Year 1 Were Captain Scott and Tim Peake

Year 1: Were Captain Scott and Tim Peake brave? KS 1 History: the lives of significant individuals in Britain's past/present who have contributed to our nation's achievements WOW: Have a pirate appear in the classroom and the children could prepare questions to ask them LC 1 What would we need to take with us on a voyage of discovery? LC 2 Who was Captain Scott and why do we talk about him today? LC 3 What would it be like to be an explorer? LC 4 Who is Tim Peak and why is he important? LC 5 Who do you know that’s famous and what can you find about them? LC 6 Can you look at the work of famous artists and create a painting of an old ship sailing on the sea? LC 7 What can you hear aboard the ship? LC 8 What are the similarities and differences between Captain Scott and Tim Peake? LC 9 Reflection: What would you like to become famous for and why? Literacy Link: There are many opportunities for children to carry out research. These opportunities should occur during LC 2, LC 3 and LC 4. Creative Art Link: Children will be asked to look at photographs of Tim Peak and of the work of famous painters such as Turner and try to create their own painting based on one of these two themes. The King of Space © Focus Education 2014 Jonny Duddle The Pirate Cruncher Jonny Duddle 1

Year 1: Were Captain Scott and Tim Peake brave? LC ! What would we need to take with us on a voyage of discovery? (What would it be like to be an explorer? ) The Pirate Cruncher 2 weeks Entry point – What do we know about explorers? What does it mean to be an explorer? Discuss with talk partners, write about on speech bubbles (challenge) and display on Wonder Wall (What we already know) as starting point for the topic What do we want to find out about explorers ? Children to generate questions to be referred to throughout the topic – encourage them to generate their own lines of enquiry by asking who, what , when, where, why, how questions. Display these on Wonder Wall (What we want to find out) The Pirate Cruncher. Children will create story maps to show the sequence of the story. Children will be able to act out the story in the role play and small world area. Children will descriptions / wanted posters for the pirate and the pirate monster as part of their challenges. (Use of purple mash). To help with description children will explore pirate clothing and read fact files on espresso about pirates and write speech bubbles. Children will use puppet pals to act out the stories and use chatterbox to describe the pirates. Children will rewrite the stories independently. Dress up as a pirate and have the children ask questions of them. Write a letter as one of the characters in the story warning about the monster or missing home. Small world set up to support story retelling LC 2 Who was Captain Scott and why do we talk about him today? Look at pictures to help children describe what the places looked like. Use of senses to describe what they could hear, see, smell, taste and feel. Children will use role play and hot seat to find out how the explorers felt aboard the ship. What was life like aboard ? Ice challenge to demonstrate how cold it was – Predict how long children can keep hand in bowl of ice – use ipad to record time. Children to research the effects of frost bite and discuss the clothing needed to combat this. Children will use green screen to act out the voyage of Scott http: //www. ictgames. com/captainscott 2. html https: //www. keystagehistory. co. uk/keystage-1/ks 1 -medium-term-planner-scott-antarctic-topic/ - some nice ideas for activities https: //www. youtube. com/watch? v=Py. MLx 2 mv 1 Qg Short film of fated expedition with photos and fil Diary entries - http: //www. spri. cam. ac. uk/museum/diaries/scottslastexpedition/ Children will create maps of their journey to Antarctica. They will make messages in bottles to their families. Children will draw and label parts of the ship. Outdoor learning – create a physical map of the journey to the South Pole P 4 C we will explore what it means to be brave? Were they brave? What risks did they take? © Focus Education 2014 for Forest 2 Academy

