N G L I Give well- structured descriptions, explanations and narratives for different purposes, including for expressing feelings. Listen carefully to others during discussion, demonstrating empathy and understanding by responding positively to their ideas and views. Retrieve, record and skillfully present relevant information from non-fiction, including leaflets, programmes and reviews. Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis). Comment, increasingly making inferences or deductions based Work in groups and explain to others how they felt being given a label and split from friends. hare the things packed in their box with others and explain why they chose those particular items. Look at a range of historical photographs that show children being evacuated. Talk in groups or with a partner to describe what and who the images show, including considering how the child or families in the photographs might have felt at that moment. Imagine a conversation (dialogue) between the people in the picture. Use a range of non-fiction texts, including first-hand historical accounts and the web to research and record detailed information about a specific aspect of evacuation. Use their research and experiences to write a letter to their family imagining they have just arrived at their new home. Think about how they might describe their journey, new surroundings and feelings. Check their letters to make sure there is cohesion across the paragraphs and that spellings and grammar are correct before sending. Read a range of excerpts from Anne Frank s diary in more detail. Discuss with a partner what the excerpts tell them about Anne s life, including her hopes and her fears. ow would they describe Anne s character? Begin to generate a character profile of Anne.
on evidence elect the most appropriate planning frame for the genre of writing, making note of precise vocabulary. Imagine they are a Jewish child, hiding in another secret annexe in Amsterdam. Consider the accounts they might have written, describing how they passed away the hours including what they ate, thought about and felt. Begin to draft a diary for a week in the life of the other secret annexe. Use vocabulary to create appropriate atmosphere. Use images and other historical source materials to learn about everyday life in wartime Amsterdam. Continue to write their diary with an emphasis on creating mood and atmosphere, basing their ideas on factual research and making their accounts as authentic as possible Retrieve, record and skillfully present relevant information from non-fiction, including leaflets, programmes and reviews. Look at a range of wartime posters, reading slogans and propaganda messages. Discuss the meaning of the word propaganda and consider why propaganda was used during the War. Discuss whether the posters and slogans are effective, analysing the use of language and imagery. Research information linked to a given slogan using a range of historical source materials. Record information and facts linked to the campaign to gain a deeper understanding of why propaganda materials were needed. Retrieve, record and Imagine they have been asked to create a new campaign aimed at children. Choose from skillfully present relevant a range of campaign topics such as: helping mum at home (while dad is away); recycling information from non-fiction, old toys; being well behaved for host families or not wasting food. Begin to draft ideas for a including leaflets, programmes and propaganda poster, considering how to gain the audience s attention, remembering that reviews. their audience would be children of their own age. Create their own slogan for their campaign, then use ICT to design their posters, experimenting with font and text size to add extra impact to the overall visual of their poster. hare their progress with the class,
evaluating how their work is developing and discussing ways of improving it. I T O R Y Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. Create, from memory, a timeline from dates/details/ eras showing knowledge of how to check for accuracy. Describe the negative or positive impact of a period of history on contemporary society. elect, organise, summarise and present relevant information, from a wide range of sources, in the most effective way for a given purpose. Look at examples of speech in text, identifying phrases which describe how characters are speaking and explain what this tells us about their mood, character and role. Find descriptions in passages of dialogue which help the reader visualise what is happening and how characters are behaving. Use their spoken conversations as a stimulus for writing the first page of a wartime story that opens with narrative dialogue. Draft their ideas, remembering to help the reader visualise the scene by including descriptions of events, where they take place and how characters behave. Create a timeline showing major events of the econd World War between 1939 to 1945. Use a range of historical resources to find the dates for events such as the start of the War, the introduction of rationing, the first evacuations, the Battle of Britain, the Blitz, Japan s attack on Pearl arbour, the official liberation of the prisoner of war camps, itler s death, Churchill s replacement by Attlee and Japan s surrender. Look at images of both Jewish and German children during the War. ow are they similar or different to each other? Consider what each is doing, wearing and feeling in the images provided. Find out the meaning of the words prejudice and discrimination and explain these terms to each other. Light a candle and reflect for a minute or two on all the children who were affected by the War. Find out about the London Blitz starting from the first day of bombing on aturday 7th eptember, 1940. Use a selection of historical source materials including photographs and first-hand accounts to find out what happened. Find out what measures were taken to reduce the effects of bombing and what people had to do to survive. Create a safety guide to inform people how to protect themselves during the Blitz. Use photographs from the time to explore similarities and differences between a wartime home and homes of today. earch for clues by looking closely at images, and making lists of their findings.
