Strategic Awareness Resilience Curiosity Brunelli is a unique

Strategic Awareness Resilience Curiosity Brunelli is a unique collection of exciting lesson ideas, activities and resources designed especially for teachers wanting their children to become excited and intrigued by Isambard Kingdom Brunel and his remarkable achievements. All of the teaching and learning activities have been created by Bristol based primary school teachers who have a shared belief that the best lessons are those which promote the seven learning dimensions which are collectively known as ELLI Creativity Meaning Making Changing Learning Relationships

Over the last several years a number of schools across Bristol have adopted a teaching and learning model developed by educational researchers from Bristol University. This model - ELLI , consists of seven learning dimensions which we believe hold the key to the development of our children as effective or powerful lifelong learners. Strategic Awareness Powerful learners know what to do next by having their own strategies which they are able to choose between. Curiosity What is Creativity Powerful learners love playing with possibilities and using their imagination to solve problems in different ways. ? Changing Powerful learners understand that they can become better learners over time Meaning Making Powerful learners are great at being able to connect what they have learnt from one lesson to another and to their lives outside of school Powerful learners love asking their own questions to find out what’s really going on. Resilience Powerful learners don’t give up easily when things start to get difficult. Learning Relationships Powerful learners love sharing their thoughts and ideas with others and working well together to solve problems.

What is ELLI? Brunelli History lessons Tracy Hatton and David Millington Brunelli Geography lessons David Millington Brunelli Science and DT lessons Contributors Jo Stephens Brunelli Literacy and Drama lessons Irene Harrison @ Stoke Bishop David Millington @ Westbury Park Irene Harrison Brunelli Numeracy lessons Simon Gent Brunelli Art lessons Simon Gent @ Christ the King Tracy Hatton Brunelli PE lessons Tracy Hatton @ Victoria Park Simon Gent Brunelli Music lessons Jo Stephens @ Christchurch David Millington Brunelli KS 1 lessons

LESSONS: 1) Why was Brunel voted as one of the greatest Britains ever? 2) How creative a design was the SS Great Britain? 3) What was it like Being a passenger on board the SS Great Britain? 4, 5) What was it like at the launch of the SS Great Britain? 6) What were Brunel’s learning strengths? 7) Why was Brunel famous? 8) In what way was Brunel resilient, when designing and building the Clifton Suspension Bridge? 9) What did Brunel do for the railways?

SUBJECT HISTORY Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources 1) Why was Isambard Kingdom Brunel voted by the nation to be one of the greatest Britain’s ever? Show photo montage of Brunel’s achievements. Ch. to identify which ones can be seen in Bristol and share existing knowledge/personal experiences of. Explain that at the end of the lesson the ch. will be hot seated as Brunel and have to justify why they (IKB) should be voted as the greatest Britain ever. Ch. to watch video about IKB exceptional engineering achievements In pairs ch. to list down as many reasons as possible for IKB to be voted the greatest Britain ever. Ch. to order reasons in terms of importance. Dressed in top hat and tail coat ch. to take turns being hot seated as Brunel. (NB) Encourage questioners to counter argue to tease out details about the scale and inventiveness of Brunel’s projects. 1) Photo montage of Brunel’s achievements 2) Videos BBC Clarkson’s Greatest Britains 3) Top hat 2)Were can the brilliance of Brunel be found in Bristol? ELLI Curiosity Meaning Making Changing WT) Ch to write 3 wonder questions in books/post-its relating to one of Brunel’s Bristol based projects Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT HISTORY Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources 1) Why have millions of pounds been spent on restoring the SS Great Britain? 2) In what way was the SS Great Britain different to ships of its time? Show photo of SSGB. Ch to think of 3 things they already know about the ship and share knowledge. Explain how the SSGB was designed in order to complete Brunel’s vision of transporting people from London to New York by using props (world map, model of SSGB, railway tracks) In pairs, Ch to investigate a range of photographs which show various features of the ships design and which have contributed to the ships uniqueness. Ch. to locate each numbered photo on a large outline map of the SSGB and write a sentence explaining how they think the feature contributes to the ship’s uniqueness. Reveal what each photo actually shows and its historical importance (answers on back of photos) 1) SSGB photo 2) SSGB features photo pack 3) SSGB outline map Introduce photo showing wreck of SSGB being towed across Atlantic. Compare with recent photo of ship and discuss TLQ 1 WT) Explain that ch. will be visiting the SSGB next week. Ch to write 3 questions about the ship that they think they’ll be able to find out the answer to during the trip Extension: Ch. to compare and contrast the SS Great Britain with the Matthew and present ides in own way (mind map, similarities/differences chart) ELLI Curiosity Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT HISTORY Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources 1) What was it like being a passenger on board the SS Great Britain? Ch to think/pair and share 3 questions about the ship that they think they’ll be able to find out the answer to during the trip Trip to SS Great Britain. Audio tour of the ship which gives a comprehensive insight into what life on board the ship would have been like for 1 st class passengers, 2 nd class passengers and steerage. Museum walk. A historical timeline of the ship whereby ch. get to find out about the changing roles, voyages and difficulties encountered. Workshop: In groups of 5 or 6, ch. to study a range of artefacts, diary extracts and other primary resources (Provided by the SSGB Education Centre) Using the clues provided, ch to build up a character profile of a passenger on board the SSGB. The profile should include personal details (age, sex, occupation, class, appearance etc) aswell as any interesting experiences or difficulties the passenger encountered. Ch. to reveal their passengers in a short presentation to the class. 1) Organised trip to the SSGB 2) passenger artefacts, diaries and other primary resources 2)Were all passengers treated the same on board the SS Great Britain? ELLI Curiosity Meaning Making Changing Resilience (NB) Opportunities to further highlight the differences between 1 st class passengers, 2 nd class passengers and steerage Strategic Awareness Creativity Learning Relationships

