Plague teachers booklet

The Plague Rats, boils and ring a ring of roses! A cross-curricular project using: Literacy, Science, History, DT, ICT, Maths in context, RE and PSHE

ICT environment

To be a writer I will need to: 

Project specific Bloom’s taxonomy questions will be printed and displayed in the ICT area with a list of useful age appropriate websites for the project.

changes, made as a consequence of the

Igniting and Inspiring

Video clips of horrible histories episodes, re-encatments and pictures will be uploaded to the class drive or the links will

Write a discussion text about which plague, would have prevented the plague

Project question: What changes occurred due to the plague and

the most. Write a narrative about the life of

which where most effective?

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SC and learning behaviours can be recorded and kept as a

Project product:

Prove its

bank for children to refer to.

was like during the plague. We will also cook food which would have been similar to the food that

3 pieces including an explanation text,

would have been eaten during the Stuarts Era.

narrative and ?????????

be accessible to view supporting materials/useful inspiration.

explain their understanding and information,

History, ICT and DT C

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considering their audience and the purpose of the communication. The children will be able to adapt their communication and information dependant on their

E

The children will require opportunities to verbalise

A

their ideas before being able to internalise their understanding.

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audience. The children will be able to listen to others and give constructive feedback where appropriate.

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A

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Learning environment Change the reading corner into a Stuart house/street with pictures of what the street would have looked like with mud/straw on the floor, maybe a fake rat and plastic faeces? The children will also have the resources that they will require to learn accessible including: Blooms project questions, maths resources, literacy ladders and resources and project books.

We will create a Horrible History style episode to demonstrate what life

Blooms questions to guide stage of your project

To be a good Speaker and Listener: The children will be able to clearly and concisely

someone living during the plague.

U

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Can you create a Horrible Histories episode using ICT and DT to create the food, to demonstrate what life was like for the Stuarts? Judge the effectiveness of the changes the Rebuilding of London 1666 put into action. What changes would you have recommended to the Stuarts during the plague to stop the disease spreading? What might have happened if the Stuarts had continued with their strategies for dealing with the Plague? What was the turning point in the Plague’s history? What changes were made according to the ‘Rebuilding of London Act 1666’? Can you group the different aspects that contributed to the plague into separate groups? Why did the plague spread so easily? Which places in England suffered most from the Plague and why?

Maths 

Can you create a method of making your recipe smaller or larger for different numbers of products?

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How effective are the different tools at measuring the ingredients?

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What are some of the problems with changing recipe amounts?

R

When was the Plague? What caused the Plague? What was it like living in London during the Stuart Era and the Plague?

Children can complete research about the life of a person during the plague, research possible recipes for cookery, writing instructions; create scripts for a family that have contracted the plague and research the changes that were made due to the plague.

 Can you demonstrate how to measure accurately using a variety of tools?

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Can you explain which are the best tools to select for your need and why they are the most appropriate?

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Home learning The home learning for maths and reading will be personalised based upon the children’s needs.

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How can you measure mass and length? How do you measure time?

To be a Historian: Understand a significant turning point in British history. When and why did the Plague occur? What was the effect of the Plague on life in Britain? To be a Designer a creator: Food technology. What constitutes a healthy diet? How would the diet and hygiene of the Stuarts have affected their bodies? To be a documentary producer (ICT): Use a variety of software and hardware to create a documentary. What are the most effective pieces of software for the purpose? How can I use it safely and effectively? To be a Scientist: Animals and Humans. How do humans change as they develop? Why does this happen?

What will a successful learner be like?

To be a mathematician: Cross curricular maths using measuring. Fractions and problem solving within a cookery context.

What does a quality Horrible Histories episode look like?

The learners will:

The videos and images, language and effects

To be a reader… Core texts:

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Be engaged, motivated and inspired

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Learn in a level 4 or 5 learning zone

will:  Be relevant to the purpose and the audience  Be edited successfully

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Ask deep questions and reflect

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Be engaging for the audience

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Take ownership of their learning

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Be rooted in evidence and questioning

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Use talk as an effective learning tool

National Curriculum coverage for Plague Statutory requirements for Literacy, Science, History, ICT, DT (Food technology), Maths in context, RE and PSHE

Maths in context – Measures (mass) in cooking % of children achieved the statements

Literacy outcomes: Discussion text which debates which of the changes that were implemented as a result of the ‘Rebuilding of London Act 1666’ had the most significant impact on safety, quality of life and public health for the people of London. Narrative: scary/suspense story about: a plague doctor, sufferer of the plague (see Googledrive for example of story) Poetry – Matilda who told Lies, and was burned to death Science - discrete Pupils should be taught to:  Describe the changes as humans develop to old age.