P xplore a controversial or emotive issue, considering both sides of an argument before forming a personal view or opinion. Describe some of the different beliefs and values in society, demonstrating respect and tolerance towards people different from themselves. Find out what it was like to go to school during the War. Travel back in time, coming dressed in typical 1940 s dress, with shorts and blazers for boys and pinafore and long socks for girls! Take part in a typical lesson of the time, perhaps learning times tables by rote or geography using maps to identify countries under attack by Germany. Remember to pack a lunch typical of the time, and take shelter when the sirens sound! Look at a range of posters and propaganda materials used during the War. Talk about how these presented evacuation to parents and to those who might offer homes to evacuees. Listen to Princess lizabeth making her first public speech on the 13th October 1940, with a radio address to the children of the Commonwealth. Talk about what she says and why the broadcast was made. Why do they think it was important for the Princess to make this speech? Work in pairs to write a short speech of their own for an audience of wartime children Read first-hand, eyewitness accounts (letters) from soldiers sent home to families and loved ones. Discuss what these letters reveal about how it felt to be away from home and how it might have felt toreceive such a letter. Look at images of world leaders at the time of the War. Work in groups to find out about each leader and their beliefs. Draw round the outline of a classmate and fill the inside of their outline with a leader s characteristics and beliefs. Around the outside of their outline, record things they think the leader would say about the War. Present their thoughts and ideas back to the rest of the class. G O G Identify geographical patterns on a range of scales. Look at UK maps to find the location on their evacuation label. Find out more about their destination using maps, online research, books and other sources. Use this information to help them add detail to their letters home.
R A P Y Describe in detail the human characteristics of some of the largest cities of the United Kingdom, taking into account population, economic activity and transport systems Locate the cities and ports bombed during the Blitz on a map of the UK. Look in detail at surrounding areas, considering why these places were vulnerable to bombing. Draw a sketch map of the UK showing the bombed locations and identifying other significant geographical features such as rivers and railways. M U I C P D T Take the lead in performances and provide suggestions to others. Use and adapt tactics, choosing the most effective one for different situations. elect the most appropriate materials and frameworks for different structures, explaining what makes them strong. Choose the best materials for a task, showing an understanding of their working characteristics. Learn to sing popular wartime children s songs such as Run Rabbit, Run, Long Way to Tipperary and Pack Up Your Troubles. ing songs as part of a group and try learning them by heart! Learn and sing a song in a different language such as the Jewish folk song, halom Chaverim, a song written in ebrew to be sung as old friends part. Develop a class song about the Blitz, composing their own lyrics to a well-known war song melody they have already learned such as Pack Up Your Troubles. Work in groups to create verses about particular aspects, such as finding shelter, the falling bombs, keeping safe and how it felt when a raid was Play games and take part in activities that were popular with children during the War. Take part in organised games such as football, tag, rounders and cricket, and in paired games such as hopscotch and marbles. Look at images of Anderson shelters to determine what they were made from and how they were constructed. Use a range of materials to construct a structurally sound, miniature Anderson shelter. Use their structures to test loading capacity using rubble or sand. Record their results on a spreadsheet highlighting the most effective structures. Keep photographs of before and after testing. Make a simple toy using scraps of wood, card, fabric or paper. Look at examples of toys from the 1940s for inspiration, choosing to make something they would like to play with perhaps a pack of cards, a wooden train or animal, a doll or paper plane. C O M P Understand the development of computers Use text, photo, sound and video xamine the work done by the codebreakers at Bletchley Park. What work did the rudimentory computers do? -afety: before this unit, we will look at the problem of social posting and the potential
U T R editing tools to refine work. Use the skills already developed to create content using unfamiliar technology. elect, use and combine the appropriate technology tools to create effects that will have an impact on others. elect an appropriate online or offline tool to create and share ideas. I can review and improve my own work and support others to improve their work. effects of trolling. Children will be commenting on each others' blogs but in a controlled and positive way. Children will be introduced to blogging platforms within the school network. They will create blogs as an evacuee incorporating multimedia which they will share with their peers and comment on each others blog