SUBJECT HISTORY Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources 1) What was it like at the launch of the SS Great Britain? Display launch painting and ask ch. to list all the different people who would have been at the event (crew, mayor, Prince Albert, pickpockets etc) Explain to ch. that over the next two lessons, they will be planning and writing an interview for a radio broadcast on the launch of the SS Great Britain. Activity 1) Having decided on a person from the list of whom they will become in the interview, ch. to develop their character through the creation of a Launch passport. The passport should give details about their DOB, occupation and reasons for being at the launch Ch. to share senses mind maps 1)SSGB launch painting 2) Launch article Share reading of article “The day Brunel’s great …” Discuss points of interest about the launch day ie The royal procession, the royal banquet and floating the ship out of the dock. Discuss who else attended the launch. ELLI Curiosity Meaning Making Changing NB) Encourage ch. to really develop their branches: Q)What were people in the crowd shouting? A)She’s Magnificent! B) How can a thing of that size float? Activity 2) Children to mind map through the senses what it would have been like to be at the launch of the SS Great Britain (Main branches: feelings, sights, sounds, smells Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT HISTORY Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources 1) What was it like at the launch of the SS Great Britain? Connecting Activity: Ch to reveal items from feely bag (cork screw, iron chain, flag, screw, lump of coal, ) Think/pair/share: Ch to explain what each object has to do with the launch of the SS Great Britain. Review children’s mind maps from previous lesson. Explain to ch. that before writing their launch interviews it is important to think about the type of questions that could be asked. Display success criteria jigsaw for radio launch interview. jigsaw: historical facts about the launch, sense of time-Victorian era, detailed answers, interesting questions, development of character, a dusting of humour) CC-Literacy Ch. to construct senses mind maps to help in creative writing of launch interview radio scripts. In pairs, ch. to read aloud radio scripts. Class to evaluate against success criteria 1) Feely bag and objects 2) Success criteria jigsaw 3) SSGB launch window, microphones, camcorder Ch. to brainstorm possible reporter’s questions (books/post -its) Discuss which questions would interest a radio audience. NB) Using projected image of the SS Great Britain launch painting, a GWR radio station banner and a microphone, the ch. can have great fun video recording their interviews Ch. to use senses mind maps to develop their launch interview radio scripts ELLI Curiosity Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

Have you had anything stolen? Can you describe the atmosphere in Bristol today? Do you feel the police have done a good job today? What does it feel like to be at the launch of the SS Great Britain? Did you manage to get a glimpse of Prince Albert? What was the highlight of your day? Did you get a good view of the ship as she was launched from the dock? Do you think the ship will encounter any problems on its first transatlantic crossing? Do you think the huge amount of money spent on the ship is justified?

SUBJECT HISTORY Focus Questions Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources 1) In what ways did the seven learning dimensions lead to Isambard Kingdom Brunel’s exceptional engineering achievements? Reintroduce photo montage of Brunels achievements. In pairs ch. to talk for a minute about one of his achievements. Partner to record the number of facts told inside that minute Discuss the fact that in order to achieve such incredible things, Brunel must have had strengths in some or all of the learning dimensions. Share stories of how Brunel nearly killed himself 1)Thames tunnel incident 2) swallowed coin 3) suspension bridge basket Ch. to discuss learning dimensions used by Brunel Place seven large sheets of paper, each with a different learning dimension written in the middle, around the class. Display and discuss learning dimension evidence sheets Discuss which of the dimensions Brunel was most powerful in? Class to move freely from one dimension to another, recording examples of when Brunel demonstrated a strength in that dimension Eg Creative – the screw propeller Meaning Making – understanding about the properties of materials such as iron WT) If Brunel were alive today, what three things would you like to ask him most? 1) Photo montage of Brunel’s achievements 2) Stories about Brunel and near death experiences ELLI Curiosity Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT: History Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources 1. What is Brunel famous for? Discuss chn’s previous knowledge of Brunel – make a class concept map their ideas. Explain to the chn that they are going to look at a selection of images of projects that Brunel designed. Ask chn to look out for any works that they recognise or that they have seen in Bristol. Time line group activity - Chn have 3 envelopes per group. One envelope has a set of dates from Brunel’s life. One envelope contains pictures of Brunel’s engineering accomplishments and the last envelope contains a paragraph of information about each picture. Using reference books / information sheets (SEN) chn to work in a team to match pictures and information together and then assemble each engineering project into date order. Ask chn to evaluate how well they felt they worked as a team today Q- What aspects of this task were hard? Q- How did you overcome these? Brunel Reference books Add any new items to concept map. This lesson could be delivered through ICT – chn record in ICT suite the correct time line of events and information. Print out and put into books. ELLI Curiosity Meaning Making Changing Resilience Using IWB, taking feedback from groups arrange the events/ projects in date order on a Brunel Time line. Brunel Power point (attached) Simplified reference sheet (attached) ICT suite where applicable. Thumbs up / down assessment Q- Do you think you something that Brunel is famous for? Q- Is there anything we should add to our Brunel concept map? Strategic Awareness Creativity Learning Relationships

SUBJECT: History Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources 2. Do you think Brunel was a resilient person? Refer chn to concept map that children helped to construct last lesson. Q- Which of these can we see in Bristol? Q- Have you ever been to them? Q- What was it like? Q – Have you been over the suspension bridge? Today we will be looking at the Clifton Suspension Bridge – introduce focus. Using power point explain to the chn that when he was working on the Thames Tunnel Brunel sustained a serious injury. Whilst recuperating from this injury Brunel saw a competition to design a bridge to span the Avon Gorge. Introduce the story of the Clifton Suspension bridge showing other competition entries. Stop your recount at the point that Thomas Telford’s design won the competition. Q- If Brunel’s design lost the competition, how did his bridge get built? Chn work in pairs using reference sheet / reference books to complete the bridge’s history. 1. Researching and answering key q’s Q- What do you think Brunel would have thought of his finished bridge? Q- If Brunel’s design lost the competition, how did his bridge get built? Q- Do you think Brunel was a resilient person? Why? Images of suspension bridge (attached) Curiosity Meaning making Clifton Suspension Bridge ELLI 2. Give chn a poster advertising the bridge across the Avon Gorge competition. 3. Design your own competition entry. – chn have drawing of gorge without bridge – sketch on their own design. Changing Resilience Ask chn to show and explain their designs for a bridge across the gorge. Judge which bridge should win based on today’s entries and Brunel’s. Strategic Awareness Creativity Other competition entries (attached) Design bridge worksheet (attached) Reference books Learning Relationships

SUBJECT: History Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources 3. What did Brunel do for the railways? Show chn a small model train set and have a chn push a train around the track. Explain that Brunel used all the Elli dimensions in his engineering. He had to be creative when solving lots of problems. Split the track in 2 and say that there is now a river between the 2 tracks. Q- How can the train get from one side to the other? What if there was a large hill between the 2 tracks that the train cannot go up? Explain to the chn that Brunel is responsible for a piece of engineering at each of the numbered places. They will be working in a group research one of the points. They will be given images, information sheets, books and will be expected to give a short presentation about their site to the class in 20 minutes. Chn present their research into each site. Map of Brunel’s GWR (attached) Explain that in the plenary each group will present their findings to the class. When listening everyone will need to label their GWR map with each site. OPTIONAL - Final assessment – give chn a blank Brunel concept map. Ask them to complete it with as much information as they can remember about Brunel and his achievements. ELLI Curiosity Show map of Brunel’s GWR with numbered key points of reference. Q- What does this map show? Q- How do you think this is related to Brunel? Meaning making Changing Resilience Chn complete their Brunel GWR site map. Q- What did Brunel do for our railway system? Strategic Awareness Creativity Small model train track. Blank Brunel Concept map (attached) Images (attached) Information sheets (attached) Sugar paper + marker pens. Learning Relationships

