Long Live the Queen

Hamilton Learning Route: UKS2 Victorians

Long Live the Queen

[History/Art/English] /

Victorian Family Life

[History/D&T/English] /

My Life is Hard

[History/Eng/ICT/Music] /

Turn Back the Clock

Local History Focus
[+ICT/Local Geog/Art]
1 / A procession of monarchs [2]Victoria becomes Queen – 1838 Coronation Eye witness accounts / A peek in the Dolls House - appraising Dolls Houses & planning to build own![2] Touring the 1900 house – ideas boards for rooms / Plan 6 Narrative – Older Literature
(3 weeks) / Meeting Charles Dickens! – Attend public reading: Oliver Twist[2] Struggle to survive– poverty in Victorian & modern texts / Victorian Census Detectives – local censuses from 1841[2] CensusCollating & counting –local research
2 / Meet the royals – Victoria’s beloved Albert & children Interactive family trees / Period details – Plan & design contents of rooms in a Victorian Dolls House. [2] Miniatures of Vic furnishings / Setting the scene – Dickens’ London[2] Good, bad & ugly characters / Garbage in, garbage out – the Victorian enumerator & accuracy!
3 / The Queen in residence – TouringBalmoralCastle and Osborne House / Plan 3 Poetry
Daily life
(2 weeks) / Victorian artefacts – explore as historical source &model replicas [2]Below stairs – a servant’s life / Dickensian character dialogue[2] Final Dickens instalment; write ending / The power of the database – dealing with historical data!
4 / Victoria’s Diaries[2] The long and short of it – biographical board games! / A look in the larder – The weekly shop[2] Cooking with Mrs Beeton! / Poverty and Poor Laws – compare to own lives[2] Workhouse woes – personal accounts/poems / The cartographer’s challenge [2] Local change / map work
The historian explains…
5 / Images of the Queen[2] Portraits up close – exploring royal portraits / Washday – explore process & artefacts; Compare with today[2] Victorian dress code – Paper dolls / A world of work[2] Signing your life away – Empathy for child labour / Population explosion [2]
When I was a lad – reminiscing in role
6 / Painting portraits [2]Victorian cameos & miniatures – practical art / Plan 4 Poetic styles – nonsense poetry
Moralistic chn’s verses (2 weeks) / Time for school – Dame & Ragged schools, then free schooling for all Research into The 1870 & 1891 Education Acts Poor attendance – Letters [2] / The campaigners – Researching reformers[2] Is life any better? Exploring by role play / Railways & the changing landscape [2] Railways – just the ticket? Opinions & viewpoints
7 / Plan 1 Recounts Biography/
autobiography
(2 weeks) / The British Empire – trade routes / the Phileas Fogg Challenge! Empress of India – the jewel of the Empire[2] / The Victorian schoolroom – layout & contents Behaviour & punishments – Be seen & not heard! [2] / Plan 7 Narrative Street Child
(2 weeks) / The history of Barnardo’s – Research[2] Barnardo’s today – charity’s development since Victorian beginnings / The railways are coming – to us!
Prepare report for the mayor to explain impact of the railways locally
8 / Crimean War – Charge of The Light Brigade Lady with the lamp Drama / role play [2] / Lessons & learning – the daily timetable [2]
A schoolroom experience / Children’s charities – comparing methods of charity promotional work [2] Raising awareness / Plan 9 Non-fiction Persuasion
(2 weeks) / The railways – good or bad? Time to voice opinions at the local Town Meeting!
9 / Plan 2 Poetry Classic narrative poems
Longfellow, Tennyson
Browning
(2 weeks) / A book of royal firstsThe Great Exhibition – catalogue entries and descriptions of inventions [2] / Victorian school logbooks – a fascinating source Your school, My school [2] / Plan 8 Narrative Dramatic conventions
(2 weeks) / Lionel Bart’s Oliver! – Music critics’ reviews of the 1968 Royal World Premiere of the film / A railway in our town Become local character[2] A chance to let off steam – debate!
10 / Introducing the inventors – impact of key inventions & discoveries / Playtime – A close look at games & toys [2] Fraud investigation at auction rooms / Where is love? - Sadsong writing inspired by a range of musicals! / Victorian legacy: Research into Victorian architecture
11 / Brimming with bright ideas – an encyclopaedia of Victorian Inventors / Plan 5 Non-fiction Instructions & wisdom (2 weeks) / Optical toys & cams
Have a go at making two popular Victorian toys [2] / Food Glorious Food!– Music appraisal & whole class movement / Victorian legacy in our local area / Sketching on a field trip
12 / All change [2]
Illustrated timeline of a memorable monarch / Punch & JudyMake some puppetsPut on a show at a Victorian seaside resort [2] / Consider Yourself – group dances bringing the Victorian market to life! / Our own Great ExhibitionSketches& presentation[2]

