Writing links between QCA schemes of work and NLS writing objectives
Year 1
Curriculum 2000: History
The QCA schemes of work for History at Y1 are units1 and 2. Unit 3 can be used in either Y1 or Y2.
The mapping shown below is based on writing activities suggested in the units that directly relate to NLS non-fiction objectives. The units also offer other opportunities for purposeful writing.
Y1 TERM 1 |
QCA schemes of work: history |
NLS writing objectives |
Unit 2. What were homes like a long time ago?
Children should learn:
to identify the key features of a home built a long time ago;
to identify differences between two homes built at different times.
Writing activity identified in the unit:
Show the children a large picture of a Victorian or Edwardian home. …Using the knowledge they have developed through the previous activity, ask the children to identify the key features they can see. …Ask the children to draw the home showing clearly all the things they noticed that are different from the other home they drew. Agree with the children the heading(s) or caption(s) they should give to the two drawings of homes.
|
NLS non-fiction text focus: signs, labels, captions and lists
T14 to write captions for their own work, eg for display, in class books
T15 to make simple lists for planning, reminding
S7 to recognise that a line of writing is not necessarily the same as a sentence
S8 to begin to use full stops to demarcate sentences
S9 to use a capital letter…for the start of a sentence |
Y1 TERM 2 |
QCA schemes of work: history |
NLS writing objectives |
Unit 1. How are our toys different from those in the past?
Children should learn:
to use everyday words and phrases to describe an artefact
describe the characteristics of old toys
speak about toys that belonged to their parents and grandparents
Writing activity identified in the unit:
Encourage the children to talk to a parent/carer/grandparent about the toys they had when they were small. Ask them to bring one of these toys to school if they can. How are they different from toys today? How are they similar to toys today? Why are there differences?
Ask the children to describe the toy |
NLS non-fiction text focus:
non-chronological reports
T25 to assemble information from own experience, eg food, pets; to use simple sentences to describe, based on examples from reading; to write simple non-chronological reports
S5 to continue demarcating sentences in writing, ending a sentence with a full stop
S7 to use a capital letter for the personal pronoun 'I', for names and for the start of a sentence |