Lesson 1 Brunel Concept Map

Lesson 1 Images for envelopes

Lesson 1 Images for envelope

Lesson 1 Information for envelopes: Temple Meads train station - Bristol Temple Meads, opened in 1840 for journeys to Bath. Through trains to London started running on 30 June 1841 SS Great Britain -Brunel also designed three great ships, each the largest of its age, the Great Western, the Great Britain and the Great Eastern. The second of these was begun in 1839 and launched in 1843 finally entering service in 1846. It had a chequered career ending as a floating warehouse in the Falkland Islands where she was finally beached in 1937. She has now been restored and can be seen at Bristol Docks. Clifton Suspension bridge – Brunel enters a competition to build a bridge over the Avon gorge at Clifton. Brunel wins the competition in 1830 but due to local civil unrest the construction was delayed for five years only to be abandoned again due to lack of funds. The bridge was eventually completed in 1864, after Brunel's death,

Lesson 1 Information for envelopes Paddington train station -In March 1833 Brunel was appointed engineer to the Great Western Railway. Plans were completed by March 1834. It then took another two years to go through Parliament. The first section from Paddington to Maidenhead was opened on 4 June 1838. SS Great Eastern - The SS Great Eastern was conceived as the biggest steamship yet to be built, one that would be capable of carrying 4, 000 passengers at a time on a non-stop trip to Australia. The ship, originally called Leviathan, was to be nearly 700 ft/213. 36 m long, six times the size of the largest ship built to date. Brunel designed her to be unsinkable, extending the watertight double plating to five ft/1. 5 m above the ship’s deepest load line. Royal Albert Bridge - One of Brunel's most dramatic technical achievements is the Royal Albert Bridge over the River Tamar at Saltash in Cornwall. Begun in 1854, the two 465 foot cast iron spans were hoisted into position in September 1856 and July 1858 and the bridge was opened by the Prince Consort in May 1859.

Lesson 1 Dates for envelopes

Lesson 2 Here are some other entries to the competition to design a bridge to span the Avon Gorge.

Lesson 2

Focus: Do you think Brunel was a resilient man? Working in pairs, use the information books and reference sheets provided to help you answer the following questions. Q 1 - If Brunel’s design lost the competition, how did his bridge get built? ___________________________________________________________ Q 2 – The Bridge was started in 1831 but was brought to an abrupt stop by what ? ____________________________ Q 3 – Did Brunel see his completed Bridge ? yes / no Q 4 – Where did the chains for the Clifton Suspension Bridge come from? ___________________________________________________________ Q 5 – When was the Clifton Suspension Bridge completed? ______ Q 6 - What do you think Brunel would have thought of his finished bridge? ___________________________________________________________ ______________________ The idea of building a bridge across the Avon Gorge originated in 1754, with a bequest in the will of Bristolian merchant William Vick, who left £ 1, 000 invested with instructions that when the interest had accumulated to £ 10, 000 it should be used for the purpose of building a stone bridge between Clifton Down (which was in Gloucestershire, outside the City of Bristol, until the 1830 s) and Leigh Woods (then in Somerset), both of which were barely populated at the time. In 1829 a competition was held to find a design for the bridge. The judge, Thomas Telford, rejected all designs and tried to insist on a hugely expensive design of his own. Lesson 2

Focus : Can you design an alternative Bridge to span the Avon Gorge? Name: ____________ In 1829 Brunel entered a competition to design a bridge to span the Avon Gorge. Imagine that you were alive in 1829, can you design a bridge to rival Brunel’s ? Lesson 2

Lesson 3

Focus: What are these Brunel GWR landmarks?

Thames Tunnel Paddington Station Royal Albert Bridge Temple Meads Box Tunnel Maidenhead Bridge

LESSONS: 1) What geographical obstacles did Brunel have to overcome to fulfil his vision of luxurious travel from London to New York? 2) Where in the world did the SS Great Britain sail? 3) What major changes have taken place in Bristol since the death of Brunel?

SUBJECT: Geography Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources What geographical obstacles did Brunel have to overcome to fulfil his vision of luxurious travel from London to New York? Children to Think/Pair/Share How did people travel long distances before the arrival of the railways and steamships? Visually recreate using photographs, maps and models the journey that Brunel wanted his passengers to take from London Paddington to Bristol temple Meads on his wide gage track, stopping at the Great Western Hotel overnight before embarking on a transatlantic crossing aboard the SS Great Britain. Children to study carefully the pictures locations and explanations of key Brunel landmarks along the route from Paddington to New York. Ch. to join up with a different pair to compare maps and discuss their accuracy. Working in pairs, Ch. to locate landmarks and plot route as accurately as possible with place names on a blank outline map of the UK and North America using their atlas skills. Ch. self asses their own learning in the lesson with particular reference to the resilience learning dimensions and their own ways of overcoming any problems they had. Photographs, maps and models to recreate journey (unattached) Discuss human and physical geographical problems Brunel would need to overcome. Share stories about the Box Tunnel and difficulties encountered ELLI Curiosity Meaning making Changing Resilience Strategic Awareness Creativity Photograph and information on the Box Tunnel (attached) Atlases Blank outline map of the UK and North America Learning Relationships

SUBJECT: Geography Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources Where in the world did the SS Great Britain sail? Finger facts In pairs, ch. to link fingers each time they can agree on a really interesting fact about the SS Great Britain Introduce the time line and accompanying photographs of the important events and voyages which took place during the life of the SS Great Britain. At each stage, children could quickly write down any feelings they may have about the voyage/event – imagining they were Brunel. Ch. to study carefully individual copies of the time line and highlight places of departure and arrival Ch. to join up with a different pair to compare maps and discuss their accuracy. Timeline of the SS Great Britain and photographs Wonder Time: Ch to record 3 wonder questions about any aspect of the voyages and places the SS Great Britain visited. Atlases ELLI Curiosity Meaning making Using atlases, ch. to locate the different ports and places from were the ship departed and arrived and plot the routes of the voyages, ports and places on a blank outline map of the world. Using information from the timeline, a key can be included which explains why each voyage was made. Changing Resilience Strategic Awareness Creativity Blank outline map of the world Learning Relationships