Curriculum Areas

English: Black
Mathematics: Blue
Science: Orange / Humanities: Purple
Creative Arts: Pink
Technologies: Green

Literacy Plans linked to UKS2 Topics – Victorians

Below is a list of the English plans linked to this topic and the objectives covered by them. The Topic Theme Chart shows which theme and sessions each plan is linked to.

Autumn Term / Description
VT: Non-fiction: Plan 1: Recounts (2 weeks) / Identify features of recounts. Study an eye witness recount & write own recount of a staged ‘robbery’ they saw. Select success criteria and self-assess their work. Read a short biography & its plan. Research a Victorian figure, write their own plan & biography then review it. Take part in balloon debate.
VT: Poetry: Plan 2: Classic Narrative Poems (2 weeks) / Research the background of 3 poems by well-known Victorian poets: Browning, Tennyson & Longfellow. Explore language, rhyme schemes & features used for imagery. Chn write letter of complaint, learn poems & work collaboratively to write own narrative poem.
VT: Poetry: Plan 3: Finding a Voice (2 weeks) / Research & experiment with different poetic formats. Read a range of poems on Victorian themes; express & justify preferences. Use pictures for poetic inspiration. Express own hopes, fears & desires by writing poems on child labour-Victorian and modern.
VT: Plan 4: Poetry: Poetic styles (2 weeks) / Chn read limericks & imitate the form & read, discuss, analyse & imitate nonsense poems by Lear & Carroll. They write for younger chn. Chn discuss Victorian moral poetry for chn & parodies by Carroll, Lear & Belloc, & attempt own moral story in verse.
VT: Non-fiction: Plan 5: Instructions (2 weeks) / Explore oral instructions; compare verbal & pictorial instructions; investigate common errors in content, style & approach. Write an instructional article for a good party. Match proverb parts & know meanings & explore their dramatic interpretations
VT: Narrative: Plan 6: Older Literature (3 weeks) / Recap on narrative genres & their features. Read extracts from Dickens’ A Christmas Carol, Wilde’s The Happy Prince & chn’s version of Conan Doyle’s Hound of the Baskervilles. Read for deduction & inference; role play; write found poetry & mystery story.
VT: Narrative: Plan 7: Street Child (2 weeks) / Read Street Child by Berlie Doherty and explore characters, plot & themes using a range of dramatic & written techniques. Empathise with the characters; analyse the use of language; read for deduction & inference. Develop complex sentence writing skills.
VT: Narrative: Plan 8: Dramatic Conventions (2 weeks) / Read pieces from three Victorian chn’s novels & compare them with screen adaptations. Analyse & emulate Lewis Carroll’s humorous techniques. Invent characters & dialogue. Analyse film makers’ techniques. Write storyboards & film scripts set out correctly.
VT: Non-fiction: Plan 9: Argument (2 weeks) / Identify persuasive features in letters & write own persuasive letter. Investigate passive sentences, topic sentences, paragraphs, emotive vocabulary & spelling strategies. Analyse & write a persuasive speech & give at a debate. Write & perform an advert.
Year 5/6 – Year 5

