National Curriculum Objectives

History

Historical Interpretation and Enquiry
    • Ask and answer questions, using parts of stories/other sources to show understanding
    • Discuss how we find out about the past.
    • Understand different representations of the past.
Knowledge 
    • Note similarities and differences between periods of time
    • Use a wide vocab of everyday historical terms.
Understanding
    • Have an awareness of the past
    • Use common words/phrases relating to the passage of time
    • Have an understanding of the chronological framework (where events are in a wider timeline).

Vocabulary

Tier 1

Mum, Dad, family, special, old, past, letter, capital letter word, sentence, full stop, map, journey, work, park, houses

Tier 2/3:

Ancestor, relative, descendant, parent, sibling, grandparents, generations, singular, plural,  punctuation, question mark and exclamation mark, route, employed, facilities

Lines of Enquiry / Key Question(s):

Additional questions

    • What does special mean to me?
    • Why does my family live in W’boro?
    • What does W’boro offer?

Geography

Place knowledge

    • I know some facts about my locality. 
    • I know some facts about a small area outside my locality (e.g. UK or another country).

Human and physical geography

    • I can name key features of my locality using geographical vocabulary e.g town

Vocabulary

Previous Learning

History:  They use past, present and future forms accurately when talking about events that have happened or are to happen in the future

Geography:  Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Writing:  They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Lines of Enquiry / Key Question(s):

Key People

    • Family members
    • Community members 

Use of ICT

    • Film / video
    • Blog
    • Photos

Linked Texts (Junior Lib) (see T4W) 

The Suitcase

    • Belonging
    • Owl babies
    • And Tango makes three
    • Tiger that came to tea
    • Under the love umbrella
    • The heart and the bottle

Writing

Writing composition: Planning, Editing, Purpose and Audience 

    • To say out loud what they are going to write about.
    • To compose a sentence orally before writing it.

Grammar and Punctuation 

    • To use simple sentence structures.
    • To begin to use question marks and exclamation marks.

To recognise and use the terms letter, capital letter word, singular, plural, sentence, punctuation, full stop, question mark and exclamation mark

Lesson

Future Learning

Lines of Enquiry / Key Question(s):

Writing Genre

    • Captions – hot seat who is special, write what they said 
    • Questions – use question stems to write questions linked to special adult.
    • Descriptive writing – describe who is special and why.
    • Information leaflet 
    • Narrative

Outcome

    • Speech bubbles
    • Questions for hot seating 
    • Description of who is special to me. 
    • Create an information leaflet about what Wellingborough has to offer
    • Children to innovate story 
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