SUBJECT: Geography Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources What major changes have taken place in Bristol since the death of Brunel? Spot the difference Ch. to compare and contrast two photographs of Bristol – 2006 and 1859, and identify as many differences as they can in 5 minutes. Ch. to share differences with class Leading on from connecting activity, show children two maps of Bristol -2006 and 1859. Discuss major geographical changes: Urban growth, road network, services etc. Explain to children that if you were a tourist in Bristol now your tour around the city would be very different to a tour in Victorian times. However, in both times you would expect to visit Brunel’s exciting landmarks. In this activity the children will imagine that they are working for The Bristol Tourist Board and have been asked to design a a travel map for tourists wanting to take a tour of Brunel’s famous landmarks. Ch. to talk through maps as if they were working in a Tourist Information Centre to a customer Bristol 2006 and 1859 photographs and maps Curiosity Meaning making Which is the best city route to take to see Brunel’s landmarks? ELLI Using the maps of Bristol to assist, the children can choose to create a map for either the modern or the Victorian tourist. Customer may ask questions about any of the Brunel landmarks Maps should include: • All key Brunel landmarks • Other key landmarks as points of reference • Main roads (names or numbers) • Any additional tourist attractions Changing Resilience Strategic Awareness Creativity Learning Relationships

LESSONS: 1)What forces need to be considered in bridge design? 2) Can you build a bridge with only these resources? 3) Are you able to design a bridge using engineering 4) Can you design a principles? gadget to perform a specialist task? 5) How would you solve a modern day transport problem if you were Brunel? 6)How could the principles of a steam engine be used to make your life easier? 7) In what ways are gears crucial to our transport network? 8) Can you design a workable model propeller?

SUBJECT: Science / D. T. Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / What forces need to be considered in bridge design? Show a clip of ‘What the Victorians did for us’ which demonstrates the forces of a suspension bridge using people. You could then go on to replicate this clip as a gym demonstration if you carry out a risk assessment first: The 2 pillar children hold onto a rope at either end which is well-secured into the ground. Another rope is used to span the distance between them. Another child is then used as a load on the bridge by sitting on the rope spanning between the two pillar children. The ‘pillar’ children should be able to experience the compressive force pushing them down. Contrast with what happens if the pillars are not connected to the anchored ropes (they’ll start to collapse in on each other). *Health and safety consideration* make sure the load is light and ensure that the ropes either end are firmly secured to the ground. Web-based demo www. constructionawar ds. org. uk KS 2 Activity 6 – the force a load exerts on a bridge IWB demo Using the following website: www. pbs. org/wgbh/bui ldingbig/lab/forces. htm l Demonstrate the forces of: compression (squeezing), tension (stretching), bending, shearing (sliding), torsion (twisting) Children to experiment with building materials such as lego, mechano, art straws, balsa wood, natural materials from the school grounds etc. Drill key vocabulary of the different forces. Where else do you see these forces at work in daily life? ELLI Curiosity Meaning Making Resources Assessment IWB Web access Construction materials Digital camera 3 ropes (2 of which are securely fastened into the ground) As a group identify the different forces discussed in action – what are the consequences of these forces? Storyboard in a digital photo sequence to display on wall for reference to during subsequent science work. Changing Resilience Strategic Awareness Creativity Learning

SUBJECT: Science / D. T. Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Can you build a bridge that holds 100 pennies, using one sheet of paper and up to five paper clips? Look at bridge designs – what are the fundamentals? How have the bridges been strengthened? Discuss ways of strengthening and reinforcing the paper, e. g. fold the paper (like an accordion), roll the paper, or cut and weave the paper. Take suggestions for other ways. The bridge must span 20 cm; each end will rest on a book and cannot be taped or attached in any way. Work in pairs to complete the tasks. Have a class showcase of the most successful bridges. Elicit what features made it a success. What other variables may have impacted upon the success of a certain design (e. g. how many times paper re-folded / way and location in which pennies were positioned)? How could we re-test the designs under ‘fair test’ conditions? If time, the test could be repeated – account for any differences on the results. [Adapted from http: //newsweaver. co. uk/teachersnetwork/e_ article 000492812. cfm ? x=b 11, 0, w#_4)_Desi gn_your ] ELLI Curiosity Meaning Making Changing Resilience Resources Assessment Strategic Awareness Creativity 100 + pennies Paper clips A 4 paper Books Ruler Learning Relationships

SUBJECT: Science / D. T. Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Are you able to design a bridge using engineering principles and a bridge building design package? Look at images of some of Brunel’s bridges – the Clifton Suspension Bridge and the Royal Albert Bridge (re: Brunel Information Power. Point ). What patterns can you see in the construction? What materials have been used? Ask for each group to record a question on a post-it note re: if they could ask the photo a question what would it be? Recap forces work and re-visit the website below to look at the advantages / disadvantages of different materials and shapes. www. pbs. org/wgbh/bui ldingbig/lab/materials. html Downloadable programme from the web and runs without internet access. Children attempt the challenge in 2’s or 3’s. Discuss clear need for ‘stickability’ at regular points in the activity. How successful were you? At each stage when the design was tested and evaluated what did you learn? How helpful was this evaluation process to your learning? Did you learn something even if you didn’t complete the contest? What other lessons in life are like this? What would you do differently next time? ELLI Curiosity Work through the introductory information of the West Point Bridge contest. http: //bridgecontest. us ma. edu/download. htm What learning from this week will help us to tackle this problem? Meaning Making Changing Resilience Resources Assessment Strategic Awareness Creativity Computers 1: 2 Photos Web link Display posters if available Brunel Information Power. Point N. B. THIS ACITIVITY LINKS TO BRUNELLI HISTORY LESSON 2 AND COULD BE USED TO LEAD INTO THE BRISTOL UNIVERSITY BRIDGE CHALLENGE. http: //research. cen. bri s. ac. uk/cc 06/resource s/primaryschoolsbriefp ack. pdf Learning Relationships

SUBJECT: Science / D. T. Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / What mechanism would you design to perform an everyday task? What does engineering mean to you? What recent inventions have there been in the news recently? – consider what engineering principles they have used. Why do people invent – what is their motivation? Watch a clip from a Wallace and Gromit DVD or view a invention from the website: www. wallaceandgromit. c om With talk partners discuss what everyday tasks would they like to have automated. Mime to the class for them to guess –guessing should help the children to think of links with existing products and to analyse the type of movement made – what mechanisms can imitate that? In pairs or groups children decide on the task their mechanism will be for. With-in the groups children compare their plans – which one do they think would be most effective? Why? [Alternatively: 1) children could design a gadget to perform a specialist function – e. g. for fictional characters in the Alex Rider series by Anthony Horowitz 2) children could design and make an alternative, innovative use for Brunel’s stovepipe hat, re: www. brunel 200. com for information on this competition] ELLI Curiosity Share some examples of technical drawing and demonstrate the skills of measuring / scale / proportion… Meaning Making Changing Assessment Children mind-map potential solutions / resources and carry out research to add to this. Once ideas have been collated children need to agree on a potential design to take forward. Individually, they take this idea and draw designs with their own slant. Resilience Resources As a whole class discuss how different people take an initial idea and develop it in different ways. Are any right / or wrong? Would the product be more successful if elements of each were integrated together? Why / why not? Strategic Awareness Creativity Wallace and Gromit DVD / website Examples of technical drawings N. B. If you wanted to broaden this lesson focus you could look at the Great Victorian Achievements animation at: www. bbc. co. uk/history /society_culture/societ y/launch_ani_victorian _achieve. shtml Learning Relationships

