Y6 TERM 1

QCA schemes of work: history

NLS writing objectives

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

Who helped to improve the lives of Victorian children? Talk about Lord Shaftesbury and Dr Barnardo and how they helped children.

Writing activity identified in the unit:
Ask the children to present their work using… extended writing or oral and visual presentations.

NLS non-fiction text focus: recount

T14 to develop the skills of biographical and autobiographical writing in role, adopting distinctive voices… through, eg:

• composing a biographical account based on research
  
• describing a person from different perspectives, eg police description, school report, newspaper obituary

T18 to use IT to plan, revise, edit writing…

S5 to form complex sentences…

S6 to secure knowledge and understanding of more sophisticated punctuation marks…

Unit 20. What can we learn about recent history from studying the life of a famous person?

What impact did John Lennon have on the history of this period?

Summarise the key events of John Lennon's life in a chronological sequence, using appropriate time conventions.

Writing activity identified in the unit:
Ask the children to discuss in small groups how to represent John Lennon's life and achievements. They could consider eg zigzag books, displays, playscripts, multimedia presentation, narrative accounts.

Y6 TERM 1

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?
In what ways are the modern Olympic games like the ancient ones?

Writing activity identified in the unit:
Discuss with the children what has been passed to our society from ancient Greeks. Use their responses to develop a skeleton plan for a piece of structured extended writing. Ask the children to suggest the main points and then structure their suggestions to create paragraph headings. Ask them to summarise what they have learnt under the appropriate paragraph headings.

NLS non-fiction text focus: report

T17 to write non-chronological reports linked to other subjects

T18 to use IT to plan, revise, edit writing…

S5 to form complex sentences…

S6 to secure knowledge and understanding of more sophisticated punctuation marks…

Unit 19. What were the effects of Tudor exploration?

How did people explore the world in Tudor times? Find out and record aspects of the daily life of sailors. Identify enjoyable and disagreeable aspects of life at sea. Give the children sources that describe going to sea during the period, eg navigation, food, sea monsters, superstitions, punishments, daily life and disease.

Writing activity identified in the unit:
Divide the class into small groups, each using sources about one aspect. Ask the children to make notes of what they can find out about life on board ship. Ask each group to present their findings to the rest of the class.

Y6 TERM 2

QCA schemes of work: history

NLS writing objectives

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

How did the arrival and expansion of the railways affect our area?

Tell children about the arrival of the railways in the locality... Discuss how they might have affected people living in the area, who would have benefited and who would have lost out.

Writing activity identified in the unit:
Give each child a role card stating a person's name, occupation and point of view about the proposed building of a railway through the locality. Ask the children to prepare arguments that they can role play in a debate.

NLS non-fiction text focus: persuasion/discussion

T18 to construct effective arguments:

• developing a point logically;
  
• supporting and illustrating points persuasively;
  
• anticipating possible objections;
  
• harnessing the known views… of the audience;
  
• tailoring the writing to a formal presentation where appropriate

S3 to revise work on complex sentences