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 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. 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