memorial plaque and hopefully the new mosaic art installation, representing the disaster and Victorian Creekmouth. This can be a family visit as a homework. 3. Creative responses: art work – drawings and/or paintings illustrating the story of the River Thames disaster and/or Victorian Creekmouth, this could take more than one lesson. 4. Further opportunities for literacy work (reading and writing): i.e. Year 1 Poetry: reading and creating short texts using rhythm and rhyme; Year 2 Information Texts: reading and writing captions for their art work and/or newspaper headlines and strap-lines. 5. Themed PE activities: Port/Starboard game – with maritime themed instructions for actions. 6. A Victorian Sunday School Treat: a whole class role play of a typical Victorian Creekmouth party for the children with example foods and activities/games. 7. These lessons could be enhanced by a visit to Valence House for a specially tailored local history visit on Victorian Creekmouth or a ‘Queen Victoria’ educational day or to Eastbury Manor House for a ‘Victorian Christmas’ activity day. Detailed lesson plans and resources to be provided by learning co-ordinator... Creekmouth Heritage Project – Schools’ Learning Resources for Key Stages 1 &2

1. Maritime Theme – centred around Victorian Creekmouth and the Princess Alice Steam Ship Disaster 3/9/1878

Scheme of work for Key Stage 2

Learning Objectives - based on the new Primary Curriculum from September 2014

Health and safety - when working with tools, equipment and materials, in practical activities and in different environments, pupils should be taught about hazards, risks and risk control.

History – to provide pupils with the opportunity for ‘a local history study’ as identified by the new history curriculum for Key Stage 2, where, ‘a study over time tracing how several aspects of national history are reflected in the locality...’ and ‘a study of a site... that is significant in the locality’. This Maritime unit would focus on the Creekmouth area during the Victorian era and enable opportunities for students to handle real/replica objects and costumes from this period and explore how the lives of people living Creekmouth Village during the reign of Queen Victoria, differed to those living in the Thames View and Riverside communities today. In addition to the maritime theme, pupils could compare children’s lives then and now, including schooling.

English – Spoken language - to provide pupils with opportunities to: listen and respond appropriately to adults and their peers; ask relevant questions to extend their understanding and knowledge; use relevant strategies to build their vocabulary; articulate and justify answers, arguments and opinions; give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings; maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments; use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas; speak audibly and fluently with an increasing command of Standard English; participate in discussions, presentations, performances, role play, improvisations and debates; gain, maintain and monitor the interest of the listener(s); consider and evaluate different viewpoints, attending to and building on the contributions of others; select and use appropriate registers for effective communication.’ Reading comprehension – to provide opportunities for pupils to: develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently; being encouraged to link what they read or hear read to their own experiences; becoming very familiar with key stories... retelling them and considering their particular characteristics; recognising and joining in with predictable phrases; learning to appreciate rhymes and poems, and to recite some by heart; discussing word meanings, linking new meanings to those already known; discussing the significance of the title and events; making inferences on the basis of what is being said and done; predicting what might happen on the basis of what has been read so far; participate in discussion about what is read to them, taking turns and listening to what others say; explain clearly their understanding of what is read to them.’ Resources could include Victorian newspaper reports on the disaster, to be read and modelled for their own reporting. Writing composition – to provide opportunities for pupils to: write sentences by: saying out loud what they are going to write about; sequencing sentences to form short narratives; re-reading what they have written to check that it makes sense; discuss what they have written with the teacher or other pupils; read aloud their writing clearly enough to be heard by their peers and teachers.’

Computing - To encourage pupils to be 'responsible, competent, confident and creative users of information and communication technology.' Computers could be used for research and/or word processing i.e. newspaper articles...

Art and craft – there are also linked creative responses to this heritage topic, including the recreation of the Creekmouth village as a piece of art, i.e. as a 3D model (using craft materials and recycled cardboard boxes etc). Pupils will have opportunities to develop techniques, such as, ‘their control and their use of materials, with creativity, experimentation and an increasing awareness of art and design’, using examples of local art work and the works of local artists. They could also use, ‘sketch books to record their observations ... review and revisit ideas...’