SUBJECT: Science / D. T. Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / How would you solve a modern-day transport issue if you were Brunel? What could be improved about the transport system in Britain / Bristol? Consider both public transport and private transport with its related issue of parking, pollution and congestion. What would you like to be able to achieve on transport / what places should be accessible? Children to come up with ideals. Teacher to model how to phrase ideas as though part of a manifesto / proposal to send to investors. What persuasive devices would Brunel have had to use? Introduce problem for which solutions are to be mooted. e. g. Bristol’s traffic problems – ‘What would you design if you were Brunel? ’ / How could you get across the gorge if the bridge wasn’t there? / Rolls Royce competition – design a means to cross the Atlantic Ocean. Team-based approach to the issue collectively decided upon by the class. What might a passenger terminal look alike for a futuristic mode of transport? What key elements would be the same as Brunel’s time? What would be different? Why? Consider technology but also the social context of aesthetics etc. ELLI Curiosity Meaning Making Changing Assessment Produce an A 3 poster illustrating their designs. Discuss the need for clear explanations so that others could work from your plans. Create a class display for children to circulate around and make constructive comments on post-it notes. Children then return to their design and make adjustments as advised / clarify any issues which others were not sure of. Resilience Resources Strategic Awareness Creativity A 3 paper Post-it notes Learning Relationships

SUBJECT: Science / D. T. Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Assessment Resources How could the principles of a steam engine be usefully employed today? Robert Stephenson (best steam locomotive designer in Britain at the time with ‘The Rocket’) – what was his role in the Victorian times and how was it informed / competed with / duplicated by Brunel’s work? Look at demonstration of how a steam engine works: http: //travel. howstuffw orks. com/steam 1. htm ‘How do steam engines work? Fire heats the water, the water turns to steam, the steam pushes the piston and that motion is converted into the required movement - like turning a wheel. Did you know that steam power is not dead? Today 80 per cent of our electricity is generated by steam turbines. ‘ [taken from www. thinktank. ac] A simple diagram of a turbine is available at: http: //www. txucorp. co m/responsibility/educa tion/generation/steam. aspx Discuss the function of a turbine further and consider new and original ways of using turbines to power objects / transport. Watch each groups adverts and discuss which ideas are already in use and what would still need to be tested? How valid an idea is it what process would need to be gone through to ascertain this? Turbine demo clips Diagram of turbine Projector Web access ELLI Curiosity Meaning Making Changing Children are to discuss their ideas and record on whiteboards as they work. Every few minutes have a 30 second feedback session to share ideas along the way and help them to become more fully developed. Set up a group project - to design a TV advert for the steam turbine – ‘ 20 things you could do with a steam turbine!’ Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT: Science / D. T. Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / In what ways are gears crucial to our transport network? What is a gear? Which of Brunel’s designs would have used gears? Elicit suggestions by playing pictionary with the class, a child who knows a use comes up and draws it for the class to guess. This should allow other uses to be considered. Record all the suggestions and work through the role of gears on each. How are gears still used today – think of common vocabulary, e. g. in the car / on a bike. As a class work way through the Gears file on http: //www. ngflcymru. org. uk/vtc/ngfl/d andt/s_smith_isf/index. htm Encourage children to ask questions, relate to real life examples and support one another with understanding. To create an instant display get children to draw and cut out a simple gear or gear train, on which they write a use for it. Link different children’s gears up together to demonstrate how if we all work together we can get a greater end result. How many gears are in action in our class at the moment? Which could be replaced by other mechanisms / power sources? Encourage children to give examples. ELLI Curiosity Meaning Making Resources Assessment Card with gear outlines on IWB Web access Lego gears Children could go on to experiment with Lego gears. Changing Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT: Science / D. T. Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Can you design a workable model propeller? [Material adapted from Rolls Royce Brunel 200 pack] What links Brunel and the propeller? The steam ship SS Great Britain was the first ship to have an iron hull and employ screw propellers prompted a new era of ship design and propulsion. A history of Brunel’s ships is available at: http: //www. nmm. ac. uk /server/show/con. Web Doc. 146 Propeller: Blades mounted at the back of a ship underneath the water which drive an engine powered ship forward. A very basic definition and diagram available at http: //www. thefreediction ary. com/propeller Demonstrate the principle of propulsion through a clip of a hovercraft (air propulsion) http: //www. isleofwightuk. co. uk/Isle%20 of%20 Wig ht%20 Video%20 Clips/pa ge 8 a. html ‘Scrapheap challenge’ type activity where the children use recycled materials to create a simple propeller to push air or water. Consider the choice of objects and their material properties (why were they used for their previous function? e. g. crisp packet / plastic bottle etc. How will they be useful to your propeller design? ) Could go on to discuss/ investigate wind/tidal turbines which are propellers in reverse (used to generate electricity). Consider health and safety issues and the tools available to complete the project. What is the role of testing? Why would Brunel have done it and why do we continue to do it in our science lessons? Can the children give examples of when Brunel had to test and re-test. What ELLI skill does this demonstrate? Can they think of any times when more tests would potentially have been useful? The future of marine propulsion? http: //www. sciencene wsforkids. org/articles/ 20040915/Feature 1. as p ELLI Curiosity Meaning Making Changing Resilience Resources Assessment Strategic Awareness Creativity Electricity kits for children interested in an electric motor Recycled materials Picture of propeller Rolls Royce pack for reference Glue Scissors Learning Relationships

LESSONS: 1 a) What would you like to find out from Brunel about his life and work? 1 b) How can we write a biographical account of the life and work of Brunel? 2) How can I writing a diary entry about my experiences on board the SS Great Britain? 3 a, b) How will we produce a radio interview to inform people in Bristol what is like travelling on the SS Great Britain? 4) How can we create a persuasive advertisement for the 5)at would it have been GWR or the SS Great like taking part in the Britain? construction of the Clifton Suspension Bridge?