Objectives/Units

/ VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
1. Speaking / Tell a story using notes designed to cue techniques, such as repetition, recap and humour / X / X / X
Present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language / X / X / X
Use and explore different question types and different ways words are used, including in formal and informal contexts / X / X
2. Listening & responding / Identify different question types and evaluate their impact on the audience
Identify some aspects of talk that vary between formal and informal occasions / X / X
Analyse the use of persuasive language / X
3. Group discussion and interaction / Plan and manage a group task over time using different levels of planning / X / X / X / X / X / X / X / X / X
Understand different ways to take the lead and support others in groups / X / X / X / X / X / X / X
Understand the process of decision making / X / X / X / X
Objectives/Units / VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
4. Drama / Reflect on how working in role helps to explore complex issues / X / X / X / X / X
Perform a scripted scene making use of dramatic conventions / X / X / X / X
Use and recognise the impact of theatrical effects in drama / X / X
6. Word structure & spelling / Spell words containing unstressed vowels / X / X
Know and use less common prefixes and suffixes such as im-, ir-, -cian
Group and classify words according to their spelling patterns and their meanings / X / X
7. Understanding & interpreting texts / Make notes on and use evidence from across a text to explain events or ideas / X / X / X / X / X / X / X / X
Infer writers' perspectives from what is written and from what is implied / X / X / X / X / X / X / X / X / X
Compare different types of narrative and information texts and identify how they are structured / X / X / X / X / X / X / X
Objectives/Units / VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
Distinguish between everyday use of words and their subject-specific use / X
Explore how writers use language for comic and dramatic effects / X / X / X / X / X / X / X
8. Engaging with & responding to texts / Reflect on reading habits and preferences and plan personal reading goals
Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts / X / X
Compare how a common theme is presented in poetry, prose and other media / X / X / X / X
9. Creating & shaping texts / Reflect independently and critically on their own writing and edit and improve it / X / X / X / X / X / X / X / X / X
Experiment with different narrative form and styles to write their own stories / X / X / X
Adapt non-narrative forms and styles to write fiction or factual texts, including poems / X / X / X / X
Vary the pace and develop the viewpoint through the use of direct and reported speech, portrayal of action and selection of detail / X

Objectives/Units

/ VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
Create multi-layered texts, including use of hyperlinks and linked web pages / X
10. Text structure & organisation / Experiment with the order of sections and paragraphs to achieve different effects / X / X
Change the order of material within a paragraph, moving the topic sentence / X / X / X
11. Sentence structure & punctuation / Adapt sentence construction to different text-types, purposes and readers / X / X / X / X / X
Punctuate sentences accurately, including using speech marks and apostrophes / X / X / X / X / X
12. Presentation / Adapt handwriting for specific purposes, for example printing, use of italics / X / X
Use a range of ICT programs to present texts, making informed choices about which electronic tools to use for different purposes / X / X / X / X

