Photographs in this section:
- Give a vivid picture of life in the East End of London between the wars but they also reflect the conditions in the slums of most large towns at this time.
- This world was unchanged from Victorian times and wasn’t swept away until the clearances and re housing after the war. Much of this housing was bombed during the blitz so making the necessary changes inevitable.
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KEY STAGES 1 and 2
ART and DESIGN scheme of work
Year 3/4 Unit 4A: Viewpoints |
Discussion of the quotes and photographs provides stimulus for an historical treatment of this unit.
By consulting a map of the area they can fix the people in a location and create a setting for a dream about the life of children in the 1920s and 30s.
About this unit
In this unit children explore how to convey the atmosphere and story of a dream. They explore different viewpoints in the school environment as a setting for their dream. They invent a number of characters who are photographed 'on location' and develop a narrative to describe the dream.
They go on to make prints based on the narrative. They compare the ideas, methods and approaches used in their own and other artists' and print makers' work. |
KEY STAGE 2
ART and DESIGN scheme of work
Year 5/6 Unit 6C: A sense of place |
This section shows an urban landscape that has disappeared. The section on the Second World War shows its destruction.
By viewing these panels pupils can try to recreate the landscape at a time before or during its destruction.
There are strong links to a study of World War 2 units in the history National CurriculumThe work of official war artists and photographers would provide the different approaches.
About this unit
In this unit children explore the rural and/or urban landscape as a starting point for two-dimensional work. They record their observations through drawing and photography. They use shape, form, space, colour, texture and pattern to develop and communicate their ideas in a painting. They consider the ideas, methods and approaches of artists who have responded to landscapes in different ways.
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KEY STAGE 2
HISTORY scheme of work
Years 5/6 Unit 13:
How has life in Britain changed since 1948?
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- The material on the work section can be used as part of an Enquiry for this unit.
- It provide a range of quotes and photos for a group to set up and produce a detailed study on how home life has changed since the war.
- Other sections provide material to focus on other aspects of the enquiry
e.g. the section on women, shows how women in the East End always worked and how the attitude of men was often unhelpful and a source of conflict.
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| Section 3:
THE ENQUIRY: What are the changes in work, home life, popular culture, population and technology in Britain since 1948? When did these changes happen? |
Objectives
Children should learn:
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what changes have occurred to the way of life of people since 1948
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Activities
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Using a range of sources of information discuss some of the characteristic features of British society before WWII, eg listening to the radio, unemployment during the Depression, fashion, range of foods available, movement of people including refugees, emigrants and immigrants pre-1942.
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Talk about what it means to do an enquiry. Introduce the two main questions and the topic areas. Explain that the enquiry is carefully structured in five stages. They will work in groups to research a topic and will present their findings using a time line.
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Outcomes
Children:
- Identify some characteristic features of British life before 1948.
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| Section 4:
THE ENQUIRY STAGE 1: What are the changes in work, home life, popular culture, population and technology in Britain since 1948? When did these changes happen? |
Objectives
Children should learn:
- to carry out their own enquiry
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Activities
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Divide the children into groups. Allocate a topic and relevant sources to each group. Ask them to focus on: What are the most important changes in your topic area since 1948? When did they happen? Children familiarise themselves with one or more sources and collect information. They record their findings in two columns, headed 'What do I know?' and 'What would I like to know?'
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Outcomes
Children:
- Select and record information that is relevant to their topic.
- Use sources to infer information about change since 1948.
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| Pupils should continue to develop their ides by working through the activities of the unit. |
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