SUBJECT: Literacy KS 2 Focus Question Connecting Activity BIOGRAPHY OF BRUNEL • What do you know about Brunel’s inventions? DAY 1/2 • discuss with chn. why Brunel’s work had such an impact on society (travel, engineering etc) 1 HOUR ELLI Curiosity Lesson 1 a Whole class teaching Elli Based Activity • discus the features of biography • watch video/clips on the life of Brunel • brainstorm, as a class, questions which they could use to develop a profile of Brunel. (birth, death, nationality, family, education, achievevements etc) • working in pairs • share a selection of prepare questions to questions with the be posed to Brunel class • assess whether or not thy have enough coverage in their questions Meaning Making Changing Resilience Plenary/ Assessment Strategic Awareness Creativity Resources Espresso Brunel Power. Point presentation (see previous slides) Brunel 200. com. uk Learning Relationships

Lesson 1 b SUBJECT: Literacy KS 2 Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources BIOGRAPHY OF BRUNEL • What do you know about Brunel’s inventions? • resume of yesterday's work on the features of biography • discuss sources of information • Relate to History – primary secondary biased unbiased etc • explain to chn that they are going to interview an expert – Brunel himself • explain that they must be quite explicit about what they want to know • discuss the need for their notes to be clear and logical so that they can use them for their biographies • an “expert” dressed as Brunel and taking on his persona will (could be child/adult) be in the hot seat • Chn. will pose questions, collecting information and evidence for their biographical account • chn will produce a biographical account of Brunel • Chn will share parts of their accounts with the class • accounts will be made into a book which can then be as a resource • chn. To assess whether or not thy have included all the required features of a biographical account and how they could improve their work Espresso Brunel Power. Point presentation (see previous slides) Brunel 200. com. uk DAY 2/2 1 HOUR ELLI Curiosity Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

Lesson 2 SUBJECT: Literacy KS 2 Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources DIARY EXTRACT Why might the people who travelled on the SS. Great Britain journey want to keep a record of their journey? • a record of events (History) • a study of people’s behaviour (Social Science) • an account of • wildlife/environment (Geography) • a personal reminder • Read together the diary extract of Louise Bucha aged n 14 fro her voyage on the SS Gt. Britain from Adelaide to Liverpool • Discuss with chn. the features of a diary • Model a diary entry of young seaman/captain/a first class passenger • allocate roles to chn and explain to them that they have to assume the personality of their character • chn. to compose a diary entry which was written on the very first journey that the SS Gt. Britain ever made • make booklets into which the entries can be inserted • chn. Share their diary entries with the class and chn. have to guess in which role each child has written • Diary extract from “ The Great Reading Adventure” • 8 page booklet made from A 4 sized paper 1 HOUR 1/1 ELLI Curiosity Meaning Making Changing Resilience • each child to assess their own entry and to make notes about how they could improve their work Strategic Awareness Creativity Learning Relationships

Lesson 3 a SUBJECT: Literacy KS 2 Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources RADIO INTERVIEW • the incentive to invent the radio (history/technology) • discuss with class the different categories of people who it would be useful to interview • generate a list • in groups chn. to assign roles script writers, interview, captain, Ist class passenger, steerage passenger, crew member, cook etc • chn. report back to the class how they have allocated the work and what props and equipment they will need Espresso Brunel Power. Point presentation (see previous slides) Brunel 200. com. uk Local radio ? ? ? What would be a good way of allowing people in Bristol to find out first hand what was happening on a journey aboard the SS GT Britain? (Radio, letters, telegrams) chn. assess how well they have worked together 1 HOUR DAY 1/2 ELLI Curiosity Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

Lesson 3 b SUBJECT: Literacy Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources RADIO INTERVIEW • the incentive to invent the radio (history/technology) • possibly involve local radio as experts or to broadcast the best interviews • See Day 1 • chn. Work collaboratively on their assigned roles and rehearse their interviews • Chn. Perform their radio interviews to the class • class rate the performances Espresso Brunel Powerpoint presentation (see previous slides) Brunel 200. com. uk Local radio ? ? ? What would make a good radio interview? Discuss variety of interviewees, language etc (painting pictures with words) 1 HOUR Day 2/2 ELLI Curiosity Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

Lesson 4 SUBJECT: Literacy KS 2 Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources ADVERTISEMENT The impact of advertising on society • show children a variety of modern advertisements • discuss the features of the advertisements • show children advertisements from the time of Brunel • model an advertisement for a trip from Bristol to London • working in a group (4), chn. to divide up the task of creating an advertisement • use a variety of media eg television, radio, newspaper, cinema • chn. create an advertisement • chn. Present their advertisements to the class Espresso Brunel Power. Point presentation (see previous slides) Brunel 200. com. uk London – Bristol London – New York Why would it be important to advertise the railway and the SS Great Britain? 1 HOUR 1/1 ELLI Curiosity Meaning Making Changing Resilience • chn assess the power of their advertisement – have they managed to persuade each other that they are selling a good product? Strategic Awareness Creativity Learning Relationships

Lesson 5 SUBJECT: Literacy KS 2 Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources DRAMA -a scene from the building of the Suspension Bridge Comparing Victorian working conditions with today's • discuss with the class the dangers of such a project at that time and today • discuss that nowadays there are very strict Health and Safety guidelines • discuss the fact that Brunel never got to see his project completed • discuss the sense in building a bridge that was not going any where • in groups chn. create short scenario of workers on the site of the bridge • chn. Decide if they are going to need dialogue or if they are going to create a mime • chn. Rehearse their drama • perform to the class • chn. Assess each others drama and critically review Espresso Brunel Power. Point presentation (see previous slides) Brunel 200. com. uk What would it have been like to work on the building of the bridge? • conditions • different types of work • moral • excitement ELLI Curiosity Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

LESSONS: 1) How much money does the suspension bridge make each year? 2) Has every problem got at least one solution? 3) The train routes investigation 4) Brunel vocabulary/value investigation

