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Lower Key Stage 2 Crime and Punishment
Crimes and Punishment

Research criminals from the past, what their crimes were and the evidence against them. Were they fairly treated by today’s standards? Debate the issues around penalties appropriate to their own time.

Session 1 Introduction

Objectives

History

  • Study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 such as crime and punishment from the Anglo-Saxons to the present.
  • Develop a chronologically secure knowledge and understanding of British history.
  • Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.

Art

  • Create sketchbooks to record their observations and use them to review and revisit ideas.

Planning and Activities

Sketch a historical character from the past.

Teaching Outcomes:

  • To sketch a character from the past.

Children will:

  • Make a sketch of an historical character.
  • Devise research questions about an historical character.
  • Have an understanding of different sources of historical evidence.

You Will Need

  • Cardboard
  • Sketchbooks

Weblinks

There are no weblinks needed for this session.

Session 2 Research

Objectives

History

  • Study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 such as crime and punishment from the Anglo-Saxons to the present.
  • Develop a chronologically secure knowledge and understanding of British history.
  • Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
  • Understand how our knowledge of the past is constructed from a range of sources, and evaluate the reliability of each of these sources.

Art

  • Create sketchbooks to record their observations and use them to review and revisit ideas.

Planning and Activities

Sketch your character again based on historical research.

Teaching Outcomes:

  • To sketch their character again.

Children will:

  • Undertake historical research based on questions of their own devising.
  • Assess the reliability of sources.
  • Make a sketch based on picture research of historical characters.

You Will Need

  • Sketchbooks
  • Devices with web accessibility

Session 3 Make

Objectives

History

  • Study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 such as crime and punishment from the Anglo-Saxons to the present.
  • Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
  • Understand how our knowledge of the past is constructed from a range of sources, and evaluate the reliability of each of these sources.
  • Understand that the past is represented in different ways.
  • Construct informed responses that involve thoughtful selection and organisation of relevant historical information.

Art

  • Create sketchbooks to record their observations and use them to review and revisit ideas.
  • Produce creative work, exploring their ideas and recording their experiences.

Planning and Activities

Work collaboratively with your class mates to decorate your character.

Teaching Outcomes:

  • To work collaboratively to decorate their character.

Children will:

  • Use ideas in their sketchbooks for an artwork
  • Make a collage human figure as part of a group
  • Make a judgement based on historical evidence

You Will Need

  • Cardboard figures
  • Paint and pens
  • Collage material
  • Card
  • Foil
  • Yarn
  • Cotton wool

Weblinks

There are no weblinks needed for this session.

Session 4 Perform and Reflect

Objectives

History

  • Study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 such as crime and punishment from the Anglo-Saxons to the present.
  • Construct informed responses that involve thoughtful selection and organisation of relevant historical information.

English

  • Become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.

PSHE

  • Why and how rules and laws that protect people are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules.

Planning and Activities

Reflect and discuss why we have rules and laws.

Teaching Outcomes:

  • To reflect on why we have rules and laws.

Children will:

  • Take part in a role-play.
  • Understand how stories can be represented in different ways.
  • Explain how having laws/rules and consequences for breaking them is useful.

Provided Resources

This session does not need any provided resources.

You Will Need

  • Finished cardboard figures

Weblinks

There are no weblinks needed for this session.