Y5 TERM 1 -

Recount writing can be mapped for all the QCA Y5 history units. Writing activities from Units 11 and 14 are mapped as examples.

QCA schemes of work: history

NLS writing objectives

Unit 11. What it was like for children living in Victorian Britain?

What was life like for a poor child in the 1840s?

Writing activity identified in the unit:
Ask the children to imagine they are a Victorian child working in a factory and write an extract from a factory report describing the work a child of their age was doing.

NLS non-fiction text focus: recounts

T24 to write recounts based on subject, topic or personal experiences

T26 to make notes for different purposes

T27 to use simple abbreviations in note-taking

S3 to discuss, proof-read and edit own writing for clarity and correctness

S4 to adapt writing for different readers and purposes

Unit 14. Who were the ancient Greeks?

Tell the story of the Greek success against the Persian army at the battle of Marathon, noting key characters and making a time line of events.

Writing activity identified in the unit:
Ask the children to recount the story of the battle from the point of view of either an Athenian or a Spartan and to illustrate their account.

Y5 TERM 2-

Report writing can be mapped for all the QCA Y5 history units. Writing activities from Units 16 and 12 are mapped as examples.

QCA schemes of work: history

NLS writing objectives

Unit 16. How can we find out about the Indus Valley civilisation?

What do pictures of artefacts tell us about life in Mohenjo-Daro?

Writing activity identified in the unit:
Ask them to produce a 'museum guide' explaining the background to their enquiry about Mohenjo-Daro and what they found out.

NLS non-fiction text focus: reports

T21 to convert personal notes into notes for others to read

T22 to plan, compose, edit and refine short non-chronological reports and explanatory texts

T23 to record and acknowledge sources in their own writing

T24 to evaluate their work

S3 to understand how writing can be adapted for different audiences and purposes

Unit 12. How did life change in our locality in Victorian times?

Discuss… what they have learnt about their locality in Victorian times. Focus on the main changes… Identify categories eg population… occupations, sources of employment and buildings.

Writing activity identified in the unit:
Ask the children to… use a range of sources to find out about and summarise the changes that took place.

Y5 TERM 2-

Explanation writing can be mapped for all the QCA Y5 History units. Writing activities from Units 13 and 15 are mapped as examples.

QCA schemes of work: history

NLS writing objectives

Unit 15. How do we use ancient Greek ideas today?

What similarities are there between ancient Greek schools and our school?

Writing activity identified in the unit:
Ask the children to answer in a paragraph. Discuss with the children why school life would have been different for ancient Greek children. Ask them to add another paragraph explaining the reasons for the difference.

NLS non-fiction text focus: explanations

T21 to convert personal notes into notes for others to read

T22 to plan, compose, edit and refine short non-chronological reports and explanatory texts

T23 to record and acknowledge sources in their own writing

T24 to evaluate their work

S3 to understand how writing can be adapted for different audiences and purposes

Unit 13. How has life changed in Britain since 1948?

What have been the most important changes since 1948? How are these changes linked?

Writing activity identified in the unit:
Ask the children to use all the information the class has found out to write an extended response to the questions.

Y5 TERM 3

QCA schemes of work: history

NLS writing objectives

Unit 12. How did life change in our locality in Victorian times?

Speculate how people might have been affected by the railways. Many people in 1840 were alarmed by the idea of railways and opposition was strong…

Writing activity identified in the unit:
The children can develop their writing skills by encouraging them to consider the way that an argument can be made more persuasive, eg by the use of emotive language, as a prelude to the debate.

NB. This unit could also be linked at Y6T2

NLS non-fiction text focus: persuasion

T16 note-making: to fillet passages for relevant information and present ideas which are effectively grouped and linked

T18 to write a commentary on an issue on paper or screen, setting out and justifying a personal view

T19 to construct an argument in note form or full text to persuade others of a point of view and:

• present the case to the class or a group
  
• evaluate its effectiveness

S2 to understand how writing can be adapted for different audiences and purposes, eg by changing vocabulary and sentence structures

Unit 14. Who were the ancient Greeks?

Was the battle of Marathon a great victory for the ancient Greeks?
Tell the story of the Greek success against the Persian army at the battle of Marathon, noting key characters and making a timeline of events.

Writing activity identified in the unit:
Ask the children to recount the story of the battle from the point of view of either an Athenian or a Spartan.