Resources (provided)

Inter-school loan box of storytelling objects – mainly Victorian themed – to depict the Princess Alice Steam Ship disaster (a comprehensive list of objects to follow below). A set of relevant laminated fact cards – each card will provide the historical facts behind one of the objects: explain its relevance to the story and suggest discussion points i.e. for a souvenir of the day out, the card could provide – information on the object, i.e. an explanation of the popularity of Victorian day trips, reveal its relevance to the story i.e. many of the day-trippers went to visit Rosherville Pleasure Gardens/Sheerness and prompt a discussion of how and where we travel on day trips todayi.e. typical destinations... Craft materials i.e. clipboards, paper and pencils, etc... Handouts i.e. example poems and songs and/or newspaper reports - about the disaster, also modelling sheets to help them create their own versions. Rules for the Port/Starboard game... Information and resources for Victorian schooling activities/role play.

Lesson Activities – Victorian Creekmouth

1. An introductory storytelling session (initially facilitated by the project learning Consultant) – involving pair work: each pair to receive an object from the loan box and a corresponding fact card. On one side of the card is a picture of the object and a number representing its chronological place in the story. On the other side of the card there will be prompts to help the pair feedback to the class, these will request pairs to: 1. Describe their object to the class – what they think it is /would be used for... 2. Explain how it links to the story of the SS Princess Alice disaster using the facts on the card. 3. Discuss a related theme with the class, i.e. for the Lifebuoy, the importance of learning to swim. Each pair will feedback about their object in number order to effectively tell the story of the Thames tragedy. A follow up activity could allow pupils to act out, ‘freeze-frame’ and/or ‘hot-seat’ a moment from their story using/referencing their object. 2. A visit to Creekmouth Open Space – to view the site of the disaster in the River Thames, information board, memorial plaque and hopefully the new mosaic art installation representing the disaster and Victorian Creekmouth. This could be linked to a visit to Valence House – local history sessions on Victorian Creekmouth... 3. Creative responses to the story – a piece of art or craft representing the Thames disaster or Creekmouth Village in Victorian times i.e. a class model made from recycled cardboard boxes and craft materials, or a group/whole-class mosaic or collage (inspired by the art work on/near Squibb’s factory at Creekmouth Open Space. This may take more than one lesson to plan and produce. 4. Further Opportunities for literacy work – reading and recreating Victorian Newspaper articles about the SS Princess Alice Disaster. In response to original examples, the pupils in pairs/small groups could produce their own reports – using conventions such as headlines, artists impressions/sketches of the disaster, personal accounts of the tragedy and other relevant facts about the aftermath of the disaster... This could be achieved using IT resources/skills and would be likely to take several lessons to research, plan and produce. 5. Themed PE activities – Port/Starboard game – active action game with a maritime theme 6. Victorian Local History: Schooling – pupils could find out about/re-enact a typical day in a Victorian village school – with reference to 1902 entries from the original Creekmouth Board School Log Book (it opened the year after Victoria died) and research into the preceding Lawes’ Factory school and Church run school in Creekmouth Village from the 1850s and through the Victorian era. 7. Learning about living in Victorian Creekmouth could be enhanced by an educational visit about Local and/or Victorian History at Valence House or an activity day about the typical ‘Victorian Christmas’ at Eastbury Manor House.

Detailed lesson plans and resources to be provided and learning outcomes measured by learning co-ordinator...

