Emergency KS1 Spring term 2

Areas of learning As Historians we will be studying the great Fire of London. We will be placing events in chronological order. Looking at the way of life in the past, the housing at the time. We will be studying Samuel Pepys and the work of Florence Nightingale. We will be finding out events from a range of resources and what happened as a result of the fire. As Designers we will be designing emergency vehicles to a design criteria. We will be using a turning mechanism, and or hinged ladders, doors. We will be looking at wheels and axels and we will be exploring how moving objects work. As Scientists we can name the parts of the human body that I can see. I can link the correct part of the human body to each sense. As Artists we will be looking at representations of the Great Fire of London. We will try to re-create our own pictures using a variety of techniques, including printing.

Enterprise (ECM5) Mastery

Learning Detectives

As independent learners we will:

As Learning detectives we will be:

We will be following links to open up appropriate websites to find information. Children be finding information. Yr 2 will be inserting pictures and changing the font to make information texts. Yr 1 will be using programmes and word banks to communicate their ideas. We will also use Purple Mash to create scenes / emergency vehicles.

We will be self assessing, peer assessing and looking for learning in classrooms throughout the school.

PSHE

Immersion Activities

As people concerned with our own and others well being we will: We have the local police and fire service visiting us to talk about their work. We will focus on how the emergency services offer a “caring role” in the community.

Wow: Children to work in mixed age, small groups to create a play/story based emergency services. Perform the work as a group to the rest of the Key Stage. Experiment with different techniques and materials to make a representation of fire. Finale: We will be sharing all our work with the parents as our class assemblies. We will be holding a quiz afternoon for parents and visitors. Challenge Challenges: Make emergency vehicle to a given design specification Class book/Focus Text: The Firework Maker’s Daughter

Emergency KS1 Learning across the curriculum – basic key skills (pg 20 NC)

Using communication Writing, presenting and broadcasting •Diary entries for Great Fire of London •Non-chronological report about emergency vehicles •Narrative: stories about emergency services •Persuasive posters informing people of the work of the air ambulance/emergency service •Recount of events •News report about Great Fire of London •Evaluate emergency vehicles •Information texts about Samuel Pepys/Emergency vehicles

Using mathematics Modelling •Measuring resources for vehicles •Predicting how far away we can hear sounds Calculating •? Interpreting data •Extract information about number of emergency calls in Warwickshire •Making graphs to represent information Justifying •Using data as part of the persuasive poster to back up arguments (Did you know that £1 can…) •Using mathematical words to explain

Using ICT

Subject Key Skills

Personal development Learning and thinking skills •Asking relevant questions •Analysing information •Planning how to go about presenting information •Creating and developing maps and plans •Creating ideas for persuasive arguments •Recognising similarities and differences in environmental features •Communicating using data and the written word •Evaluating the impact of persuasive posters Personal and emotional skills •Identifying strengths and weaknesses in our work for others •Setting goals for more active community involvement •Working independently in written work •Managing feelings and becoming self aware when discussing and finding out about how people sometimes put themselves at great personal risk when helping others Social skills •Listening and responding appropriately to those who tell us about their voluntary work •Working collaboratively •Giving constructive support and feedback to others

History, geography and citizenship Investigate Undertake investigations and enquiries, using various methods, media and sources.

Analyse Compare, interpret and analyse different types of evidence from a range of sources.

Communication •E mail and messages •Graphs •Paint programmes for Fire representations

Consider and respond Consider, respond to and debate alternative viewpoints in order to take informed and responsible action.

Science and design technology Generate ideas Observe and explore to generate ideas, define problems and pose questions in order to develop investigations and products.

Investigate, observe and record

Design, make and improve

Explain

Communicate Apply practical skills to and model in Engage safely in order to explain practical investigations design, make and and develop improve products and experiments and safely, taking account of ideas, share gather and record findings and evidence by observation users and purposes. conclusions. and measurement.

Secrets of Success – focus and activities

Evaluate Continually make systematic evaluations when designing and making, to bring about improvements in processes and outcomes.

Art, dance and drama Explore Explore, investigate and experiment from a range of stimuli and starting points, roles, techniques, approaches, materials and media.

Create Create, design, devise, compose and choreograph individual and collective work.

Searching •Websites •Databases

Developing ideas and making things happen •Graphics •Text •Multimedia

Communicate Present and communicate findings in a range of ways and develop arguments and explanations using appropriate specialist vocabulary and techniques.

Improvise Improvise, rehearse and refine in order to improve capability and the quality of artworks.

Present Present, display and perform for a range of audiences, to develop and communicate ideas and evoke responses.

Evaluate Use arts-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other people’s artistic works.

PSHE Reflect and evaluate Reflect on and evaluate evidence when making personal choices or bringing about improvements in performance and behaviour.

Plan and implement Generate and implement ideas, plans and strategies, exploring alternatives.

Move with control Move with ease, poise, stability and control in a range of physical contexts.

Present Present, display and perform for a range of audiences, to develop and communicate ideas and evoke responses.

Evaluate Use arts-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other people’s artistic works.