SUBJECT - Numeracy Focus Question Mental Maths How much money does the suspension bridge make each year? Ask children to Discuss how Brunel’s estimate certain things. design won a competition. What do you think are e. g. how long it takes the difficulties in to do certain things (Count to 100, say the building a bridge over a gorge? alphabet backwards, etc. ) How many times you can do an activity within a certain time. e. g. write your name down in a minute. Whole class teaching When building the bridge, at first people travelled across the gorge in a basket attached to a wire. (Brunel was the first to go across!) Elli Based Activity Plenary/ Assessment Resources Show children photo of Clifton suspension bridge. Can they estimate: How wide is it? How tall is it? How many cars would travel over it on a minute, an hour, a day, a year? At 30 p per car how much money do you think is made by the bridge each hour, day etc. ? What answers did the children get? Check that children understand that as the time period increases so does the amount of cars and money. If the suspension bridge makes the amount of money said, is it all profit? What costs would have to be taken away? Children to suggest ideas (Staff, light bulbs, electricity etc. ) You can find many images of Clifton Suspension Bridge on the Internet. Children need to make links between different time relationships. How could we find out what the actual answers are? – Phone the bridge etc. Pose problems. ELLI Curiosity Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT - Numeracy Focus Question Mental Maths Whole class teaching Elli Based Activity Plenary/ Assessment Resources Has every problem got at least one solution? Discuss with children how units of measurement have changed over history. Brainstorm some units with the children. Tell children that 1 inch is approx 2. 5 cm. How long in cm would 5 inches be? Etc. Tell children that an ounce is approx 28 g. In g what is 2, 4, 5 , 2½ ounces worth? Discuss with children some sources of energy in Victorian times. When electricity, gas and water eventually needed to be supplied to every house they needed to install pipes. Show layout on board. houses Children to explore Energy sources investigation. Is it possible to connect Gas, water and electricity to all 3 of the houses without any pipes crossing over? Take feedback from children on the investigation. Metric to Imperial conversion rates available at If we carried on trying would we find a solution? http: //convert. frenchproperty. co. uk/ Repeat with other conversions appropriate to age and ability of children. Pose the problem e. g. 1 pint is approx ½ a litre. ELLI Curiosity G W E Reinforce the idea that some investigations cannot be solved. However it took resilience to carry on trying and the answer that it wasn’t possible is acceptable. After about 10 mins ask what might help the investigation. Suggest moving the houses and energy sources about in a different layout. What skills will help us solve this Why not see if working investigation? with a partner helps? Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT - Numeracy Focus Question Mental Maths Whole class teaching Elli Based Activity Plenary/ Assessment Resources What do you think were the top 3 modes of transport in the times of Brunel? Discuss how Brunel worked in many different countries around the world. He built railways in Australia and Italy and had ships sailing to New York. Use time zone map (on IWB or paper copy) to discuss differences in time between these places. Start by looking at Brunel’s greatest feats. Refer to Great Western Railway and how trains were a popular way of travelling – no cars. Train Routes investigation. Give the children the Worksheet. How many different routes can be taken on a round trip from Bristol? (you can only visit each location once!) Get children to check their answer in pairs (with a child from another table). If their answers are different, why are they different? Download FREE Time zone software from, http: //www. greyolltwit. c om/wtime. html If it is 3 pm in London, what time is it in New York etc. ? What skills do we need to have as learners to help us complete this investigation? Pose the Train Routes investigation. What information do we need to help us? (for younger children or less able limit it to a couple of locations. For these children it is also better to compare locations with London times) ELLI Curiosity Meaning Making Changing Who is right? What is the cheapest fare for the round trip? What is the most expensive fare for the round trip? Take feedback from whole class and share findings. (Differentiation possible by reducing the amount of locations on the map) Ask children to answer focus question. Ask them to reason their answers and the order given. Resilience Strategic Awareness Creativity Learning Relationships

Newcastle Birmingham Nottingham Six cities are connected by train routes. Bristol The train goes from Bristol back to Bristol. Exeter London It visits each of the other cities once. How many different possible train routes are there? This table shows the train fare for each direct route. Bristol to London is the same fare as London to Bristol and so on. Newcastle to Nottingham to London to Exeter to Bristol to Birmingham to Newcastle Nottingham to Exeter Birmingham to Nottingham Birmingham to London to Bristol £ 4 £ 3 £ 4 £ 5 £ 3 £ 4 £ 6 £ 5 £ 7 £ 5 Which round trip from Bristol to Bristol is the cheapest/most expensive?

SUBJECT - Numeracy Focus Question Mental Maths Whole class teaching Elli Based Activity Plenary/ Assessment Resources Which letter appears most frequently in any words linked to Brunel? Look at a Timeline about significant dates in Brunel’s lifetime. Give children alpha code. A=£ 1, B=£ 2, C=£ 3…. . Get children to mindmap/brainstorm as many words that they can link to Brunel as they can think of? Is there anyway of being able to predict which words are worth the most/least? -By seeing if the majority of letters are near the end/beginning of the alphabet. Alpha code cards (to save children time writing this out, however with younger children you might want them to write it!) What age was he when he…. . ? How long before he died did he…. ? What is the difference in time between …. . And …. . ? (For older or more able children you might want to explore proportions of his lifetime? ? ) ELLI Curiosity You can find the value of a word by adding up the value of each letter. What is the value of their own name? Simon = 19+9+13+15+14. From Brunel’s 3 names, which one has the highest value/least value? Isambard? Kingdom? Brunel? Meaning Making Changing Ask children to see if they can suggest questions that they would like to find an answer to using the alpha code. Which word to do with Brunel is worth £ 77? -Engineer -Which locality that we know Brunel went to is worth the most/least? Etc. Resilience Give the children 2 words. Without working it out can children predict which one is worth the most? Check it. Are longer words always worth more than shorter words? Ask children to give examples to support their answers. Strategic Awareness Creativity Differentiation You might ask more able to try to calculate all of the answers mentally. Less able children or younger children may need to use Calculators Learning Relationships

LESSONS: 1)How can I draw a portrait of Brunel? 2) How will I design the missing stamp for the Brunel 2000 2) How will we create a collaborative collage that depicts one or more of Brunel’s famous landmarks?

SUBJECT: ART Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary / Assessment Resources 1. Can I draw a portrait of Brunel? Show chn picture slide of Brunel. Q- Who is this? Q- Why is this person famous? Demonstrate how to sketch dimensions of a human face. Model how to build up picture and how to do shading. Chn to produce a portrait of IBK using their choice of drawing material. Make frames out of gold / silver paper to frame Brunel portraits. Drawing resources – pencil, charcoal, pastels. Show chn the stamp collection issued to commemorate Brunel 200. Discuss what each stamp shows. Explain to chn that when these stamps were unveiled some people in Bristol were upset by the absence of the SS Great Britain. Chn to design the missing SS Great Britain stamp from the Brunel 200 stamp collection. Chn can work individually, in pairs or in a small group to design and draw their stamp. If chn have particular desire to design a different Brunel stamp allow this Chn to rotate around the classroom reviewing and appraising each others work. Show slides of SS Great Britain, Temple Meads, Suspension Bridge. Q- What can you tell me about these structures? Explain to the chn that today they will be working in groups to make 3 different collages of local Brunel projects. Chn choose which collage they would like to design and work on: SS Great Britain Temple Meads Clifton Suspension Bridge Take collages to hall to mount on a hall display. Have chn design how they would like their work displayed. 2. Can I design the missing stamp for the commemorative stamp collection? 3. Can we work together to make a collage of a famous Brunel landmark? ELLI Curiosity Meaning Making EXTENSION – Brunel colouring activity. Changing Resilience Make a Brunel portrait gallery in the class room. Stamps slide A 4 paper Have work mounted and displayed in class. Strategic Awareness Creativity Collage materials Large sheets of paper. Learning Relationships

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Images of Temple Meads Lesson 3

LESSONS: 1)How can we perform a sea shanty?