Year 1: Were Captain Scott and Tim Peake brave? LC 3 What would it be like to be an explorer? http: //www. nts. org. uk/davidlivingstone/downloads/the-explorers-tools-activity 4. pdf http: //www. questconnect. org/explorer_checklist. htm Images/catalogues from camping shops – children to discuss what they would need and write a list – Children to organise list into headings – food and water/shelter/clothing/medical etc. Children to discuss what it would be like and write lists of the pro’s and cons LC 4 Who is Tim Peake and why is he important? Look at pictures in Tim Peak – Hello is this Planet Earth? Children to describe what the world looks like from space. Use of senses to describe what they could hear, see, smell, taste and feel. Children will use role play and hot seat to find out how the explorers felt aboard the ship. What was daily life like aboard? In pairs children to generate a list of questions to research and share with class. Children can decide how to research questions on internet or using index page in First Oxford Book of Space. Children can create a lift the flap question with answer underneath. Children will use green screen to act out the experiences of Tim Peake. Answers to common questions – interview with Tim Peake - https: //www. youtube. com/watch? v=Iz 1 q. Z 153 mpw https: //www. esa. int/esa. KIDSen/SEM 6 TIWJD 1 E_Lifein. Space_0. html Tim Peake’s first space walk – http: //www. telegraph. co. uk/news/science/space/12099942/Watch-live-Tim-Peakes-firstspacewalk-from-the-International-Space-Station. html Tim Peake Reading Max Goes to the Moon - http: //storytimefromspace. com/stories/max-goes-to-the-moon/ Newsround segments – Clip of Tim Peake reading the story in space for cbbc http: //www. bbc. co. uk/newsround/36368675 https: //www. rocketstem. org/2015/02/16/tim-peake-ready-to-become-united-kingdoms-official-issresident/? gclid=Cjw. KEAi. Al. Nb. EBRCv 9 uy 4 j 4 SWrgw. SJAB 5 Mq. JF 6 ukk. Rh_z 9 WPWw. VA Read Max the King of Space – Provide children with a selection of Project X Alien adventure stories to read during GGR Small world set up to support story and retelling Outdoor learning – Create ISS outside using pods – children to make own space helmets and control pads and use to act out role play of Tim Peake on ISS and Max the King of Space © Focus Education 2014 for Forest 3 Academy

Year 1: Were Captain Scott and Tim Peake brave? LC 5 What other explorers are famous and what can you find out about them? Children to do a survey of staff in KS 1 and some children in KS 2 to find out which famous explorers they know. Children to choose from 2 of the most popular and research them to find out information. Could link with some older children in KS 2 to support with this. Children could choose to present this in range of ways – link with Learning logs. LC 6 Can you look at the work of famous artists and create a painting of an old ship sailing on the sea? Children will have explored famous paintings of pirate ships such as Turner or looking at images of space and ISS from Tim Peake’s photos or other images online. Children will explore the art work of famous artists and will sketch, paint and use oil pastels. Children will look at detail in the waves, ships and sea. Use of different size pencils / brushes will be taught – Activities modelled to demonstrate use of tools and how to look carefully and recreate details then children to produce own work independently LC 6 What could you hear on either the ship of the space station? Children will produce some poetry or music around either pirates or space - write riddles based on pirate objects for example; parrots, treasure, pirate ships, cannons. -write a countdown poem e. g. Ten shiny swords fighting (sp ‘ing’ words). -use alliteration e. g. Pirates, Handsome, Hideous, Hairy (Use of alliteration). -Write an acrostic poem e. g. S (silent) P (peaceful) A (amazing) etc. using a dictionary/theosaurus to support word finding Children will explore sea shanties and music and create a pirate song. Sounds from the space station - https: //soundcloud. com/tags/space%20 sound © Focus Education 2014 for Forest Academy 4