Creekmouth Heritage Project – Schools’ Learning Resources for Key Stages 1 &2

2. Nature Theme – Being nature detectives: investigating the local environment

Scheme of work for Key Stage 1 Learning Objectives – based on new national curriculum for primary schools, 2014

Inclusion – with the class teachers’ guidance and advice: To ‘set high expectations for every pupil...planning stretching work for pupils whose attainment is significantly above the expected standard...and also planning for pupils who have low levels of prior attainment or come from disadvantaged backgrounds.’ To ‘ensure that there are no barriers to every pupil achieving, including obtaining advice on approaches to identification of need, access to specialist equipment and different approaches, [for children with special educational needs and disabilities, with reference to the SEN Code of Practice to establish] what needs to be done for them.’ To include: provision for, ‘the needs of pupils, whose first language is not English’. To provide: relevant opportunities, ‘to develop pupils’ mathematical fluency... confidence in numeracy, and other mathematical skills.’ To develop: ‘pupils’ spoken language, reading, writing and vocabulary, as integral to the teaching of every subject’.

Health and safety – ‘when working with tools, equipment and materials, in practical activities and in different environments, i.e. nature trails – pupils should be taught about hazards, risks and risk control...’ The Nature trail requires a risk assessment to be carried out, and a focus on appropriate footwear and warm clothing for those taking part. Also take the opportunity to raise awareness of the, ‘Country code’ and the importance of caring for our local environment.

Science – To help pupils 'to answer scientific questions about the world around them...' To encourage them to 'use, technical terminology accurately and precisely...build up an extended specialist vocabulary and apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. ' To engage with types of scientific enquiry including: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources.' Use ‘discussion to probe and remedy their misconceptions.' Key Stage 1: 'to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions... They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences...' Encourage pupils to follow, 'practical scientific methods, processes and skills through the teaching of the programme of study content: • asking simple questions and recognising that they can be answered in different ways • observing closely, using simple equipment • performing simple tests • identifying and classifying – patterns and relationships • using their observations and ideas to suggest answers to questions - discussions • gathering and recording data to help in answering questions - communicate in a range of ways using simple scientific language. Enabling them to 'identify and name a variety of common wild and garden plants, including deciduous and evergreen trees and identify and describe the basic structure of a variety of common flowering plants, including trees. Y1 - Pupils should use the local environment throughout the year to explore and answer questions about plants growing in their habitat. Pupils will be encouraged to work scientifically by: observing closely, perhaps using magnifying glasses, and comparing and contrasting familiar plants; describing how they were able to identify and group them, and drawing diagrams showing the parts of different plants including trees. Pupils might keep records of how plants have changed over time, for example the leaves falling off trees and buds opening; and compare and contrast what they have found out about different plants.

Plants, pupils should be taught to:

 identify and name a variety of common wild and garden plants, including deciduous and evergreen trees  identify and describe the basic structure of a variety of common flowering plants, including trees

Animals, pupils should be taught to:

 identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals  identify and name a variety of common animals that are carnivores, herbivores and omnivores  describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets)  identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

Seasonal changes, pupils should be taught to:

 observe changes across the 4 seasons  observe and describe weather associated with the seasons and how day length varies

Y2 - Living things and their habitats, pupils should be taught to:

 explore and compare the differences between things that are living, dead, and things that have never been alive  identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other  identify and name a variety of plants and animals in their habitats, including microhabitats  describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

Notes and guidance (non-statutory)

Pupils should be introduced to the idea that all living things have certain characteristics that are essential for keeping them alive and healthy. They should raise and answer questions that help them to become familiar with the life processes that are common to all living things. Pupils should be introduced to the terms ‘habitat’ (a natural environment or home of a variety of plants and animals) and ‘microhabitat’ (a very small habitat, for example for woodlice under stones, logs or leaf litter). They should raise and answer questions about the local environment that help them to identify and study a variety of plants and animals within their habitat and observe how living things depend on each other, for example, plants serving as a source of food and shelter for animals. Pupils should compare animals in familiar habitats with animals found in less familiar habitats, for example, on the seashore, in woodland, in the ocean, in the rainforest.

