Who we are
Homes can be affected by significant events
Lines of Inquiry – an inquiry into
- Disasters that affect homes (causation)
- How significant events lead to improvements (change)
- Ways in which humans can respond to disasters (responsibility)
Subject Focus – History & Science
Year 2 will explore a range of subjects in this unit of inquiry. Our lead subjects are History & Science. We will explore The Great Fire of London and the impact the fire had on homes.
Provocation: How healthy am I? What’s in my food?
To begin our unit of inquiry, we will explore natural disasters and significant events. We then will use materials / objects from the classroom to create a free standing structure. Children will be challenged to knock down their homes in the form of a significant event.
Keep a look out for photos on ClassDojo.
Home Learning Opportunities
- Daily reading. Try to read every night.
- Log in to Times Tables Rock Stars once a week.
- Research the Great Fire of London – whose fault was it?
- Investigate one of our weekly inquiry questions on Dojo!
- The Cat and the King – Nick Sharratt
Transferrable skills (approaches to learning)
- Thinking skills – I can acquire new knowledge and apply the knowledge
- Research skills – I can plan and observe.
- Great fire of London: London, fire, materials, homes, Samuel Pepys, sense, diary, historical, event, past, present, chronological order, destroyed, Europe,
- Natural disasters: natural disasters, flood, hurricane, tornado, climate
- Materials: metal, glass, bricks, rubber, rocks, wood, smoke, ash, properties
- Take a selfie – we will use ClassDojo to share images of work we are proud of.
- Principal’s certificate – we may be awarded certificates for our learning at the end of each week.
- We will be awarded Dojo points to celebrate our Learner Profile Attributes
We will create a newspaper report to report on a recent natural disaster and the effect it has had on homes and families.
We will then investigate how we can respond to such disasters and how to plan for the future.
Milestones covered in this Inquiry
- I can sustain the attention of the listener e.g. will use eye contact and ask questions to involve and engage others.
- I am able to work in role and take on some of the characteristics and/or the voice of the character being played.
- I can coordinate sentences using and, or, but.
- I can use subordination e.g. when, if, because.
- I use some varied vocabulary to create detail and interest, including adjectives to make noun phrases; adverbs and verbs.
- I can use commas to items in a list.
- I can recount some interesting facts from an historical event, such as where the ‘Fire of London’ started.
- I can explain why Britain has a special history by naming some famous events and some famous people.
- I can explain how my local area was different in the past.
- I can explain why my locality (as wide as it needs to be) is associated with a special historical event.
- I can use the words ‘past’ and ‘present’ accurately.
- I can use a range of appropriate words and phrases to describe the past.
- I can sequence a set of events in chronological order and give reasons for their order.
- I can answer questions by using a specific source, such as an information book.
- I can use clay & other mouldable materials using coiling method.
- I can create a human figure sculpture by: bending wire/pipe cleaners into an appropriate shape and making legs, arms and a body using plasticine.
- I can perform simple patterns and accompaniments keeping a steady pulse.
- I can perform with others.
- I can sing/clap a pulse increasing or decreasing in tempo.
- I can find out about Dartford and a non-European locality by using different sources of evidence.
- I can label a diagram or photograph using some geographical words.
- I can use aerial photographs and plan perspectives to recognise landmarks and basic geographical features.
- I can describe a place outside Europe using geographical words.
- I can name the capital cities of England, Wales, Scotland and Ireland.
- I can describe the simple physical properties of a variety of everyday materials.
- I can compare and group together a variety of materials based on their simple physical properties.
- I can work scientifically by observing closely, identifying and classifying the uses of different materials, and recording their observations.
- I can explore how the shapes of solid objects can be changed (squashing, bending, twisting, stretching).
- I can identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper, cardboard for particular uses.
- I can select from a range of materials and components according to their characteristics.
- I can assemble, join and combine materials and components.
- I can measure, mark out, cut and shape materials and components.
- I can use simple design criteria to help develop my ideas.