Pre Workshop Activities

 

 

Key Stage One Activities

Local Heroes – Who am I?:

English/History – (If Ethel Smyth) Introduce the class to the suffragette movement by learning about voting and explaining that working class men and all women were not allowed to vote in the Edwardian era.

Music – (If Ethel Smyth) Have a look at ‘marching songs’ and discuss what instruments are used in most marching songs. Perhaps compare marching songs with other types of songs (love songs, for example). Get the pupils to decide how the music makes them feel, and how it makes them want to move. Are these reactions different for each type of music?

Music/History – (If Ethel Smyth) Introduce the pupils to the job of a composer, and exactly what they do. Think about famous composer from the past and look at modern day composers of pop music.

D.T/Science – (If Samuel Cody) Introduce the pupils to the developments in aviation design, starting from man carrying kites all the way up to today’s air busses. Discuss the different materials used and why and the clothes piolets wore/wear and why?

History – (If Samuel Cody) Introduce the pupils to the circus, looking at those in the 19th and 20th centuries as well as today. How have they changed? What skills did people have to have in the past to join the circus – horse riding, knife throwing, animal taming etc. Use old circus posters to show what they were like.

 

What toys did people play with in the past?:

English – Allow the pupils to play with some modern toys. They will then be able to compare them with the old toys they play with in the workshop. Think about some describing words they could use.

Science/D.T – Ask the pupils to bring in a toy from home and discuss the materials their toys are made from.

 

How was washing done before electricity?:

English/Science – Talk about who does the washing in the pupils’ homes and go through today’s washing process and exactly what a washing machine does – wet, wash, dry.

History/Science/English - Introduce the class to electricity and things that use electricity. Teach them that electricity did not exist in Victoria times and the early 20th century. Get them to think about what their life would be like today without electricity.

 

 What animals live in Surrey Heath?:

Science – Go and explore your school grounds to see what wildlife you can find

Art – Draw some of the wildlife you found when exploring.

 

Art Detectives – Learning to Look:

Art – Introduce the class to the different types of paintings (portraits, landscapes, still life, sketches) and to different materials used for painting (acrylic paint, water colour paint, pastels, paint brushes, pencils etc.) Perhaps let them have a go at using different drawing materials to create different painting styles.

English – Make a list of describing words which you could use to describe a piece of art work. Try them out on different pictures of paintings.

                - Introduce the class to an artist (local or national). Talk about what they did and what makes someone an artist.

 

Key Stage Two Activities

Local Heroes – Who am I?:

English/History – (If Ethel Smyth) Introduce the class to the suffragette movement by learning about voting and explaining that working class men and all women were not allowed to vote in the Edwardian era (this is what the suffragette movement was fighting for). Choose a few male pupils to be upper class gentlemen, the rest of the male pupils to be working class men and the female pupils to be a mixture (more working class girls than upper class). Then have a small debate on a topic (perhaps what game they get to play at the end of class). Then have a vote, but only those who are upper class gentlemen are allowed to vote. How does this make them all feel?

Music – (If Ethel Smyth) Have a look at ‘marching songs’ and discuss what instruments are used in most marching songs. Perhaps compare marching songs with other types of songs (love songs, for example). Get the pupils to decide how the music makes them feel, and how it makes them want to move. Are these reactions different for each type of music?

Music – (If Ethel Smyth) Have a go at making your own marching song using percussion instruments.

Music/History – (If Ethel Smyth) Introduce the pupils to the job of a composer, and exactly what they do. Think about famous composer from the past and look at modern day composers of pop music.

D.T/Science – (If Samuel Cody) Introduce the pupils to the developments in aviation design, starting from man carrying kites all the way up to today’s air busses. Discuss the different materials used and why and the clothes piolets wore/wear and why?

 History – (If Samuel Cody) Introduce the pupils to the circus, looking at those in the 19th and 20th centuries as well as today. How have they changed? What skills did people have to have in the past to join the circus – horse riding, knife throwing, animal taming etc. Use old circus posters to show what they were like.

 

 What animals live in Surrey Heath?:

Science – Go and explore your school grounds to see what wildlife you can find.

- Set up a observation session each break time and ask pupils to report back to the class how many of what wildlife they saw each time.

English – Write a story about an animal who visits a school playground and sees the differences and the similarities between him and the children. How does this make him feel?

Art – Draw some of the wildlife you found when exploring.

 

Art Detectives – Learning to Look:

Art – Introduce the class to the different types of paintings (portraits, landscapes, still life, sketches) and to different materials used for painting (acrylic paint, water colour paint, pastels, paint brushes, pencils etc.) Perhaps let them have a go at using different drawing materials to create different painting styles.

English – Make a list of describing words which you could use to describe a piece of art work. Try them out on different pictures of paintings. Get the pupils to explain why they feel this way about certain paintings

                - Introduce the class to an artist (local or national). Talk about what they did and what makes someone an artist.

 

The Highwayman Experience; Fact or Fiction:

History – Introduce your class to what life was like in 17th and 18th century Britain. Who was on the throne, what fashions were around, what famous authors came from this period (Jane Austen for example), how people travelled, the very rich (grand manor houses) and poor etc. Ask them to think about how life was different and come up with a list of things to compare it to their own lives today.

English – Introduce your class to the figure of the highwaymen, who they were, what they did and how they are viewed now. The poem ‘The Highwayman’ by Alfred Noyes might help you do this.

-          Using the Highwayman poem…

o    Hot seating - asks a child to take on the role of one of the characters. Ask him / her about events from the story, and get children to question the character about the events of the poem, and their role within them.

o    Create some character profiles of the different people in the story. What words would you use to describe each of them?

o    The poem uses lots of metaphors to describe things. Can you make up your own metaphors for people / objects / places in the poem (or in other stories)?

o    Some of the words in the poem are not in common use today. Can you find out what they mean? Could you make a glossary which gives definitions / explanations of what they mean?

o    Write a diary entry from the point of view of the Highwayman at different points in the story.

 

 WWII: Our Home Front:

History – Make sure your class know a little bit about the 2nd World War, who was fighting, where they were fighting and perhaps why. It would be helpful also if they had heard of rationing, gas masks, evacuation and air raids & air raid shelters.

English/History Introduce your class to the idea of evacuation and that children from cities were evacuated to the countryside. Get them to think about how they would feel if this happened to them today. What would they miss most? What would they be excited to learn more about in the temporary home?

 

 Local Democracy Experience

Citizenship - Prepare for your mock debate by working through the Local Democracy Information Pack