Pupils might work scientifically by: sorting and classifying things according to whether they are living, dead or were never alive, and recording their findings using charts. They should describe how they decided where to place things, exploring questions like: ‘Is a flame alive? Is a deciduous tree dead in winter?’ and talk about ways of answering their questions. They could construct a simple food chain that includes humans (eg, grass, cow, human). They could describe the conditions in different habitats and microhabitats (under log, on stony path, under bushes); and find out how the conditions affect the number and type(s) of plants and animals that live there.

Plants, pupils should be taught to:

 observe and describe how seeds and bulbs grow into mature plants  find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Animals, pupils should be taught to:

 notice that animals, including humans, have offspring which grow into adults  find out about and describe the basic needs of animals, including humans, for survival (water, food and air)  describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Geography – to enable ‘pupils to collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes...’ Key Stage 1: Provide opportunities for pupils to, ‘develop knowledge about... their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. With reference to several of the following: • key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Where relevant, pupils should: • use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map • use simple fieldwork and observational skills to study ... the key human and physical features of their surrounding environment.

Other objectives – For the field trip to enrich the classroom curriculum and improve educational attainment for pupils. To help them to gain a greater appreciation and understanding of their natural environment and provide the opportunity for fun, exercise and fresh air for all involved.

Resources (provided)

A large version of a simple map of the route, (discussed in class before-hand). Hi-visibility vests if required, a litter picker and a rucksack for staff to store/carry the equipment in i.e. blindfolds, bags for collecting leaves/seeds etc, magnifying glasses and/or bug boxes with magnifying lids. I-Spy sheets, clipboards, pencils, paper/strips of card with double-sided sticking tape and additional art materials for classroom activities...

Lesson Activities for observing nature: ‘Nature Detectives’

1] A guided field trip to Ripple Nature Reserve - with a focus on the local wildlife of the season, i.e. addressing the question: What kinds of plants and animals can be found in our local area in autumn? Gathering evidence of seasonal wildlife in the local area - there is an opportunity to point out the increase in natural variety when entering the nature reserve, in comparison with the urban surroundings to the school on the first part of the walk... In the natural area there are a range of ‘nature detective’, sensory games and observing and/or collecting activities to choose from, i.e. paired activities using blindfolds (eye-masks) to remove pupils reliance on sight and heighten their use of other senses – i.e. touching, smelling and listening to sounds etc... In spring a camouflage game using coloured pipe cleaner pieces, can be used to investigate which colours are found most quickly in the time frame (ie bright red/pink) – discuss the role of camouflage for caterpillars (greens, browns etc, with reference to typical predators) and reasons why red/yellow colours may be use to attract attention i.e. to identify/mimic venomous creatures... Observing – pupils are asked questions about the urban and natural environments – to investigate different types of trees and parts of plants, which require observational skills. They may also observe insects and evidence of other wild animals including tracks and burrows, etc... The evidence can be recorded by marking off I-Spy sheets, drawings (and/or adults taking photographs) or by pupils’ collecting: Collecting – pupils to find examples of natural objects related to the season (not wild flowers), this works well in autumn with fallen leaves and fruits/seeds such as conkers... This evidence of the season can be carried in bags or stuck to card with strips of double sided sticky tape. Afterwards the collections can be used as part of blindfolded guessing activities and/or memory activities, natural art works left on the trail or returned to the classroom for further study or use in art work... Comparing - this lesson would ideally be repeated during winter, spring and/or summer – for comparative activities, using/collating the pupils’ data and discussing: similarities, differences and changes between the seasons.

Preceding or Follow up classroom activities: 2] Geography – mapping the trail with labels of key features of the human and natural environment, passed on the visit – this could be introduced before the visit, i.e. plotting the route and identifying potential dangers as you anticipate the journey... Also discuss key features of the human/physical environment discuss how these could be represented – i.e. discuss possible methods of marking these features on the map – creating a key etc... use pupils ideas to produce a large map of the route? Or create a blue-print of the area that pupils can add features to during/after the visit... 3] Science – investigating and explaining evidence of the season/s and the life cycles of plants/trees, i.e. deciduous trees in autumn and how they spread their seeds: using wind, animals, at different times of the year etc 4] Art – using their collections of natural objects to create art work i.e. ‘Green Man’ pictures, or other collages (works well in pairs or groups) or individual Nature Crowns, or other pictures, and/or printing with leaves (these can be collected by a staff member separately).