Year 5/6 – Year 6
Objectives/Units / VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
1. Speaking / Use a range of oral techniques to present persuasive arguments and engaging narratives / X / X / X / X
Participate in whole-class debate using the conventions and language of debate, including standard English / X / X
Use the techniques of dialogic talk to explore ideas, topics or issues / X / X
Use exploratory, hypothetical and speculative talk as a tool for clarifying ideas
Tailor the structure, vocabulary and delivery of a talk or presentation so that it is helpfully sequenced and supported by gesture or other visual aid as appropriate
Use standard English consistently in formal situations and promote, justify or defend a point of view using supporting evidence, example and illustration which are linked back to the main argument
Objectives/Units / VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
2. Listening & responding / Make notes when listening for a sustained period and discuss how note-taking varies depending on context and purpose / X / X / X
Analyse and evaluate how speakers present points effectively through use of language and gesture / X / X / X
Listen for language variation in formal and informal contexts / X / X / X
Identify the ways spoken language varies according to differences in the context and purpose of its use / X / X / X
Listen for and recall the main points of a talk, reading or TV programme, reflecting on what has been heard to ask searching questions, make comments or challenge the views expressed
Identify the main methods used by presenters to explain, persuade, amuse or argue a case, e.g. emotive language
Investigate differences between spoken and written language structures
Objectives/Units / VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
3. Group discussion and interaction / Consider examples of conflict and resolution, exploring the language used / X
Understand and use a variety of ways to criticise constructively and respond to criticism / X / X / X / X / X
Adopt a range of roles in discussion, including acting as a spokesperson, and contribute in different ways such as promoting, opposing, exploring and questioning
Identify and report the main points emerging from discussion
Acknowledge other people's views, justifying or modifying their own views in the light of what others say
Work together logically and methodically to solve problems, make deductions, share, test and evaluate ideas
Improvise using a range of drama strategies and conventions to explore themes such as hopes, fears and desires / X / X / X / X / X / X / X
Consider the overall impact of a live or recorded performance, identifying dramatic ways of conveying characters' ideas and building tension / X / X
4. Drama / Objectives/Units / VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
Devise a performance considering how to adapt the performance for a specific audience / X / X / X / X / X / X
Develop drama techniques to explore in role a variety of situations and texts or respond to stimuli
Develop drama techniques and strategies for anticipating, visualising and problem solving in different learning contexts
Work collaboratively to devise and present scripted and unscripted pieces that maintain the attention of an audience, and reflect on and evaluate their own presentations and those of others
6. Word structure & spelling / Spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words / X / X / X / X
Use a range of appropriate strategies to edit, proofread and correct spelling in their own work, on paper and on screen / X / X / X / X / X
Revise, consolidate and secure knowledge of correct vowel choices, pluralisation, prefixes, word endings and high frequency words
Objectives/Units / VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
Record and learn from personal errors, corrections, investigations, conventions, exceptions and new vocabulary
Draw on analogies to known words, roots, derivations, word families, morphology and familiar spelling patterns
7. Understanding & interpreting texts / Appraise a text quickly, deciding on its value, quality or usefulness / X / X / X / X
Understand underlying themes, causes and points of view / X / X / X / X / X / X / X / X
Understand how writers use different structures to create coherence and impact / X / X / X / X / X / X / X / X
Explore how word meanings change when used in different contexts / X / X / X / X / X / X
Recognise rhetorical devices used to argue, persuade, mislead and sway the reader / X / X
Locate resources for a specific task, appraising the value and relevance of information and acknowledging sources
Read between the lines and find evidence for their interpretation
Objectives/Units / VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
Identify how print, images and sounds combine to create meaning
Infer the meanings of unknown words using syntax, context, word structures and origins
Identify the ways writers of non-fiction match language and organisation to their intentions
8. Engaging with & responding to texts / Read extensively and discuss personal reading with others, including in reading groups
Sustain engagement with longer texts, using different techniques to make the text come alive / X / X
Compare how writers from different times and places present experiences and use language / X / X / X / X / X / X
Read a range of recent fiction texts independently as the basis for developing critical reflection and personal response
Explore the notion of literary heritages and understand why some texts have been particularly influential or significant
Write reflectively about a text, distinguishing between the attitudes and assumptions of characters and those of the author and taking account of the needs of others who might read it
Objectives/Units / VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
9. Creating & shaping texts / Set their own challenges to extend achievement and experience in writing / X / X / X / X / X
Use different narrative techniques to engage and entertain the reader / X / X / X / X / X
In non-narrative, establish, balance and maintain viewpoints / X / X / X / X / X
Select words and language drawing on their knowledge of literary features and formal and informal writing / X / X / X / X / X
Integrate words, images and sounds imaginatively for different purposes / X / X
Independently write and present a text with the reader and purpose in mind
Use a range of narrative devices to involvethe reader
Identify criteria for evaluating a situation, object or event, presenting findings fairly and adding persuasive emphasis to key points
Experiment with the visual and sound effects of language, including the use of imagery, alliteration, rhythm and rhyme
Objectives/Units / VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
10. Text structure & organisation / Use varied structures to shape and organise text coherently / X / X / X / X / X / X / X / X
Use paragraphs to achieve pace and emphasis / X / X / X
Organise ideas into a coherent sequence of paragraphs
In non-chronological writing, introduce, develop and conclude paragraphs appropriately
11. Sentence structure & punctuation / Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways / X / X / X / X / X
Use punctuation to clarify meaning in complex sentences / X / X / X / X
Extend their use and control of complex sentences by deploying subordinate clauses effectively
Use punctuation to convey and clarify meaning and to integrate speech into longer sentences
Use standard English confidently and consistently in formal writing, with awareness of the differences between spoken and written language structures
Objectives/Units / VT
N_F Plan 1 / VT
P Plan 2 / VT
P Plan 3 / VT
P Plan 4 / VT
N_F Plan 5 / VT
N Plan 6 / VT
N Plan 7 / VT
N Plan 8 / VT
N_F plan 9
12. Presentation / Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style / X / X
Select from a wide range of ICT programs to present text effectively and communicate information and ideas / X / X / X / X
Review the legibility and neatness of their handwriting
Set personal targets to improve presentation, using a range of presentational devices, on paper and on screen