Unit of Work



|Unit of Work |Year: 6 |Overall Learning outcomes: |

| |Term: 1 | |

| | |Have a greater understanding of WW2 |

| | |Be able to confidently discuss WW2 |

| | |To appreciate what life was like during the war |

|Subject Area: History |Key Stage: 2 |Key & New Vocabulary: |

| | |To be indicated throughout. |

|Areas Covered: |Time Scale: |Key & New Skills: |Prior Learning: |

| |7 weeks | | |

| | |Retrieve and inference | |

| | |Propaganda language | |

| | |Cooking | |

| | |Objectives: |Two weeks of ww2 prior to me starting to teach. They have looked|

| | | |at concentration camps and have linked the lessons to literacy |

| | | |by looking at Rose Blanche, Anne Frank and The Boy in the |

| | | |Striped Pyjamas |

| | |Understand who was involved in WW2 | |

| | |Appreciate what life was like back home during the war | |

| | |Understand how Russia had a huge impact on the war | |

|Teaching Sequence |Desired Learning |Activities |Resources |Assessment Opportunities |Health & Safety |

|Week 2 |Consider rationing of food|Rationing- Chn to look at a basic days ration for a child.|Rations |AFL |Cooking with supervision|

| |during WWII & ways to |Discuss what they could create. Compare then and now. What|Creating a ration book |Feedback | |

| |counter it. 2a Understand |did we have to eat yesterday? Create a recipe book, | |Observation | |

| |the characteristic |picture, ingredients, method | |Communication | |

| |features of periods | | | | |

| |studied & experiences of |Cooking under rationing | | | |

| |men, women & children of | | | | |

| |the past. 2c Identify and |Creating a ration book for school- toilet? Sweets? Pens? | | | |

| |describe reasons for |etc | | | |

| |events, situations & | | | | |

| |changes. | | | | |

|Week3 |Understand how language |Propaganda posters and pictures. Chn to produce a3 posters|Internet |AFL |Internet safety |

| |was used to persuade |highlighting propaganda issues. Analyse the posters from |Computer Access |Feedback | |

| |people to join up |all sides of the war. Were the German posters different to|Examples of posters |Observation | |

| | |American and English ones? | |Communication | |

| |Look at the war from |Create own on computers | | | |

| |different angles |Focus on the words from the posters, the catchy phrases, | | | |

| | |alliteration etc. | | | |

|Week 4 |Understand why evacuation |An evacuee’s suitcase. What would be in your suitcase for |Anne Frank’s Diary |AFL |N/A |

| |was needed during WWII & |a holiday? Did the evacuees think they were going on |Artefacts |Feedback | |

| |how it was carried out. 2a|holiday? | |Observation | |

| |Understand the |What would be in the suitcase? Could you live with only | |Communication | |

| |characteristic features of|these things and not know when they would return home. | | | |

| |the periods studied, |Anne Frank’s suitcase activity | | | |

| |including the experiences |How did the children feel? Why did the government send | | | |

| |of chn. |them away? | | | |

| |2c Identify and describe |Show the children propaganda posters – what are they | | | |

| |reasons for changes & |trying to do? | | | |

| |events. |Observe how the pictures show you how the government | | | |

| | |wanted to see evacuation – look how happy the children | | | |

| | |are. | | | |

| | |Children to design a government poster reassuring parents | | | |

| | |why it’s good to send their child away. | | | |

|Week 5 |The Russian Front – |The War in Russia- The Story of Stalingrad. Explain and |Clips |AFL |N/A |

| |conquering the Germans |show clips on the war in Russia. Speak about how the |Research ideas |Feedback | |

| |Alternative views of the |Russians soaked up pressure and then forced the Germans | |Observation | |

| |facts (History/English) |back. Whose side were the Russians on? | |Communication | |

| | | | |Historical understanding | |

|Week 6 & 7 |Understand the need to |Bomb shelters. |Internet access |AFL |Internet Safety |

| |protect people from |With research sheet and access to internet, children to |Research sheet |Feedback | |

| |bombings during the Battle|produce fact sheets on bomb shelters. |DT Materials |Observation | |

| |of Britain. 4b Ask & | | |Communication | |

| |answer questions & to |Look at different types. Write descriptions on the | |Project work | |

| |select & record |different types. Create own and explain what each part | |Capability of undertaking a different | |

| |information relevant to |will be used for. | |style of learning | |

| |the focus of the enquiry. | | | | |

| |5a Recall, select & | | | | |

| |organise historical | | | | |

| |information. | | | | |

| | | | | | |

| |Consider the impact of the| | | | |

| |Blitz on the people of | | | | |

| |Europe. 2a Study the | | | | |

| |characteristic features of| | | | |

| |periods studied, including| | | | |

| |men, women & children. 2c | | | | |

| |Identify main reasons for | | | | |

| |& results of historical | | | | |

| |events situations & | | | | |

| |changes. | | | | |

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