How we organise ourselves
Societies can leave legacies for future generations.
Lines of Inquiry – an inquiry into
- The creation of legacies (Form).
- How a way of life can influence trade and settlement (Causation).
- How a legacy has shaped our society today (Perspective).
- Spoken Language
- Religious Education
The children were exposed to the Viking way of life & legacy through: looking at Viking artefacts: I see I think I wonder tasks, banana split trading game (embedded in a Google Form) and the children had to learn the Viking Alphabet and write Runic messages to each other and write their name. The children also had the chance to take part in a creative activity linked to Viking culture.
Home Learning Opportunities
Research questions to broaden their knowledge of the central idea:
- How did the relationship between the Anglo-saxons and the Vikings change over time?
- Are all British people immigrants?
- Were Vikings really brutal invaders?
- ‘Viking Boy’ by Tony Bradman
- ‘Vikings in 30 Seconds: 30 fascinating viking topics for curious kids explained in half a minute’ by Philip Steele
Transferable skills (approaches to learning)
- Thinking (Evaluation)
- Communication (Presenting)
- Social (Cooperation)
Settlement, raid, conquer, Scandinavia, fertile, knarr, Danelaw, treaty, Danegeld, kingdom, ritual and excavation.
During the term, children will be able to request a selfie of their work to be uploaded onto their Class Dojo profiles. Their Viking day will be shared as a year group at the end of term.
Children will be taking part in their own Viking day which will encompass all of the discoveries they have made during the term that have improved their knowledge about the Vikings and their legacy. The children will be cooking and creating products to trade at a Viking market.
Milestones covered in this Inquiry
- I can describe historical events from different periods I am studying?
- I can make comparisons between historical periods; explaining things that have changed and things which have stayed the same?
- I can explain Viking raids and invasion
- I can describe further Viking invasions and describe how Danegeld was used.
- I am able to present information clearly using an introduction, relevant ideas and a conclusion.
- I can articulate clearly and justify more complex opinions and answers about a character, event or situation.
- I am develop a role and understands that the character will respond differently and display different ‘sides’ to them depending on the situation.
- I can discuss and develop initial ideas in order to plan and draft before writing.
- I can evaluate my own and others’ writing; with direction, proofread, edit and revise.
- I can organise writing into sections or paragraphs; create cohesion by linking ideas across paragraphs using adverbials of time.
- I can use of commas to clarify meaning or avoid ambiguity.
- I can indicate degrees of possibility using adverbs or modal verbs.
- I can choose vocabulary and grammar to suit formal writing, with guidance.
- I can write to suit purpose with a growing awareness of of audience, using appropriate features?
- I can describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird?
- I can describe the life cycles of common plants?
- I can work scientifically by comparing the life cycles of plants and animals in their local environment with the life cycles of those around the world, e.g. rainforests,oceans, desert areas?
- I can describe the life process of reproduction in some plants and animals?
- I can find possible answers to their own geographical questions?
- I can explain ideas using a thematic map for reference?
- I can make detailed sketches and plans, improving their accuracy later?
- I can work out an accurate itinerary detailing a journey to another part of the world?
- I can combine sequences of instructions and procedures to turn devices on or off?
- I understand input and output?
- I can use an ICT program to control an external device that is electrical and/or mechanical?
- I can use ICT to measure sound or light or temperate using sensors?
- I can explore ‘What is’ questions by playing adventure or quest games?
- I can write programs that have sequences and repetitions?
- I know that seasons may affect the food available?
- I know how food is processed into ingredients that can be eaten or used in cooking?
- I know how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source?
- I know how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking?
- I know that different food and drink contain different substances – nutrients, water and fibre – that are needed for health?
- I can block print using polystyrene tiles or lino printing to create repeat patterns?
- I can combine prints and make connections, discussing and evaluating their own work and others?
- I can describe, compare and evaluate music using musical vocabulary?