Posted in TS1, TS2, TS3, TS4, TS8

Topic – The Great Fire of London

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During my Phase 1b placement I produced and delivered the topic lessons that were based on The Great Fire of London. Although there were not many lessons available to spend on the topic, I believed that it was right to give the children the opportunity to explore, discover and ask many questions.

 

In the first lesson, I introduced children to 1600’s London by showing a picture of current day London and a drawing of 1600’s London. Children were then given the opportunity to explore the pictures, discussing the similarities and differences they could see. Children fed their ideas in to a class discussion which prompted further questions to be asked and allowed children to think critically and develop their own understanding and perspectives.

 

In the next lessons that followed children engaged with creating a timeline of The Great Fire of London, focusing on key events and times. They developed their understanding of how we know about events that have happened in the past and used a variety of historical terms.

 

I was also able to spare time for the children to create their own Great Fire of London landscape. Children painted the background and buildings and added coloured squares of paper for the windows and doors of the buildings. Although the format was given to the children, the children’s creations were all different and presented their own ideas and understanding of the Great Fire of London. Children were able to develop their skills and techniques, creating effective and colourful pieces of work for the class display.

 

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If I was to do this topic again, I would allow for the children to partake in more independent investigative work.

 

TARGET: Use activities that will allow children to investigate further about the topic.

Posted in TS1, TS3, TS5, TS7

Children’s Science Workshop

As part of our science major sessions we had the opportunity to deliver a workshop to local school children, based on the topic “Our Fragile Earth”. Children worked in small groups and visited the separate activities in the form of a carousel.

The activity that I ran was based on the effects that humans have on animals in their habitats, focusing specifically on the journey of a fish down a river and the pollution that it comes across.

The story was read to the children and at each stage they added substances, representing the pollutant, to the water. At the end of the activity, the foam fish was turned upside down and children were able to see the impact the pollution had on the fish.

This activity was aimed at KS1 children and allowed children to meet the observation ‘Working scientifically’ (DfE, 2013: 147) expectations. Children observed throughout the activity and were then able to use their observations to ‘suggest answers to questions’ (DfE, 2013:147).

Children worked collaboratively, discussing ideas and making suggestions. This encouraged children to challenge and defend their own and others opinions developing them both cognitively and socially.

TARGET: To use this activity within the classroom as a starter/plenary activity.

 

References

DEPARTMENT FOR EDUCATION, 2013. The National Curriculum in England. Key stages 1 and 2 Framework. London: The Department for Education.