Victorians planning Spring Term 1 – 2016 - 2017
Year 3
S. Smith
Date
LO
Activity
SC
Resources
Day 1
To use a photograph to
ask and answer questions
about the past
Show picture of Queen Elizabeth II. Who is this? What is a king or queen? Do you know any other? Show
list. Too many to put on time line! What do you notice about the names? Lots of the same. How many
Henrys, Edwards, Williams, Georges? Chn to highlight names. Because of this they have Roman Numerals
after. Explain what these mean and leave up for display for reference.
Explain what the dates mean and how they relate to one another. Give out names of monarchs from
display to chn. Can they get in order? What may help you? Add to timeline.
Explain that we will be looking at the Victorians. When was this? Find on timeline. How long was Victoria’s
reign? – 64 years. Looking at the photo ask questions such as What did she look like? What kind of
person was she? Why do you think that? Is she rich or poor? How can you tell? Explain that one way we
can about learn about the past is using photos/pictures.
Task Stick a small portrait of Queen Victoria in books. Write notes around the photo saying what they
know about QV from the photo. Repeat with a different photo.
Mini plenary – what have they written? Share and add to own.
Task Use the notes to write a sentence about QV. Feedback for super sentences.
Task What do the chn want to know about Queen Victoria or the Vicorian time? Think of good question
words to start sentences and what it shouild end in. Model one question. Write their questions in their
book. Some will be chosen to add to display.
Plenary
Explain a little bit about Queen Victoria. Born Alexandrina Victoria. Born 24th May 1819. Grew up in
Kensington Palace, London http://www.bbc.co.uk/schools/primaryhistory/famouspeople/victoria/
Name some monarchs
Begin to understand
Roman Numerals
Use terms Victorian,
reign,
Ask questions about
the Victorians.
Create a time line.
Small portraits
Large portraits of
QE QV
Timeline
List of monarchs
Highlighters
Cards with last 11
monarchs on
Recall that Queen Victoria was queen between 1837 and 1901. Revise that we call this time she was
Queen the Victorian era/time. Create display timeline. Do chn know anything about this time? Make
notes of the things we’ve already found out. Model writing it on circle map. Think, pair, share activity for
more details. They should write in any facts they know about the Victorian era on a circle mind map. Come
together on carpet to discuss findings. Explain that we will come back to these mind maps throughout
topic to write down what we learn.
Discuss what we know about Queen Victoria’s life. Add that her coronation was on 28 th June 1838 at
Westminster Abbey, London when she was 19 yrs old.
Watch the young Victoria, Queen’s Coronation. Q: What do we think her feelings were? She married
Albert when she was 21 yrs old and had 9 children.
Explain that as a princess she lived in many royal residences. Show photos of 5 places and 5 descriptions.
Can chn match them up in pairs and explain why they have chosen their pairs? Model right answer.
Which place would you like to live and why? Write a short paragraph explaining their choice and saying
why. I would like to live ……….. because……..
Come together on carpet to discuss findings. Share answers and reasons. Have they been successful?
Underline SC. Explain Victoria’s favourite places were Balmoral and Osbourne.
Inside Balmoral pics:
http://www.bing.com/images/search?q=Balmoral+Castle+Interior&FORM=RESTAB
Use term Victorian,
reign,
Create a time line
Blank circle mind
maps
Display Timeline
Write in sentences
Use because
Give 2 or 3 reasons.
Photos and
descriptions
To identify one way the
past is represented
Begin to use inference and
deduction
Day 2
Can use terms concerned
with the passing of time
Place events in order
Day 3
To express opinions and
give reasons for their
view.
Day 4
Week 2
Day 5
Day 6
Day 7 / 8
Day 9
Can use terms concerned
with the passing of time
Explain that Victorian time was a time of huge change – lots of inventions, new laws etc.
Introduce the Victorian timeline on display. Add beginning and end dates. Ask all chn to say what they
think might have been invented in the Victorian era. Explain what this means. Write on WBs. Introduce
Place events in order
some inventions and add to timeline. What else do they think might have been invented in the Victorian
times? Refer to ther questions, were there any planes? Bikes? etc
Retell facts about people
In groups chn will investigate inventions using ICT and non fiction books/texts. Can they find at least one
more thing that was invented in the Victorian era?
Chdn complete own individual timeline in books, HA choose most important events and order. Say why
they think these are most important.
Share and make a list of those that will be added to the display timeline.
Literacy Link
Use the notes made, organise into paragraphs with subheadings – See
To write a report about QV, family and royal residences.
literacy plan.