Detailed lesson plans and resources to be provided and learning outcomes measured by the learning co-ordinator...

Creekmouth Heritage Project – Schools’ Learning Resources for Key Stages 1 & 2

2. Nature Theme – Being nature scientists - investigating the local environment and or environmental concerns, from a local perspective

Scheme of work for Key Stage 2

Learning Objectives – based on the new Primary Curriculum from September 2014

Health and safety – when working with tools, equipment and materials, in practical activities and in different environments, i.e. nature trails – ‘pupils should be taught about hazards, risks and risk control...’ The Nature trail requires a risk assessment to be carried out, and a focus on appropriate footwear and warm clothing for those taking part. Also take the opportunity to raise awareness of the, ‘Country code’ and the importance of caring for our local environment.

• asking relevant questions and using different types of scientific enquiries to answer them • setting up simple practical enquiries, comparative and fair tests • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions • identifying differences, similarities or changes related to simple scientific ideas and processes • using straightforward scientific evidence to answer questions or to support their findings.

Year 3 – Plants - Statutory requirements, pupils should be taught to:

• identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers • explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant • investigate the way in which water is transported within plants • explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

year 4 - Living things - Statutory requirements, pupils should be taught to:

• recognise that living things can be grouped in a variety of ways • explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment • recognise that environments can change and that this can sometimes pose dangers to living things. [i.e. flooding, pollution and/or industrial/urban development...]

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs • using test results to make predictions to set up further comparative and fair tests • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations • identifying scientific evidence that has been used to support or refute ideas or arguments.

Y5 Living things and their habitats, pupils should be taught to: • describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird • describe the life process of reproduction in some plants and animals.

Y6 Living things and their habitats, pupils should be taught to: • describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals • give reasons for classifying plants and animals based on specific characteristics.

 use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied  use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world  use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies...

Resources (provided)

Maps, compasses, quadrats or sections of string to mark out an area for a scientific investigation of living things, thermometers, tape measures, scissors, magnifying glasses and/or bug boxes with magnifying lids , clipboards, paper and pencils. Also hi-visibility jackets if needed, a rucksack for teachers to use store/carry the equipment in and a litter picker...

Suggested Lesson Activities – for scientific investigations into the local habitat

1] A pre-field trip geography lesson, introducing map work – using a map of the local area, and drawing attention to the different types of habitat which will be encountered en-route to the nature reserve and within it... Pupils can discuss key features they expect to encounter and how these are marked on the map, before revealing a typical key...

2] Field trip to Ripple Nature Reserve to investigate - which types of wildlife dominate local habitats in autumn? Observations/collections – to be classified (classification features/keys could be discussed before or after the visit and could be suggested by the pupils to help them categorise plants/trees/flowers and/or animals like insects/mammals i.e. Where do they live? What do they eat? As well as different physical attributes). For scientific evidence: record weather conditions and temperature on the day of the visit (for seasonal comparisons) and measured areas could be used at the site, data should be carefully recorded (recording sheet provided) and/or evidence collected i.e. seeds, sketches, photographs etc... Developing geographical skills - a map of a small area of the reserve, using key features at 8 compass points and/or a 6 figured grid reference could be used for a ‘treasure hunt’ – with the opportunity for pupils to navigate themselves to find fact cards/evidence of a variety of species found in different habitats i.e. in woodland, scrub, wet land, meadow etc with various cards/evidence for pairs/groups to collect and discuss later...

3] Classroom activities – follow up scientific lessons can include: close analysis of evidence and data and a presentation of findings, as labelled diagrams and/or various types of graphs – with the aim of classifying species and further ahead comparing findings throughout the year, i.e. with at least two follow up visits in different seasons. Groups could take the opportunity to formally feed back their findings to the class with visual aids or a power-point presentation. Related activities could include, card games with different species in a version of ‘happy families’... Cards could be made by pupils or previously provided.