SUBJECT: Music Focus Question Connecting Activity Whole class teaching Elli Based Activity Plenary/ Assessment Resources How can we perform a sea shanty? Play recording of “What shall we do with the drunken sailor? ” Children to sing along. Discuss vocab: scupper, bowline, hoist and brig. Children to consider who the lyrics were written and sung by Leading on from connecting activity, explain that the song is a sea shanty which were sung by sailors on ships like the SS Great Britain and earlier sail ships. Explain that they were working songs and were sung with a very strong rhythmical beat. Play recording of “The Fire Down Below” Explain that this is a capston shanty and show picture of capston being turned to raise anchor. Ch. to sing lyrics Allocate each group of 5 or 6 a sea shanty Ch. to perform sea shanties to whole class and record. Ch. to listen to recordings and evaluate with two stars and a wish according to success criteria. Children to reflect on their learning relationships within the group Websites: www. contempla tor. com ELLI Curiosity Meaning making Ch. to familiarise themselves with shanties by reading through lyrics Ch. to plan a performance of their sea shanty and rehearse Each performance must include miming of jobs the sailors will be doing on board the SS Great Britain, a strong rhythmic pulse using body or other untuned percussion and of course confidently sung or chanted lyrics Changing Resilience Strategic Awareness Creativity Untuned percussion Photograph of capston being turned Learning Relationships

1) Why did Brunel design and make bridges? 2) Why was Brunel so successful in what he did? 3) How could you change the design of the Clifton Suspension Bridge? 4) What shapes did Brunel use in the construction of his designs? 5) What do the photos tell us about the time Brunel lived in?

SUBJECT: DT Focus Question ELLI Focus Whole class teaching Elli Based Activity Plenary / Assessment Resources Why did Brunel design and make bridges? Creativity Look at a picture of the Suspension Bridge. Discuss why and how it was built. Set a challenge to design and make own bridge to cross a given distance or object. Foundation – Use construction kits and junk modelling. Meaning making - Which design works best? Why? Construction kits What links can you make between your bridge and Brines? Junk modelling materials How do you think Brunel developed his designs? What would he have had to think about and do to create the Suspension Bridge? Toy lorries Meaning making Curiosity Learning relationships Resilience Y 1 – In pairs design bridge and list materials. Use junk modelling to create bridge. Test, modify and evaluate design. Y 2 -Which is the longest, strongest bridge you can make? Can you design a bridge which can hold a toy lorry carrying 2 bean bags across a given distance? Test modify and evaluate designs. Bean bags Pictures of the suspension bridge. Additional DT activities: Puppet making to retell the life story of Brunel. Design a nd make own top hat. ELLI Curiosity Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT: Literacy Focus Question ELLI Focus Whole class teaching Elli Based Activity Plenary / Assessment Resources Who is Brunel? What did he do? Where did he come from? Why was he so successful? Which learning dimensions did Brunel use to be successful? Making connections Introduce Brunel using a variety of sources. Record a list of questions about him. Role play and hot seating activities. Foundation – Group floor book. Act out scenarios. Puppet show of life story. Use musical instruments to create a musical story of his life. Curiosity What questions would you ask Brunel if you met him today? In groups children write interview questions. What learning animals did Brunel use the most? Pictures & video of Brunel. Curiosity Learning relationships Musical instruments Y 1 – Create a fact file. Diary entry. Character profile. creativity Y 2 – Newspaper report of the launch of SS Great Britain. Fact file on Brunel. ELLI Curiosity Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT: Art Focus Question ELLI Focus Whole class teaching Elli Based Activity Plenary / Assessment Resources How could you change the Suspension Bridge? Creativity Look at various pictures of bridges. Discuss designs and purposes. Compare them to the Suspension Bridge. List ideas of how the bridge could be changed. Complete a sketch of the bridge using charcoal. Focus on: Learning relationships – how did you and your partner work together? What was easier/ harder working with a partner? Which did you prefer and why? Charcoal What do you like / dislike about it? Curiosity Learning relationships What does Brunel look like? What do pictures of him to you about him? ELLI In pairs design a new bridge using collage. Paint a black and white portrait of Brunel. Paint Collage materials Paper Pictures of bridges Creativity – How many ideas did you have? Why did you choose the materials you used? Did you imagine your bridge before you created it? Curiosity Meaning Making Changing Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT: Maths Focus Question ELLI Focus Whole class teaching Elli Based Activity Plenary / Assessment Resources What shapes can you see in Brunels bridges, train stations and SS Great Britain? Strategic awareness Look at a range of pictures of Brunel’s designs and identify 2 D and 3 D shapes. Foundation – match shapes to simple line pictures. Use 2 D shapes and sticky paper to create own pictures of transport and buildings. Name and label shapes. Strategic awareness 2 D & 3 D shapes Meaning making Pictures of buildings and transport Curiosity Y 1 – Draw around “D shapes to create a picture of transport. Name and label shapes. Use 3 D shapes to make a model of transport and buildings. Y 2 -As above. Identify properties of shape. Give groups bird’s eye view pictures of transport and buildings. Can they identify the 3 D shapes? Chn draw their own bird’s eye view of transport and buildings using 2 D shapes. Why did Brunel choose to use these shapes in his designs? Which shapes connect together effectively? Why have some shapes not been used? Paper Sticky paper ‘Bird’s eye view’ pictures Rulers , metre sticks Additional activities: Measuring the length of bridges made in DT and measuring the distance the bridge spans. Compare lengths and distances. Measuring the distance between two places linked to Brunel’s railway network. ELLI Curiosity Meaning Making 3 D problem solving eg ‘How many cuboids do you need to build a model train ? Changing Resilience Strategic Awareness Creativity Learning Relationships

SUBJECT: History Focus Question ELLI Focus Whole class teaching Elli Based Activity Plenary / Assessment Resources What do these photos tell us about Brunel and the time he lived in? Curiosity Meaning making Strategic awareness creativity Look at two or three photos of Brunel and ask a range of questions…………. What differences do you notice about these photos? Who do you think took the photos and why did they take them? How do we know these photos are from a different time? Foundation – Order photographs on a timeline. Draw a picture of Brunel in today’s clothes. Meaning making – compare sources now and then. Photos of Brunel and his life. ELLI Curiosity Meaning Making Y 1/2 – write a caption for each photo. Imagine you are in the photograph, act out a scene from a photo showing what happened before and after the photo was taken. Discuss Victorian clothing. Plot Brunel’s life on a timeline. Describe the launch of SS Great Britain or the winning of the Suspension Bridge competition from Brunel’s point of view. Changing Resilience Curiosity – Hot seating /interviewing. What was Brunel’s most significant structure? Strategic Awareness Creativity Learning Relationships