RE – Believing in Christianity (taken from RE Brooklands Entitlement) Possible questions about believing in Christianity

Focus on Plague as a cause for change in London in 1666 – rebuilding of London after the Plague and the Great Fire of London “The rebuilding of London Act 1666”. Changes in settlement (influenced by plague and fire) and how these changes improved quality of life and public health. ICT – Creating a Horrible Histories style episode which discusses the project question – presents the changes implemented as a result of ‘Rebuilding of London Act 1666’ and weighs up which had the most significant impact on public health and safety.  Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration  Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content  Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information  Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. DESIGN & TECHNOLOGY – Food technology – to cook foods which represent what may have been eaten by people during the Stuart Era (links also to PSHE unit healthy eating)

How do people’s beliefs about God, the world and others impact on their lives? How does believing in a creator God make a difference to Christians? How do Christians’ beliefs about Jesus make a difference to their lives? How do Christians’ beliefs about the Holy Spirit make a difference to daily lives?

Level 3 Can I statements from LA syllabus Pupils working at level 3 will be able to use some religious words and phrases to do some of the following

Content suggestions NB Before planning from content meet with year 3,4,5&6 re Christianity so that you do not overlap on content coverage Christian responses to ideas about the creation e.g. narrative in Genesis 1-2:4 especially 1:272:4, Psalms 8 and 148 praising God’s creation Christian responses to the life, teachings (including those about all people being equal in the sight of God and caring for others), miracles, crucifixion and resurrection of Jesus. Christian beliefs about Jesus as a personal saviour Christian beliefs about the Holy Spirit being a guide and comforter e.g. in hymns/songs and readings about the Holy Spirit, people’s accounts of the influence of the Holy Spirit Level 4 Can I statements from LA syllabus Pupils working at level 4 will be able to use some religious words and phrases to do some of the following

level 3 Can I make links between Christians’ beliefs about God as creator and their care of the world; Christian beliefs about Jesus and his teachings and how they make a difference to people’s lives; Christian beliefs about the Holy Spirit and how they make a difference to people’s lives? Can I recognise similarities and differences between their own and Christian beliefs about God? Can I make links between their ideas about caring for others and their environment and their own actions?

level 4 Can I describe what Christians believe about a creator God and the difference this makes to their lives; what Christians believe about Jesus and the Holy Spirit and the difference this makes to their lives Can I Suggest what/who influences them and how this makes a difference to their lives

How do sacred texts and other sources help people to understand God, the world and human life? How do Christians use the Bible to learn about God, the world and human life? How do Christians use the writings and teachings of Christians throughout the ages to learn about God, the world and human life?

The Bible is used as a source of inspiration and guidance for worship and ways of living Stories told by Jesus and other readings from the Bible which show the nature of God The Bible as a library of books of different genres divided into Old and New Testaments The writings/experiences of Christians through the ages eg Apostles and Nicene Creeds; William

Wilberforce, Elizabeth Fry, William Booth, Desmond Tutu, Julian of Norwich significance of sermons in worship Level 3 Can I statements from LA syllabus Pupils working at level 3 will be able to use some religious words and phrases to do some of the following

Level 4 Can I statements from LA syllabus Pupils working at level 4 will be able to use some religious words and phrases to do some of the following

Level 3

level 4

Can I make links between Bible narratives and Christian beliefs about God, the world and human life? Can I Identify the impact religion has had on the lives of influential Christians; what Christians learn from these people? Can I Identify what influences me; what I might have learned from the Christian narratives I have explored?

Can I describe and show understanding of Bible texts and other writings that help Christians learn about God, the world and human life Can I make links between Biblical teachings and the lives and writings of influential Christians? Can I describe what inspires and influences them and others?

