Editable learning mat on the topic of the sinking of the Titanic based around our Topic The Titanic: Who was to blame. Knowledge organiser designed to scaffold learning and provide new vocabulary to your Titanic topic. A knowledge organiser is a set of key facts or information that pupils need to know and be able to recall in order to master a unit or topic. Provide the children with the knowledge organiser at the beginning of a topic or us it as a checklist of coverage. This resource is suitable for Key Stage Two.
This resources includes:
Map
Vocabulary list
Timeline
Summary of background information for the Titanic
A list of people who potentially could have directly caused or failed to prevent the incident.
Titanic Facts
A link to world events at the time (blue and green banner)
A link to previous and future events relevant to KS2 History (red banner)>
A whole school pathway for History in Primary school following a child’s journey from EYFS to Secondary School. I have included key events, dates, links to the national curriculum and skill coverage across each key stage. This is a great visual tool for Govenors and OFSTED to give a brief but thorough overview of your curriculum.
Editable
PPT
Visual Overview
6 diary entries in total. They can be used fro SEN children, differentiation or whole school teaching. Here is a summary of the Year 6 diary entry written from the point of view of a survivor of the Titanic:
Title: My Survival Story: The Titanic Disaster
Introduction:
The entry begins with the author introducing themselves as a survivor of the Titanic disaster. They describe how the voyage began with excitement and luxury, but ended in tragedy.
Description of the Voyage:
The author provides a detailed account of their experience on the ship. They describe the opulent surroundings, the variety of people on board, and the excitement of sailing on such a grand vessel.
The Sinking:
The author then describes the moment when the Titanic hit an iceberg and the chaos that ensued. They explain how they were separated from their family but eventually found each other on one of the lifeboats. They also talk about the eerie silence that descended as the ship sank.
Survival and Rescue:
The author goes on to describe the harrowing experience of being in a lifeboat in the middle of the ocean, and the relief of finally being rescued by the Carpathia. They explain how they were brought to New York City and reunited with their family.
Conclusion:
The entry ends with the author expressing their gratitude for surviving and acknowledging the many who were not so fortunate. They reflect on the impact that the disaster had on their life and the world as a whole, and how it remains a reminder of the fragility of life.
4 non-chronological reports about the Titanic in the style of an age 8, 9, 10 and 11 child.
The reports ahve an introduction that briefly outlined the contents of the report, followed by sections on the history and construction of the Titanic, the disaster that led to its sinking, and the aftermath of the tragedy. The report concludes by reminding the reader of the importance of safety rules and valuing human life.
In terms of grammatical features, I have used a range of adverbs and adjectives to add detail and description to the report. I have also used subordinate clauses to provide additional information and structure the report. Additionally, I have used a variety of punctuation, such as commas and colons, to separate ideas and create clarity in the text. .
8 documents
19 model texts for years 3 to 6 on flashbacks, diary entries, newspapers and non-chronological reports.
4 different planning templates for writing,
As a member of SLT, I have created this glossary of progressive terminology/ extended vocabulary list along with the History lead to ensure that the children in my school have a broad range of vocabulary that could be used across the curriculum. Some vocabulary is cross-curricular and will support teaching alongside the new OFSTED framework. I began with KS1 and, based on National Curriculum progression documents, I compiled a list of vocabulary that the children should see, hear and be encouraged to use. I have added new vocabulary to deepen the children’s understanding and broaden their vocabulary in each year group. This can be seen in green. The vocabulary in purple is repeated from the previous key stage.
This list can be used by:
Subject Leaders as part of progression documents and curriculum for the school.
Teachers as a planning scaffold and an assessment tool to ensure children have a broad art curriculum.
Teachers to deepen their subject knowledge.
Teachers and subject leaders to promote high standards in vocabulary across the curriculum.
To ensure Art is linked to English and reading where possible.
Pupils may find this resource useful as a check list in their sketchbooks at the beginning of each topic.
My school have used this grid this year and we have noticed a great improvement in the children’s understanding of art vocabulary in their speech and through their writing in English.
A teaching pack on the Titanic for all of KS2.
*Currently This pack does not include any powerpoints these will be added in the future but the price will increase.
Maths: Coordinate for drawing the titanic
Art: 4 lessons based on abstract artist
English
—Writing models for years 3 to 6 of flashbacks, diary entries, non-chronological reports and newspapers
—Writing planning sheets for years 3 to 6 of flashbacks, diary entries, non-chronological reports and newspapers
An essay prompt
History (a role play based topic)
A list of 30 real passengers aboard the titanic with survivor status, ticket numbers, family member, occupations and ages.
