Sonar Curriculum - London’s Burning

London’s Burning

Synopsis:

Synopsis: Children investigate the Great Fire of London. They use Samuel Pepys’ diary and use this to write their own diary as if they were there. They could also sequence sentences to write a simple narrative of what happened.

In Science, children explore everyday materials and how this affected the spread of the fire.

In History, children ask and answer questions about this historical event and use simple sources of information.

In Art, children use painting with different brushes to recreate a picture of the fire.

Curriculum areas: English, Science, History, Art, D&T and Computing

Length of theme: 6 weeks

History

Historical Concepts Describe and discuss historical events beyond living memory Describe significant people from the past Use a timeline to develop chronological language eg past, present, older, newer

Stories & Sources Use artefacts, pictures, stories and online sources to find out about the past Be introduced to different representations of the past and discuss similarities and differences

Historical Questions Ask some questions about the past

Historical Vocabulary Use historical vocabulary eg past, present, long ago, timeline

Art

Media & Materials In painting, mix colours to make secondary colours In painting, use thick and thin brushes to produce lines and shapes In print, use repeat or overlapping shapes (using objects to create print)

Significant Artists Talk about the work of an artist, craft maker or designer Discuss their own and others' work

Vocabulary Begin to develop artistic vocabulary eg primary / secondary colour, line, light, dark

Skills Begin to use art and design techniques in using colour, patterns, texture, line, shape, form and space with range of materials

Science

Make Observations Start to observe closely

Perform Tests Perform simple tests with support

Ask Questions Start to ask and suggest answers to simple scientific questions Use first-hand practical experiences to find answers

Use Equipment Begin to use simple equipment eg egg timers, hand lenses

Writing

Language & Vocabulary Use vocabulary from stories (eg fairy tales) to increase vocabulary in their own writing Use vocabulary Change meaning of adjectives/verbs using prefix un

Plan, Draft, Edit & Evaluate Say out loud what they are going to write about Compose sentences orally before writing Re -read what they have written to check it makes sense Discuss what they have written with teacher/pupils

Grammar & Punctuation Leave spaces between words Use punctuation for sentences using capital letter, full stop, question mark and exclamation mark Use “and” to join words and clauses Use capital letter for names of people, places, days of the week and pronoun I

Text Structure & Features Become familiar with and retell key stories, fairy stories and traditional tales Sequence sentences to form short narratives

Transcription Spell words containing the 40+ phonemes, common exception words and days of the week Add suffix –s and –es to create plural nouns/3rd person singular for verbs Use –ing, -ed, - er and –est where root word remains unchanged Write from memory simple sentences dictated by the teacher Sit correctly at table holding pencil correctly Begin to form correctly - oriented lower - case letters, capital letters and digits 0 - 9

London’s Burning

History

Geography

D&T

Art

Computing

Music

PE

Science

Writing

Reading

Maths