Year 1: Were Captain Scott and Tim Peake brave? What were the similarities and differences between Captain Scott and Time Peake? Look at similarities and differences between the two explorers – eg life on board ship, the resources they need to stay alive, how did they communicate with home? Why did they want to be explorers? What did they find out? Look at diaries of Scott Diary entries - http: //www. spri. cam. ac. uk/museum/diaries/scottslastexpedition/ Look at interview with Tim Peake on ISS - / telling stories for CBBC Children to find out if they made the world a better place and why ? E-safety https: //content. lgfl. org. uk/ secure/ouronlineworld/ Discuss gaming online and talking online. Remain polite and do not give out details REFLECTION – Reflection: What would you like to become famous for and why? Children to use either Purple Mash to find a character or create an A 4 portrait to explain the above OUTCOME - Corridor Display 3 D effect Photographs of trip B&W photos of Captain Scott – Colour photos of Tim Peake – QR code link to CBBC story Letters as the explorers/Letter to Captain Scott Descriptive writing about explorers & their travels Similarities and differences between the two explorers Lift the flap answers to questions QR codes of green screen films © Focus Education 2014 for Forest Academy 5

Year 1: Were Captain Scott and Tim Peake brave? WRITING OPPORTUNITIES Maths opportunities Letters Posters Diary entries Lists Story Maps Retelling stories Sequencing Lift the flap answers to questions Word problems around amount of food needed for the number of pirates Expresso undersea maths Survey – tallies – bar chart Pirate themed maths cards and Space maths games inc power point on Twinkle 2 d and 3 d shapes creating pirate ship And space station Create treasure island label Co-ordinates (see last slide) Reading Opportunities Treasure / trash reading game Reading Alien Adventures during GGR Information books First Book of Space Using a dictionary and theosaurus The Pirate Cruncher / The King of Space – Jonny Duddle Other stories around the topic © Focus Education 2014 for Forest Academy 6

Year 1 History Knowledge, Skills and Understanding breakdown Chronological understanding Knowledge and interpretation • Can they use words and phrases like: ‘before I was born’, ‘when I was younger’? • Can they use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning? • Can they use the words ‘past’ and ‘present’ correctly? • Can they use a range of appropriate words and phrases to describe the past? • Can they sequence a set of events in chronological order and give reasons for their order? • Can they recount the life of someone famous from outside Britain who lived in the past giving attention to what they did earlier and what they did later? • Can they recount some interesting facts from an historical event? Historical enquiry • Can they find out something about the past by talking to an older person? • Can they answer questions by using a specific source, such as an information book? • Can they research the life of a famous non-Briton from the past using different resources to help them? Year 1 (Challenging) • Can they sequence a set of objects in chronological order and give reasons for their order? • Can they sequence events about the life of a famous person? • Can they try to work out how long ago an event happened? • Can they explain why either of these explorers acted in the way they did? • Can they talk about differences between the ship and space station – were there any similarities or differences? © Focus Education 2014 • Can they say at least two ways they can find out about the past, for example using books and the internet? • Can they explain why eye-witness accounts may vary? • Can they research about a famous event that happens somewhere else in the world and why it has been happening for some time? 7

Year 1 Art & Design Knowledge, Skills and Understanding breakdown Drawing • Can they use three different grades of pencil in their drawing (4 B, 8 B, HB)? • Can they use charcoal, pencil and pastels? • Can they create different tones using light and dark? • Can they show patterns and texture in their drawings? Painting • Can they mix paint to create all the secondary colours? • Can they mix and match colours, predict outcomes? • Can they mix their own brown? • Can they make tints by adding white? • Can they make tones by adding black? Knowledge Sketch books • Can they link colours to natural and man-made objects? • Can they say how other artists have used colour, pattern and shape? • Can they create a piece of work in response to another artist’s work? • Can they begin to demonstrate their ideas through photographs and in their sketch books? • Can they set out their ideas, using ‘annotation’ in their sketch books? • Do they keep notes in their sketch books as to how they have changed their work? Year 1 Music Knowledge, Skills and Understanding breakdown • • Can they perform simple patterns and accompaniments keeping a steady pulse? Can they perform with others? Can they play simple rhythmic patterns on an instrument? Can they sing/clap a pulse increasing or decreasing in tempo? Can they create music in response to <different starting points>? Can they choose sounds which create an effect? Can they use symbols to represent sounds? Can they make connections between notations and musical sounds? © Focus Education 2014 8