Starting Point Mind mapping on Active Primary Time line of events various examples Homework task what do you already know/have found out/want to know? Gillespie Primary School Trips & Core Resources Islington Museum - Anglo-Saxon workshop British Museum - visit Children s contribution to planning Computing session on knowledge and questions make display from these. Link to questions from initial HW task make working wall display Invasions and Settlements Year (Anglo-Saxons/Vikings) 5 Key Questions Spring 2018 Anglo-Saxons To understand the reasons why the Romans left Britain? (Fall of the Roman Empire generally, warring tribes, Boudicca). To know where the Anglo-Saxons came from? To understand how the Anglo-Saxons travelled to England? To compare the invasions of the Anglo-Saxons with the Romans To know that Britain was split in to 7 kingdoms To understand how Anglo-Saxons lived in Britain (clothes/home/beliefs/customs etc.) Vikings To know when and where the Vikings came from? To compare the Viking raids/invasions with the Anglo-Saxons/Romans. To give examples of how the Viking people were different? (alphabet, clothing, gods etc.) To know that the Viking and Anglo-Saxon struggled for control of Britain To research the life of Edward the Confessor To research Alfred the Great, and his resistance to Edward. To know how Edward died in 1066. Outcomes for Learners Understand of chronology of the period Be able to confidently and independently collect information about the past from a variety of sources. Give accurate descriptions of the different periods people, lifestyle, customs, beliefs etc. Describe the similarities/differences between periods Devise questions about possible causes of change during the period Compare and contrast different societies studied. Give clear preferences based on sound reasoning.
To write a short Beowulf type story - (decode and understand Anglo-Saxon language/understand cultural references/devise and write an authentic setting, characters/ write verse of narrative poem) Write a detailed set of instructions (link to Anglo- Saxon/Viking object/process) Plan and write authentic lines for characters in a scene. Rehearse and perform the written lines in authentic character using rhythmic structure of period Science To compare and group together everyday materials on the basis of their properties, (link to Anglosaxon/Viking clothing/houses etc.) To give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials,(topic link) Core Cross Curricular Links to Topic Variety of problems linked to FDP, and to particular Topic area studied. e.g. Fraction of Britain invaded by Anglo-Saxons Various problem solving linked to Anglo-Saxon and Viking lifestyle 6 grid references, symbols and keys (including OS maps) to build knowledge of the UK Angles link to creation of Viking runes Spiritual Moral Social Cultural Spiritual Links between beliefs (comparisons between Anglo- Saxon and Viking Gods, as well as between other Historical periods Greeks, Romans ) Moral to give preferences/opinions for Anglo-Saxon or Viking society base on reasoning in class discussion and formal debate Social laws Cultural Anglo- Saxon/Viking contribution to language, place names etc. Foundation Other foundation area that links to the theme here Art weaving and pottery using the designs of the period Other foundation area heading DT design and then build model of Viking Ship Foundation subject heading Music pieces of music from period - authenticity, compose and perform traditional pieces on instruments Foundation subject heading Geography finding locations of settlements using 6 figure grid reference (e.g. Sutton Hoo burial mounds)
Computing History Art National Curriculum Objectives (not topic linked) Use technology safely, respectfully and responsibly Recognise acceptable / unacceptable behaviour Identify a range of ways to report concerns about content and contact Use sequence, selection and repetition in programs Use the internet as a tool for research Choose the most appropriate search engine for the task, refining as necessary Work with various forms of input and output Explore/ refine procedures using repeat to achieve solutions to problems Explore instructions to control software or hardware with an input using if then commands Have a clear understanding of chronology of British and World History and where periods of time fit in Have a clear narrative within the period studied (can retell main events from period) Use appropriate vocabulary to describe periods of time Ask and answer questions about change, causes of change, similarities, differences and significance Construct informed responses that involve thoughtful selection and organisation of relevant historical information (links to writing) Understand how information about the past is collected from a variety of sources Compare different periods of time noting similarities/ differences and trends, making connections with other time periods studied links to other topics produce creative work, exploring their ideas and recording their experiences become proficient in craft and design techniques evaluate and analyse creative works using the language of art, craft and design understand the historical and cultural development of art forms. RE What places of worship are for? The most important function of a place of worship. The differences between churches/temples etc. Make links between beliefs and features and the places of worship. Think about what places of worship are for. Think about the most important function of a place of worship. Geography Describe and understand aspects of human geography settlements/land use (farms) Use 6 grid references, symbols and keys (including OS maps) to build knowledge of the UK DT/Cooking design purposeful, functional products based on design criteria communicate ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology use a range of tools and equipment to perform practical tasks select from and use a range of materials and components evaluate their ideas and products against design criteria
Music play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music develop an understanding of the history of music. listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians PHSE & Growth Mind set Keeping safe and managing risk: When things go wrong keeping safe online that violence within relationships is not acceptable about problems that can occur when someone goes missing from home Mental health and emotional wellbeing: Dealing with feelings about a wide range of emotions and feelings and how these are experienced in the body about times of change and how this can make people feel about the feelings associated with loss, grief and bereavement PE 1 st half-term - Basketball 2 nd half-term yet to be confimred French listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally* and in writing Languages key stage 2 3 understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to.
Termly Overview of Cross Curricular & Blocked units of Work Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 authenticity travel Art Weaving and pottery using the designs of the period Music pieces of music from period - authenticity, compose and perform traditional pieces on instruments authenticity settlement /Geography Use 6 grid references, symbols and keys Anglo- Saxon places authenticity- characters Science Comparing everyday Anglo-Saxon materials Fraction of Britain invaded, Anglo-Saxon Problem solving authenticity- clothing Geography Describe and understand aspects of human geography Anglo-Saxon settlements/land use (farms) authenticityobjects/weapons SMSC Cultural contribution to language, place names etc. DT plan, design and build model of Viking Ship Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Viking Problem solving SMSC Links between beliefs (comparisons between Anglo-Saxon and Viking Gods, as well as between other Historical periods Greeks, Romans ) Write a detailed set of instructions (link to object/process) SMSC Social laws Angles link to creating of Viking runes SMSC Moral give preferences or opinions for Anglo- Saxon or Viking society base on reasoning in class discussion and formal debate