Subject/Area of LearningHistory

Date1/6/2012

Duration2 hours

Age/No. of ChildrenYear 6 – 24 children

Learning Objectives (which include links with children’s previous learning and progress)Describing the main events, people and periods they have studied, and identify where these fit within a chronological framework (Level 4, History)

They select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing (Level 5, ICT)

To understand how the Olympics have changed over time.

Subject specific languageOlympics, chronology, dates, times, events, history, Dipity, Olympic values,

National Curriculum ReferenceL.14 ICT Level 5, History Level 4

Opportunities for ICTSearching for information on Internet, Dipity, VLE

Opportunities for Speaking and ListeningResearching in groups, discussion of Olympics, plenary

Opportunities for EAL N/A

Timing

20 mins

Introduction (considering key questions/ explanations/ demonstrations)

Introduction to how Olympics have changed over time.Key Questions: How did the Olympics start? Where did they start, when, why, who?What do you already know? Class discussion.Mind map ideas (IWB).What are your experiences of the Olympics? For example, the Winter Olympics (2010) Think Pair Share (TPS) (notes on mini-whiteboards).Discussion – differences of Olympics now compared to Ancient Greece. For example, people involved and events.

Differentiation as appropriate

Ability focused questions. LA: What comparisons can you make?HA: Can you think of any reasons for these comparisons?

Chn to be in talk partners (mixed ability).

40 mins

10 mins

30 mins

Development (considering grouping, role of the teacher)

Task:Chn to be in pairs.Give each pair a country to research focusing on the Olympics.When were the Olympics held there? Where? Cost? Any famous Olympians? New events?

Teacher to provide specific resources for them to use to research: range of non-fiction books on Olympics, Olympics movement website (olympic.org) and Microsoft Bing.Chn will have access to Netbooks on their tables. Chn to make notes on their findings.

Mini Plenary: Discuss findings with other pairs and report back to whole class something interesting learnt. As a class discuss reliability of sources used. Bing allows for accuracy, organisation and processing in one – vs non-fiction books.

Recap chronology (covered in previous topic) in preparation for next task.What does chronology mean? TPS. Discuss.

Task: Chn to add information found on to the class Dipity page in chronological order.Include: video, images, information, and position on map.

Chn to be in any pairings. TA and T to support ch when assistance/guidance is needed.

Those chn who are inputting information more readily and quickly, consider the source of information – is it reliable? Why?

10 mins

15 mins

Plenary (indicating how key ideas will be drawn together)

View the Dipity page from their Netbooks. Look at the information others have gathered. Pairs to leave comments about their work on the page – 2 stars and a wish. Introduce Home Learning task.

IWB activityWho Wants To Be A Millionaire game; testing chn’s knowledge regarding chronology of the Olympics and how it has changed over time. (People, places, events…)Chn to have mini-whiteboards and to write the answer on their whiteboards and show when they know the answer.

T and TA to support LA chn with appropriate peer assessment feedback.

T to be with HA chn. HA chn to be doing the WWTBAM game on a separate computer with higher thinking questions. (same activity- chn have whiteboards to record answers.) This allows for more discussion and AfL.

Resources (including adult helpers)

Range of non-fiction books on the Olympics, The Olympics movement website (olympic.org), Microsoft Bing, Dipity, Netbooks and chargers.

Risk AssessmentControlled preferences on search engines. Make sure the children know how to get to the sites easily.

Make sure the resources are suitable for the children’s age and ability.

Home LearningLink to Dipity on VLE – ch. to add to it if they find out any more information. Can you map chronologically of your past weekend (HA), day (LA) on to a Dipity page? Share them with each other.Assessment (must be linked to learning objectives and should specify what is to be assessed and how)

Have chn mapped the Olympics chronologically?

Have they identified how the Olympics (events, people, places…) have changed over time?

Can chn select, verify and organise the information they find?

Assessment: observations made during main activities. Dipity pages. WWTBAM answers.

Success criteria linked to learning objectivesEvaluation (including the outcomes of assessment)Next Steps (key points for further lesson planning)