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The unit of work and resource pack is aimed at Year 6, and will be ...

By Bernard Carpenter,2014-12-08 10:55
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The unit of work and resource pack is aimed at Year 6, and will be ...

    Matt Hughes

    Exeter University

    PGCE Primary

    2005-6

Contents

1. Humanities Coursework Rationale for the Scheme of Work

    2. Scheme of Work Exeter and Rome a cross curricular scheme for the humanities and citizenship

    education

    3. Lesson Plan 6: Links past and present - between present day Rome and Exeter

The unit of work and resource pack is aimed at Year 6, to be taught in the summer term. The overarching theme for the unit is Exeter and

    Rome: the links past and present. The rationale for this scheme is that it provides the children with an opportunity to explore and investigate a theme which they have already had some experience of (the Romans is a popular Y3/4 topic). Building on children’s prior knowledge is

    good practice. Children are likely to be more comfortable in testing their enquiry skills, giving them the freedom to investigate and be creative.

    This age group should also have the ability and skills to undertake independent research. The unit has also been designed to exploit the cross

    curricular links between the Humanities and Citizenship to make the learning and issues raised relevant to the children.

    Geography and history share a common sense of enquiry and this is particularly the case with a locality study. My aim was to exploit the natural interconnectedness between the two subjects using Rome and Exeter as case studies. I aimed to follow the National Curriculum guidance for history; that teaching should ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes.

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Using an article in Primary Geographer (April 1997, No. 29) „Do They Watch Neighbours in Italy’ as inspiration, I used the

    opening question „are there any links between Exeter and Italy?‟ and decided to focus the resource pack and unit of

    work at Year 6 level. The position of the European dimension in the National Curriculum is vague and I wanted to make a case for it by exploiting the wealth of resources available: from simple resources such as photographs of present day Rome and Exeter; to the establishment of a school link through the Central Bureau for Educational Visits; and the obvious connections through the Ancient Romans and their presence in Exeter.

I felt it was a good opportunity to enhance the children‟s understanding of their own locality as well as developing their

    knowledge of the way of life in another country not too distant to the United Kingdom. Not only that, my aim with the unit of work was to foster an active involvement in history. Taking into account the point made by Cooper in 1992 (The Teaching of History, p.2) that “history has often been seen as remote and abstract, concerned with the affairs of adults and so not central to the experiences of young children and too difficult for them to become actively involved in” I attempted to use real historical and geographical evidence to bring the subject to life and stimulate investigation, for example, the study of „who was who‟ in Ancient Rome. Who had the power and who took the decisions would be

    extended and made more relevant by a Citizenship linked lesson looking at democracy in present day Rome and Exeter. In particular, the enquiry question, „who takes the decisions about issues which we really care about?

    allows the children to discover the development of democracy from the Roman version to the present day, and what they can all do to get involved in the process now.

    Finally, as the unit involves a twinning exercise with a school in Italy it is designed to coincide with Europe Day on 9 May which presents further opportunities for activities.

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2. A medium term scheme of work for half a term, in the summer

    Lsn Learning Key Enquiry Activities Resources Cross

    Objectives Questions Curricular

    Links 1. Find out about the Are there any Concept mapping Library books, ICT

    past from a range connections exercise on what the photographs, internet

    of sources. between Exeter children already know sites

    and Italy? about the links between www.bbc.co.uk/schools/r

    What do we know Exeter and Italy. omans

    about the Romans? Brainstorm on what www.capiloeum.org/eng/f

    questions they want to ori/pianta.htm

    find the answers to.

    Paired work research

    into Rome and Exeter

    using books and the

    internet. Practise note

    making skills and then

    each pair reports

    findings back to the

    class. Incorporate into

    class database.

    2. To investigate What was Exeter Group research and Internet sites - ICT, Art,

    places. like at the time of note making. www.exeter.gov.uk/timetEnglish

    the Romans? Graphicacy session - rail

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    What was their using photographs of Old and new maps, Royal

    legacy? Were Roman wall and Albert Museum,

    there volcanoes in Rougemont to elicit photographs, volcanic

    Exeter as well as in questions and ideas rock.

    Italy? about why a wall was

    needed.

    Investigation into the

    use of volcanic rock as a

    building material.

    Mapping exercise

    drawing the city wall on

    to a modern map.

    3. To use secondary What do we know Concept mapping Globes, maps, ICT sources and find about Italy? exercise on existing photographs, artefacts out about physical What are the knowledge of Italy and from everyday life in and human Romans like now? Rome. Rome bus tickets, features. Locate Italy and Rome flyers, TV guide, menus

    on a globe and map. etc.

    Graphicacy session Internet

    using photographs and www.centralbureau.org.uk

    artefacts what do

    they tell us?