To identify ways in which
ICT suite
the past is represented
Look at dolls houses on IWB – who owns one? Explain these were very popular in Victorian times even
though some were never played with. They were miniature versions of real houses for the wealthy.
To copy and paste images
Explain LO and SC for todays activity. Use the internet to find examples of images and copy and paste
into word.
them into word. Print examples for display.
Make sure all chn have a Y3 folder set up so they can save all of their work into it.
Come together on carpet to discuss findings. Question : If dolls houses were like a representation of
wealthy homes in Victorian times… What do you think a Victorian house was like?
Have they been successful learners?
To use sources of
ICT Suite / I Pads
information to answer
What have we learned about Victorian wealthy homes from looking at dolls houses?
questions about the past.
Make a list on board: Often terraced, many floors, rooms, dark colours, cluttered.
Show images for Linely Sambourne House, London. Add to notes
Show The Geffrye website. Together list rooms and discuss what each was used for.– how many of them
do we still use today? Use Hamilton session resources too for discussion.
Chn’s task - Go on a virtual tour in the geffrye house to look for the dog. Show them this. Explain by the
end of the activity, they should have entered every room and be able to describe what they have seen.
Once one person finds the dog, discuss what they have found out about Victorian wealthy homes.
Literacy Link
Explain that they will be writing an information text about wealthy homes in the Victorian times. Who can
To write about peoples’
remember all the rooms? Talk partners first. Have a blank planning sheet with the rooms as subheadings
lifestyles in the past
to show chn. How many did they remember?
Gp task – Choose a room and write each room on a large piece of paper and put one sheet on each table.
Chn in mixed ability gps chn will write down everything they can remember about that room, eg what it
looked like, what it was used for, what was kept in it.Then move on until chn have written on every sheet.
Share and model writing notes for rooms under viewer. Copy for chn for next lesson
Write an information text about wealthy Victorian homes on Literacy – see literacy plan.
To use artefacts to ask
Introduce Victorian artifacts from the display. Put a selection on each table. Chn will draw artefact on
and answer questions
paper, write what they think it is made from and what they think it was used for. Leave a space to write
about the past.
what it was really used for. Chn move around class to view different artefacts and repeat. TAs to probe
chn thinking but not tell them what they are. Repeat activity with pictures of artefacts if necessary but
Use information from
text to find answers.
Create timeline.
Name one thing
invented in the
Victorian era
Invention cards
Timeline on display
Use word to paste
picture into document.
Use internet to
research dolls houses
in Victorian times.
IWB set up
Copy and paste SC
ICT suite
Instructions for
less able to follow
Be able to list rooms
Websites set up
Hamilton rooms
Be able to say
something about each
room.
Be able to list rooms
Make notes about
each room.
Say what it is made
from
Say what they think it
was used for
ICT suite
Large paper
Copies of planning
sheet
Artefacts
Pictures of
artefacts if
needed.
this time the chn should stick the picture in their books instead of drawing them. Explain what they were
really used for and chn to write a sentence under each.
Literacy
Week
To write clear
instructions.
To write a recipe.
Link to Literacy – instructions for washing clothes without electricity, and making Victorian recipes –
scones and milky jelly.
Q: How would Victorians have washed their clothes without electricity? How would they dry them?
Look at laundry artefacts: Q: What might these have been used for? Why do we think this?
Read through info: http://www.1900s.org.uk/1900s-washdays.htm
Order washday activities (pictures). Q: Which words can we use to show order? First, second, then, next,
after that, finally. Discuss list of what we need and layout, e.g. bullet points. Q: How does the layout help
the reader?
Chdn use ordered pictures as a plan to wriote their own instructions.
Day 10
Identify common
appliances that run on
electricity.
Introduce electricity. Q: When was it invented? Add to Victorian timeline. Link to Cragside.
Q: Do we know any common appliances that run on electricity/batteries? – list onto board. Chn to draw 3
things that use electricity and label. Can they think of one not listed?
Imagine what life was like for the Victorians before electricity was invented. Q: What would you use to
see in the dark? Cook? Keep warm? Leisure? Link to Literacy, using comparative conjunctions.
Venn diagram of activities: Before electriciry / with electricity / both.
Write sentences to compare, e.g. Before electricity, people used candles and lanterns to see in the dark,
but now we just flick a switch and the light comes on.
How does electricity work? Introduce electrical circuits – a circle, identify and name basic parts such as
cells, wires, bulbs, motors and buzzers. Show powerpoint – will the bulb light?
Introduce the idea of appretice electricians, how they need to learn all about electricity, work in pairs
and help each other to achieve certificates. Shw first few – light bulb, motor, buzzer, more than one
bulb.
Sort equipment they will need into the boxes. In pairs chn will create simple circuits and check each
others work. Stick certificates into books.