Fact files of each passenger
A mock Titanic ticket
A written plan for 6 history lessons - Ppts to follow
A PHSE lesson on social class
A knowledge organiser for upper KS2
This bundle contains progressive vocabulary lists fro Art, DT, Geography and History.
The lists are progressive across years 1 to 6. The new vocabulary children should learn each year is highlighted in green and the vocabulary from previous years is in purple.
This resource was designed as a document for OFSTED, SLT and middle leaders. I used it in my school as a guide for teachers to inform their planning.
** View this resource in a £5 bundle with 46 resources https://www.tes.com/teaching-resource/resource-12828480
**
Year 6 Block Overview
Writing: Historical fiction writing assignment based on Prince Charles’s lifetime
Lesson 1: Introduction to Prince Charles’s Life
Introduce Prince Charles as a person and a public figure, including his royal title, family background, and notable events from his life.
Have students research and create a timeline of significant events in Prince Charles’s lifetime.
Discuss the concept of historical fiction and explain how it involves using real historical events as a basis for a fictional story.
Lesson 2: Exploring Historical Context
Provide students with historical context for Prince Charles’s lifetime, including major political events, cultural movements, and social issues.
Have students research and create a timeline of significant historical events that occurred during Prince Charles’s lifetime.
Discuss how historical context can inform and shape a work of fiction.
Lesson 3: Reading Historical Fiction
Read a historical fiction book set in the same time period as Prince Charles’s lifetime, and discuss how the author uses real historical events and details to create a fictional story.
Analyse the plot, characters, and setting of the book, and identify specific historical events or themes that the author incorporates.
Have students write a short reflection on how they might use historical events in their own fictional stories.
Lesson 4: Planning and Writing a Historical Fiction Story
Have students brainstorm ideas for a historical fiction story set during Prince Charles’s lifetime, using their research and knowledge from the previous lessons.
Discuss the elements of a good story, including plot, character development, and setting, and have students create a rough outline of their story.
Have students begin writing their stories, focusing on using real historical events and details to create a fictional plot and characters.
Provide time for peer feedback and revision, and encourage students to incorporate historical details and context into their final drafts.
Overall, these lessons should provide students with a foundation for writing a historical fiction story set during Prince Charles’s lifetime, while also teaching them about historical events and the elements of good storytelling.
** View this resource in a 5 bundle with 46 resources https://www.tes.com/teaching-resource/resource-12828480
**
King Charles Find Someone Who game
A table is provided for UKS2, LKS2 and Year 2. Information texts are included.
This resource can be used as a game or as a plenary.
See my King Charles Bundle for £5:
4 KS2 lessons and Powerpoints on Historical Fiction Writing
5 British Values Lessons
Biographies year 1 - Year 6 with Reading Comprehension Questions
27 fun PSHE and filler activities with worksheets
1 KS2 RE lesson around King Charles III coronation
King Charles Pirate Game
King Charles Find Someone Who game
https://www.tes.com/teaching-resource/resource-12828480
As Subject Lead I created this glossary of terms for my subjects including terminology/ extended vocabulary list to ensure that the children in my school had a broad range of vocabulary that could be used across the curriculum. I began with Year 1 and, based on National Curriculum progression documents, I compiled a list of vocabulary that the children should see, hear and be encouraged to use. I have added new vocabulary to deepen the children’s understanding and broaden their vocabulary for each year group. This can be seen in green.
This list can be used by:
Subject Leaders as part of progression documents and curriculum for the school.
Teachers as a planning scaffold and an assessment tool to ensure children have a broad art curriculum.
Teachers to deepen their subject knowledge.
Teachers and subject leaders to promote high standards in vocabulary across the curriculum.
To ensure Art is linked to English and reading where possible.
Pupils may find this resource useful as a check list in their sketchbooks at the beginning of each topic.
My school have used this grid this year and we have noticed a great improvement in the children’s understanding of art vocabulary in their speech and through their writing in English.
In response to the felling of Sycamore Gap I have produced a short text with accompanying vocabulary, inference and retrieval questions.
This resource can be adapted to suit KS2 and is most appropriate for Years 5 and 6.
6 Biographies Y1-Y6 with Reading comprehensions and mark sheets
5 PHSE and British Values Lessons with PowerPoints
27 whole school short lesson with accompanying worksheets activities (use in PHSE, lesson starters, in response to newsround or in class discussions.
1 Y5/6 RE Lesson about the role of religion in the coronation ceremony (could be edited to suit younger children)
5 lessons KS2 Writing Block on Historical Fiction Narratives
Find someone who
Pirate coordinates maths style game
Word Searches for KS1 and KS2
Lesson 1 of a Year 6 Writing moderation block