    Extension activity

    what can you buy in a

    restaurant with 30

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    euros?

    Introduce the twinned

    school in Italy (pref.

    Rome).

    Outline the objective

    for the next two

    lessons the field trip

    and the production of a

    tourist handbook for

    the children in the

    twinned school.

    4. To collect Where can we Field trip morning Cameras, note pads, evidence, to use explore in Exeter? session in the Royal maps, guidebook for a fieldwork Where do tourists Albert Museum. ‘Walk Round the City techniques, to use go? Afternoon session Walls’ (Devon CC and interpret maps exploring the City Walls Education Dept.) and plans. and Exeter town Royal Albert Museum

    centre. Education Dept.

    Group work each Tape recorder

    group given a digital

    camera or a normal

    camera with a 36

    exposure film. They

    need to decide which

    photographs to take of

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    Exeter which will give

    children in Rome a clear

    idea of what Exeter is

    like.

    Obtain artefacts.

    5. To record evidence How can we Work in groups to Maps, photographs, Art, English about our locality describe where we produce an information artefacts from everyday and about how the live and the way we book and tourist guide life in Exeter, sound locality is linked live? for the children in the recordings.

    with other places. twinned school.

    Decide on a route and

    draw a ‘tourist trail’ on

    a map of Exeter. Make

    reference to the places

    photographed on the

    map.

    6. Ask and answer Who was who in Recap work on the Newspapers (Italian and Citizenship, questions about the the Roman Empire? Roman Empire and the British) English past and identify How are decisions Roman Republic. Clarify Internet Exeter City differences made in Exeter? existing knowledge, Council Citizenship game between ways of class discussion on how www.exeter.gov.uk

    life at different it is different to Pictures of a cross times. democracy now (power section of people in

    in Rome depended on society.

    family history and

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    wealth etc).

    Use newspaper

    coverage to look at

    democracy in Rome and

    Italy now.

    Play game to rank

    various people and

    professions in order of

    importance.

    Evaluation what do we

    have in common with

    children in Rome?

3. Lesson Plan 6: Links past and present - between present day Rome and Exeter

Subject: History Date: 25 June 2006

    Year: 6 Set: - All No of pupils: 30

    Topic Exeter and Rome: The Links Past and Present

    Learning NC H2d describe and make links between the main events, situations and changes within and Objectives*: across the different periods and societies studied and 4b to ask and answer questions and to

    NC, ELG select and record information relevant to the focus of the enquiry.

    (NNS/NLS)

    Success By the end of the lesson, you should know more about the Roman version of democracy and

    Criteria* in how decisions are made in Exeter and the UK today.

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    ‘Child Speak’:

    Cross-curricular links/ Literacy speaking and listening.

    Key skills Citizenship to research, discuss and debate topical issues, problems and events and understand why

    and how laws are made and how to take part in making and changing rules.

    Review of pupils’ Build on knowledge of the Roman Empire and their own experiences of the world around them and

    previous learning/ issues which the children feel strongly about.

    experience

    Possible misconceptions That the style of democracy in Ancient Rome has not changed (in present day Italy). Preparation/resources Newspapers (Italian and British e.g. newspapers of the same date covering the recent Italian elections).

     Internet Exeter City Council Citizenship game www.exeter.gov.uk

    Photographs of a cross section of people in society.

    Sugar paper, pens.

    Ask and answer questions about the past and identify differences between ways of life at different Assessment times.

    Who was who in the Roman Empire? How are decisions made that effect us in Exeter? Enquiry Question:

    Introduction

    1. Outline objective of the next lesson to find out about how Ancient Rome was governed and how things have changed

    now.

    2. Recap work on the Roman Empire and the Roman Republic. Clarify existing knowledge, class discussion on how it is

    different to democracy now (power in Rome depended on family history and wealth etc).

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Activities (differentiated by outcome)

    1. Use newspaper coverage to look at democracy in Rome and Italy now. Mixed ability groups generate ideas in group

    discussions, write comments on sugar paper and report back to the class. How have things changed? Do you

    recognise any similarities with democracy in the UK? How do you think the media in Italy and the UK have reported

    the same election story?

    2. Exeter City Council website citizenship game use IWB for whole class session.

    3. Play game to rank various people and professions in order of importance. Mixed ability groups with whole class

    debate to discuss decisions. Does family history and wealth still make a difference? Who takes the decisions about

    issues which we really care about? How can we get involved?

    Plenary

    Class discussion. What do we have in common with children in Rome? Recap of the unit of work, with brainstorm session ideas recorded on the IWB.

    Evaluation

    Review of pupils’ learning

Classroom management issues

Review of trainee teacher targets

Implications

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