4] Further geographical lessons could include: pupils producing their own maps or use of GIS.

Other related topics 5] Changing environments – an investigation into the human impact of industrialisation/urbanisation on the local habitat and wildlife i.e. and adaptation/loss of species. Evidence can include the unusual species of plants/flowers found at Ripple Nature Reserve as a result of the acidic pulverised fuel ash found at the site. Some animals also thrive on this previously industrial waste land including rabbits (evidence at the site). Human/industrial pollution can also harm wildlife. Meanwhile recent urban developments have led to the disappearance of some species, whereas urban wildlife species including foxes and rats thrive...

6] Flooding – there has been a history of flooding in this marshy area of the borough, boardered by two tidal rivers the Thames and Roding. The marshland was an asset for Barking Abbey which owned the land from the Saxon period until the Tudor dissolution of the monasteries, as it provided quality grazing land for animals and a good income. Flooding from the late 13th century also created the expensive need to improve sea defences and led to the Ripple Marshes being covered by a lake, ‘Great Marsh Pond’ (and breaching problems in Dagenham too) which was not good for the Abbey or the tenant farmers. Another great storm in 1953 (resulting in deaths along the East and South- eastern coastline of the UK) led to damaging flooding in the local area and eventual the destruction of the Victorian Village at Creekmouth – the residents were eventually re-housed on the Thames View estate in 1954. The Barking Creek Tidal Barrier was constructed in the 1980s to prevent further flooding of the area. This history of the impact of flooding in the local area also offers opportunities to investigate the metrological causes of flooding and current concerns about the impact of climate change.

Detailed lesson plans and resources to be provided and learning outcomes measured by the learning co-ordinator...

Creekmouth Heritage Project – Schools’ Learning Resources for Key Stages 1 &2

3. Industry Theme – finding out about the typical industries in the local area, what they made of and what materials were used

Scheme of work for Key Stage 1 Learning Objectives – based on new national curriculum for primary schools, 2014

Science – To help pupils 'to answer scientific questions about the world around them...'

Year 1: Everyday materials, pupils should be taught to:

 distinguish between an object and the material from which it is made  identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock  describe the simple physical properties of a variety of everyday materials  compare and group together a variety of everyday materials on the basis of their simple physical properties

Notes and guidance (non-statutory)

Pupils should explore, name, discuss and raise and answer questions about everyday materials so that they become familiar with the names of materials and properties such as: hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent; opaque/transparent. Pupils should explore and experiment with a wide variety of materials, not only those listed in the programme of study, but including for example: brick, paper, fabrics, elastic, foil.

Pupils might work scientifically by: performing simple tests to explore questions, for example: ‘What is the best material for...?’ Year 2: Uses of everyday materials, pupils should be taught to:

 identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses  find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Notes and guidance (non-statutory)

Pupils should identify and discuss the uses of different everyday materials so that they become familiar with how some materials are used for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors, and telegraph poles) or different materials are used for the same thing (spoons can be made from plastic, wood, metal, but not normally from glass). They should think about the properties of materials that make them suitable or unsuitable for particular purposes and they should be encouraged to think about unusual and creative uses for everyday materials. Pupils might find out about people who have developed useful new materials, for example John Dunlop, Charles Macintosh or John McAdam. We can look at innovative manufacturers from the local area, such as Sir John Bennett Lawes (one of the earliest chemical/fertiliser manufacturers) and John Handley Page (the first aircraft manufacturer in the UK).

Pupils might work scientifically by: comparing the uses of everyday materials in and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs); observing closely, identifying and classifying the uses of different materials, and recording their observations...