Extension questions.
What would happen if more than one bulb was used in a circuit?
What would happen if more wires were used in a circuit?
What if more cells were used?
Introduce conductors and insulators. What does that mean? What would be in the middle of wires/plugs
to ensure electricity runs through in a complate circuit? What would be on the outside of the wires/plugs
to stop electricity getting out? How will you find out which materials conduct electricity? Can they carry
out an investigation/fair test to answer these questions?
Set chn off in pairs to investigate and sign off certificates.
Record findings in a table. Use results to draw simple conclusions.
Which material is the best conductor?
Which material is the best insulator?
Recognise that metals are good conductors and plastic is a good insulator.
Day 11
To be able to understand
how electricity has
changed peoples
lifestyles.
Construct a simple circuit.
Be able to carry out a fair
investigation.
Day 12
Carry out a fair test.
To use simple scientific
language.
Know which materials
make good conductors and
insulators.
Give reasons for
choice.
Say what it was really
used for.
Worksheet for chn
to draw on.
Know when electricity
was invented.
Timeline on
Victorians board
Identify common
appliances that run on
elctricity.
Construct a simple
circuit.
Identify basic parts
of a circuit.
Circuit resources
Certificates
Extension questions
Carry out a fair test.
Conductor/insulator
recording sheet
Know which materials
are conductors or
insulators.
Use simple scientific
language to record
findings.
Circuit resources
certificate
Write a sentence to conclude.
Day 13
To use a switch in a simple
circuit to make a
component work
Discuss how switches work, now that they know about condutors and insulators. Introduce the 2
certificates – create a circiut using a switch and creating their own switch. What kinds of materials
would they use to make a switch? Why?
Provide a variety of materials for chn to make their own switch.
To make a switch
Literacy
Week
Link to literacy week 8. Create a booklet of electrical facts and write report about elecrictity for assessment.
Day 14
Create a circiut using fun
conductors
Day 15
Day 16
Using all of their knowledge, can they create a circiut without wires?
Materials
Circiut boxes
Switches
certificates
Paper clips
Circuit boxes
Trip to Cragside House
Research and identify key
points from text and
photographs.
To draw upon previous
knowledge on Victorian
homes and lifestyle to
guide their design.
Day 17
Know which materials
are conductors or
insulators.
Use materials to make
a switch
Identify key information
from text, photographs
and artefacts.
To be able to form own
opinion.
Revisit wealthy homes in Victorian times. Revisit geffrye website. Show in IWB. Explain that we will be
looking for information on William Morris and his wallpaper. Who was he? What is he famous for? Relate
to Cragside field trip.
Explain LO and SC for todays activity.
Class split into ½.
1 ) Research into William Morris and make notes about him. Who was he, how old was he, what is he
famous for?
2 ) Design own wallpaper using photographs to help.
Come together on carpet so children can share findings about William Morris and their designs.
Have they been successful learners? Underline SC.
Now we know a lot about electricity in Victorian times, but how has it changed over time to the present
day? Does anyone have any initial ideas? How can we find out this information? What can we look at?
“How has electricity developed from Victorian era to present day?”
Explain LO and SC for todays activity.
Use the internet, books and photographs to help find information to answer the question posed in
starter.
Differentiate : Initially let children do as much as they feel they can accomplish, not to standardise
work to their ability but to let them have the freedom and responsibility over their learning experience.
Come together on carpet so children can share findings. What have you found out about electricity?
Have they been a successful learner? Outline SC.
I can design my own
William Morris
wallpaper.
I know who William
Morris is and what he
was famous for.
know how electricity
has developed from
Victorian times to the
present day.
take notes focusing
only on the important
points.
Identify key
information from a
text, photograph or
artefacts.
Timeline on
Victorians board
Interacive
whiteboard
Books
William Morris
resources.
Laptops.
Timeline on
Victorians board
Interacive
whiteboard
Books
Laptops
Text books
Photographs
ICT suite if
possible
Day 18
Identify physical and
human similarities and
differences.
Introduce Durham city. Geographically where in the country is it? Region etc. Pull out a map to find it.
How do you think Durham may be different in Victorian era compared to present day? How can we find
out what it was like back then?
I want you to research the similarities and differences of Durham in the Victorian times to now.
Explain LO and SC for todays activity.
Use photographs, internet on laptops, books etc to find information. Or word game like cluedo.
What have you found out?
Have they been a successful learner? Outline SC.
Identify main
similarities and
differences of
present day Durham
to Victorian era.
I can use my targets
to improve my writing.
Timeline on
Victorians board
Interacive
whiteboard
Books
Laptops