PSHE – Healthy and safer lifestyles (taken from Cambridgeshire scheme) unit 21 ‘Healthy lifestyles’ Section A: Healthy living 1. To be aware of and to be able to identify a range of factors which contribute to their physical and mental health. Section B: Healthy eating 2. To know about why they eat and the range of food and drinks people like and consume which make up their diet. 3. To understand that variety is needed for a healthy diet because different foods contain different substances, including nutrients, which their body needs, and to know that the Eatwell plate represents this balanced diet. 4. To understand the benefits of a range of nutrients for keeping the body healthy. Section C: Energy balance 5. To be able to plan, prepare and cook simple healthy meals. 6. To understand that different types and amounts of food provide different amounts of energy, and to know how to achieve an energy balance which will help them stay healthy and be active. Section D: Physical activity 7. To understand the benefits of physical activity for promoting health. Section E: Influences, choices and taking responsibility 8. To understand that there are a range of influences on the choices they make about diet and exercise, including the media, peers and adults. 9. To understand the contribution behaviour and routines make to a healthy lifestyle, and to reflect on their own lifestyle choices. 10. To recognise how they can take responsibility for achieving a physically and mentally healthy lifestyle. Section F: Processing the Learning 11. To understand what I have learned and to be able to share it with others. ’ At the end of this unit most pupils will: • understand that there are a range of factors which contribute to a healthy lifestyle, including a healthy balanced food intake and physical activity. • be able to state that different foods contain different nutrients, that these each have different benefits for our bodies and that therefore variety in the diet is important. • be able to explain that different kinds and amounts of food provide different amounts of energy and be able to plan an appropriate energy balance for themselves. • understand the benefits of physical activity for promoting health. • understand that behaviour, routines and a variety of influences affect their lifestyle choices. • explain that a healthy lifestyle includes physical, social and emotional health and how they can take responsibility for their own health. Some pupils will not have made so much progress and will:

• understand that there are a range of factors which contribute to a healthy lifestyle and may need support to be able to describe some of these. • state that different foods contain different nutrients and be able to say which of these provide energy. • understand that there are a range of influences which affect our lifestyle choices. • be able to reflect on their own choices with support. Some pupils will have progressed further and will: • be able to explain the function of different nutrients for our body and know that there are guideline daily amounts of these depending on their age. • understand the need for an energy balance and be able to explain the consequences of an imbalance. • be able to describe the factors which influence their own and others’ choices in relation to healthy living and be able to make practical and sensitive suggestions to others about their lifestyles. • explain how they can take responsibility for their own physical, social and emotional health and understand that these areas have an impact on each other.

Brooklands Farm entitlement Plague – To be an historian, the children must be able to: Level 3 Knowledge skills and Understanding • Can I use words and phrases such as era, period, century, decade, Before Christ, AD, after, before, during to describe the passing of time? • Can I use a time line to place events I have found out about? • Can I name the date of any significant event from the past that I have studied and place it in approximately the right place on a time line?  Can I use words and phrases such as century, decade, before Christ, after, before, during to describe the passing of time? Knowledge and understanding of events people and changes in the past  Can I use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past?  Can I ask, “What was it like for a... (child, rich person, etc) during…  Can I suggest sources of evidence to help me answer questions?

Historical Interpretation  Can I give clear reasons why there may be different accounts of history?  Have I looked at two versions of the same event in history and

Level 4 Knowledge skills and Understanding  Can I use a time line to place events I have found out about both in this country and abroad?  Can I describe the main changes in a period in history? (Using words such as ‘Social’, ‘religious’, ‘political’, ‘technological’ and ‘cultural’.  Can I name the date of any significant event from the past that I have studied and place it in the right place on a timeline?

Knowledge and understanding of events people and changes in the past  Can I use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past?  Can I choose reliable sources of evidence to help me answer questions, realising that there is often not a single answer to historical questions? Historical Interpretation  Have I looked at different versions of the same event in history and have identified differences in the accounts?  Do I know that people both now

% of the children achieved this statement Level 3 Level 4

have identified differences in the accounts?  Can I give reasons why there may be different accounts of history?

Historical Enquiry • Can I use evidence to describe the --houses and settlements of people in the past. • Can I use evidence to describe the culture and leisure activities from the past. • Can I use evidence to describe the clothes, way of life and actions of people in the past. • Can I use evidence to describe buildings and their uses of people from the past. • Can I use evidence to describe the things people believed in the past (attitudes and religion) • Can I use evidence to describe what was important to people from the past. • Can I use evidence to show how the lives of rich and poor people from the past differed. • Can I use evidence to find out how any of the above may have changed during a time period. • Can I use evidence to give reasons why changes may have occurred. • I show on a time line, the changes that I have identified. • Can I describe some similarities and differences between some people, events and objects (artefacts) I have studied. • Can I describe how some of the things I have studied from the past affect life today. Organisation and Communication  Can I present my findings about the past using my speaking, writing, maths, ICT, drama and drawing skills?  Can I use dates and terms accurately?  Can I discuss the most appropriate way to present my information, which I realise is for an audience?