Resources – supplied

Various objects/pictures connected to the history of local industry/manufacturing in the Thames Reach area – i.e. fishing net to represent the fishing industry (the most important industry in the area from the 14th century until the mid 19th century) and a basket to represent related basket making industry (storage i.e. fish)and ice (cut from the Ripple marshes and stored in special ice houses, used for preserving fish) ; wool (from local sheep - a key industry in Barking from 14th century until 19th century, the sheep grazed on Ripple marshes for much of this period); a glass bottle of sulphuric Acid representing Lawes’ Chemical and fertiliser Factory (from 1857-1959), Lawes patented new products and his firm was responsible for the building of Creekmouth village cottages - now the site of Squibb demolition works and the refuse/recycling plants, it was one of several chemical works in Barking); soap (from Edward Steane’s soap factory (1862-1882)and a Jute sack – woven by many locals working at Barking Jute Works (1866-91)both beside Barking Creek; an example/picture of tar, representing James Davey’s Tar distillery (1874-1906); an example of animal hide - this company near Algor Wharf also made gelatine for chocolates/sweets and later – paint was manufactured at this site; there was cork (‘Patent Cork Pavement Company’), timber/wood (‘Blumsome’), brick (made in Barking since Tudor times and locally at Pinn’s Wharf, now a site for solar power and refuge waste)and later ink was also manufactured on River Road; ‘Wolfrum’ made a mineral for metal production , included in biros; coal (burned in volume to produce electric power) and/or an something electric to represent the electricity produced by Barking Power station (1925- 1981), there is still a sub-station close to the original site on Renwick Road. A representation of Jays’ Fluid (this Factory is now a laundry on River Road). Other locally made products included cement, and rubber. The main industrial areas were in the south of the borough, near the Thames, and on both banks of the Roding near the old town. Suggested Lesson activities – local industries and everyday materials

1] A sensory exploration, identification and discussion of properties and/or uses of various everyday materials - the examples used represent the history of local industries: Exploring – using touch and manipulation as well as smell and sight to explore example materials, this could include the use of blind-folds and/or memory games Naming – the objects/materials Discussing – the properties i.e. hard/soft, solid/liquid, shiny/dull, rough/smooth, heavy/light, float/sink, natural/man-made etc, colours and shapes and then sorting/grouping them.. And uses i.e. storage, providing heat/cold, nets for catching fish, soap/Jay’s fluid for cleaning etc and for year 2 – ‘suitability for purposes’ Questions – i.e. ‘what is the best material for?’; ‘how have the uses of objects changed between past and present?’

2] Possible follow up lessons: closer scientific study in smaller groups, including scientific experiments, allowing opportunities for identifying, classifying and recording i.e. pupils could use objects associated with school and record their use and/or purpose and properties i.e. hard/soft or sink/float – various tasks/experiments could be differentiated. There is also the opportunity for pupils to continue the study, using a selection of domestic objects at home... 3] Pupils could present their findings mathematically as charts or tables or as labelled diagrams... 4] Pupils could write about a chosen object – as a factual study or piece of creative writing...

Detailed lesson plans and resources to be provided and learning outcomes measured by the learning co-ordinator...

Creekmouth Heritage Project – Schools’ Learning Resources for Key Stages 1 &2

3. Industry Theme – finding out about the typical industries in the local area, what they made of and what materials were used

Scheme of work for Key Stage 2

Learning Objectives – based on new national curriculum for primary schools, 2014

Geography - Key Stage 2 Human geography including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water... Key Stage 2: Geographical skills and fieldwork: • use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom [with a focus on the local area]and the wider world • use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. [With a focus on mapping the history of industry and settlement in the local area, possibly using GIS]

Maths – Lower Key Stage 2: At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them... Ensure that they can use measuring instruments with accuracy and make connections between measure and number. Upper Key Stage 2: Upper key stage 2: The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. Resources – supplied

