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Rain Steam and Speed Resources

School Resources for “Rain, Steam and Speed”

These resources are all PDF documents which you can download to your computer.

The documents can be viewed on-line or saved to your computer – so there is no need for an internet connection during lessons.
(They are only for use in school classrooms.)


The book was not written as a text book to cover specific topics from the National Curriculum, however many topics are covered:
This story could be used to generate discussion and be used as a starting point to encourage children to write their own story.


Reading – comprehension
There is a requirement that pupils should be taught to develop pleasure in reading, motivation to read, vocabulary and understanding by:
* listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
* being encouraged to link what they read or hear read to their own experiences
* predicting what might happen on the basis of what has been read so far
Additionally in year 2 through discussing the sequence of events in books and how items of information are related
* participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say

The curriculum suggests “a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066” and goes on to give “a significant turning point in British history, for example, the first railways”

Opportunity to use the story to open a discussion about the morality of Bill Hoole’s actions, when it is O.K and not O.K to play practical jokes. Could also be the basis of a discussion about how safe this was.

Curriculum for Excellence

Literacy and English
I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors.

LIT 1-11a / LIT 2-11a
To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2-17a

I can:
* discuss structure, characterisation and/or setting
* recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences
* discuss the writer’s style and other features appropriate to genre. ENG 2-19a
Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life. ENG 2-31a

Social Studies
I can use primary and secondary sources selectively to research events in the past.

SOC 2-01a
I can investigate a Scottish historical theme to discover how past events or the actions of individuals or groups have shaped Scottish society.

SOC 2-03a
Religious and moral education – Values and Issues
I can share my developing views about values such as fairness and equality and love, caring, sharing and human rights. RME 2-02b RME 2-05b

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