and in the past represent events or ideas in a way that persuades others?  Do I know and understand that it is important to know that some evidence from the past (and present) is propaganda, opinion or misinformation, and that this affects interpretations of history? Historical Enquiry  With help, can I choose reliable sources of factual evidence to describe: -the houses and settlements of people in the past? - the culture and leisure activities from the past? -the clothes, way of life and actions of people in the past? -buildings and their uses of people from the past? - the things people believed in the past (attitudes and religion) - what was important to people from the past. -the lives of rich and poor people from the past differed.  With help, can I choose reliable sources of factual evidence to find out how any of the above may have changed during a time period?  Can I give my own reasons why changes may have occurred, backed up by evidence I have researched.  Can I show on a time line, the changes that I have identified?  Can I describe similarities and differences between some people, events and objects (artefacts) I have studied?  Can I describe how some of the things I have studied from the past affect life today?

Ideas and Evidence In Science. • Can I recognise why it is important to collect data to answer questions? Obtaining and Presenting Evidence • Can I use scientific vocabulary to describe my observations? • Can I record my observations, comparisons and measurements using tables, charts, text and labelled diagrams? Scientific Enquiry: Planning. • Can I act on suggestions and put forward my own ideas about how to find the answer to a question? • With help can I carry out a fair test and explain why it was fair? • Can I predict what might happen before I carry out any tests? • Can I measure length, mass, time and temperatures using suitable equipment?

Organisation and Communication  Can I present my findings about the past using my speaking, writing, maths, ICT, drama and drawing skills?  Can I use dates and terms accurately?  Can I choose the most appropriate way to present my information, which I realise is for an audience?

Plague – To be an Scientist, the children must be able to: Level 3 Considering Evidence and Evaluating. • Can I give reasons for my observations?

• Can I look for patterns in my data and try to explain them? • Can I suggest how I can make improvements to my work?

Level 4 Considering Evidence and Evaluating. • Can I use my data to interpret patterns in my data?

% of the children achieved this statement Level 3 Level 4

• Can I consider how changing one variable can alter another and use the convention of ‘er’ words to describe this (e.g. The heavier the load, the longer the spring)? • Can I relate my conclusions to these patterns? • Can I use appropriate scientific language? • Can I suggest improvements to my work and give reasons. Ideas and Evidence In Science. • Can I recognise that scientific ideas are based on evidence? Obtaining and Presenting Evidence • Can I make observations using materials and equipment that are right for the task? • Can I record my observations using tables and bar charts? • Can I plot points to make line graphs? Scientific Enquiry: Planning. • Can I decide on the most appropriate approach to an investigation (e.g. a fair test) to answer a question? • Can I describe how to vary one factor while keeping others the same? • Can I make predictions? • Can I select which information to use from sources provided for me (print and screen)?

National Curriculum coverage for Plague Statutory requirements for Literacy, Science, History, ICT, DT (Food technology), Maths in context, RE and PSHE

Maths in context – Measures (mass) in cooking % of children achieved the statements

Literacy outcomes: Discussion text which debates which of the changes that were implemented as a result of the ‘Rebuilding of London Act 1666’ had the most significant impact on safety, quality of life and public health for the people of London. Narrative: scary/suspense story about: a plague doctor, sufferer of the plague (see Googledrive for example of story) Poetry – Matilda who told Lies, and was burned to death Science - discrete Pupils should be taught to:  Describe the changes as humans develop to old age.

RE – Believing in Christianity (taken from RE Brooklands Entitlement) Possible questions about believing in Christianity

Focus on Plague as a cause for change in London in 1666 – rebuilding of London after the Plague and the Great Fire of London “The rebuilding of London Act 1666”. Changes in settlement (influenced by plague and fire) and how these changes improved quality of life and public health. ICT – Creating a Horrible Histories style episode which discusses the project question – presents the changes implemented as a result of ‘Rebuilding of London Act 1666’ and weighs up which had the most significant impact on public health and safety.  Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content  Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information  Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. DESIGN & TECHNOLOGY – Food technology – to cook foods which represent what may have been eaten by people during the Stuart Era (links also to PSHE unit healthy eating)