Various objects/pictures connected to the history of local industry/manufacturing in the Thames Reach area – i.e. a fishing net to represent the fishing industry (the most important industry in the area from the 14th century until the mid 19century) and a basket to represent basket making (storage including fish)and ice (cut from the Ripple marshes and stored in special ice houses, for preserving fish) ; wool (from local sheep - a key industry in Barking from 14th century until the 19th century, sheep grazed on Ripple marshes for much of this period); gunpowder/ a firework (Gunpowder magazine at Creekmouth, circa 1719 -1919); fertiliser representing Lawes’ Chemical and fertiliser Factory (from 1857-1959, responsible for the building of Creekmouth village cottage - now the site of Squibb demolition works and refuse/recycling plants, one of several chemical works in Barking); soap (from Edward Steane’s soap factory (1862-1882)and a Jute sack – woven by many locals working at Barking Jute Works (1866-91)both beside Barking Creek; an example/picture of tar, representing James Davey’s Tar distillery (1874-1906); a picture of guano (sea bird excrement, from Peru, used for Manure, at the Barking Guano Woks, from 1878); an example of animal hide - this company near Algor Wharf also made gelatine for chocolates/sweets and later – paint; there was cork (‘Patent Cork Pavement Company’), timber/wood (‘Blumsome’), brick (made in Barking since Tudor times and later locally at Pinn’s Wharf, which is now used for solar power and refuge waste)and ink these products were/are manufactured on River Road; ‘Wolfrum’ made a mineral for metal production (there are other local examples of this) , included in biros [better examples of metal manufacture?]; a model of an early aeroplane i.e. the Bluebird (as the first aeroplane manufacturer, Frederick Handley Page was based in a corrugated iron shed at Creekmouth from 1909-1912); coal (burned in volume to create electric) and/or something electric to represent the electricity produced by Barking Power station (1925-1981), there is still a sub-station close to the original site on Renwick Road. A representation of Jays’ Fluid (this Factory is now a laundry on River Road). Other locally made products included cement, asbestos (Cape in Barking), celluloid, ice- cream, pickles and sauce, life-saving apparatus, and rubber. The main industrial areas were in the south of the borough, near the Thames, and on both banks of the Roding near the old town. The Becton sewage works and Gas works at Gallions Reach are also situated close by on the opposite bank of the Roding river...

Historic census data – outlining the types of work that local people undertook - useful for statistical analysis

Worksheets/Factsheets - guidance for pupils to investigate the various local industries, when and where manufacturing took place and to enable them to research their own family history – types of employment undertaken and when and why family members settled in the local area...

Suggested Lesson activities – industries, work and settlement in our local area

1] Using a selection of physical evidence (objects) and fact cards and/or Internet research – pupils are introduced to the different types of industry found in the area. Covering the following aspects of human Geography: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy (electric and gas production have both taken place in/close by to the local area), food, minerals (use of coal and dumping of coal ash)and water (also ice)... Smaller groups could record, analyse and compare data and report on their findings, these activities could be part of the introductory lesson or take place during a separate lesson or lessons... 2] Mapping local industries from the past - pupils have an opportunity to study maps of the sites of local industries during different historic periods, with a focus on Lawes’ factory and Creekmouth village (built by Lawes for the workers) also changes to local industry since the 19th century, including the opening and closing of the Power Station and building of the Thames view and Rivergate estates... 3] Mapping the Barking Reach area today – the pupils create maps using their own research/knowledge and keys. 4] Local Settlement past and present – pupils could use copies of government Censuses (we have examples from each decade from 1841), to find out about the types of jobs that local people did – not just in the local industries but also different types of services, i.e. teaching, policing, laundry, dress-making, plumbing etc... data could collected, analysed and presented in tables/charts applying mathematical skills to this geography topic... Useful follow up work (partly undertaken at home) could include research into their family history – types of work undertaken and when and why they settled in the local area... There may also be opportunities for members of the Creekmouth Preservation Society to come in to talk to the pupils about their working history/memories and more about growing up in the local area several decades ago... Or tailored visits to Valence House – about Barking/River industries...

Detailed lesson plans and resources are to be provided and learning outcomes measured by the learning co-ordinator...