Land Bone Stone

Scheme of WorkKey Stage 2Year 4The Anglo Saxon to Viking period on the South Dorset Ridgeway

The historic and beautiful landscape of The South Dorset Ridgeway has benefitted from a major investment from the Heritage Lottery Fund. The South Dorset Ridgeway Landscape Partnership want school children to learn about, enjoy and feel pride for this local Area of Outstanding Natural Beauty. Dedicated teachers at Damer’s First school have created this exciting scheme of work based on Anglo Saxon and Viking activity on the South Dorset Ridgeway.

Anglo Saxons to Vikings Year 4 Scheme of WorkKey learning principles:

HISTORICAL ENQUIRY

OUTDOOR LEARNING

LOCAL HISTORY STUDY

Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.

Key inquiry questions:

WHAT CAN WE KNOW?

WHAT CAN WE GUESS?

WHAT CAN WE NEVER KNOW?

WHAT IS EVIDENCE?

WHAT IS A SOURCE?

WHAT EVIDENCE IS THERE?

HOW DO I FIND EVIDENCE?

WHAT DOES EVIDENCE TELL US ABOUT THE PAST?

HOW DO EXPERTS KNOW WHAT EVIDENCE TELLS THEM?

WHAT CAN WE FIND OUT FROM THE GROUND/LANDSCAPE?

WHAT DO THE LUMPS AND BUMPS OF THE LANDSCAPE TELL US?

Roles:

We shall all take on the role of

EXPERTS INVESTIGATORS CRAFTSPEOPLE DETECTIVES EXPLORERS

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Year Group 4Enquiry Question What does the South Dorset

Ridgeway tell us about Britain’s settlement by Anglo-Saxons and Scots?

What does the South Dorset Ridgeway tell us about the Viking and Anglo-Saxon struggle for the kingdom of England?

Historical Subject Content Britain’s settlement by Anglo-Saxons and ScotsThe Viking and Anglo-Saxon struggle for the kingdom of England?

Historical Skills Develop a chronologically secure knowledge of local history

Note connections, contrasts and trends over time

Address and sometimes devise historically valid questions about change, cause, similarity and difference

Construct informed responses that involve thoughtful selection and organisation of relevant historical information

Understand how our knowledge of the past is constructed from a range of sources.

Teaching and Learning See detailed plan below –Appendix 1 Year 4

Visit to Cranborne Ancient Technology Centre to work with experts and investigate evidence to explore different elements of Anglo- Saxon culture and life

Eg Find Anglo- Saxon names on map of Wessex

County archaeologist visit to show discovery of Pit of Doom

Evidence LandscapeMapsVillage namesEvidence from Pit of Doom-Appendix 1 Year 4Historical accountsPhotos of Saxon carvings in Whitcombe Church

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Photos of Saxon Culliford HundredOnline resources –Experts at Cranborne

Home Learning Home learning leaflet Appendix 1 Year 4Outcome You have been commissioned by the British

Museum to create a virtual Ridgeway book.

Year 4 – History Anglo-Saxons

Overview of unit of learning

In this topic the children will learn about who the Saxons were and why they came to England, aspects of their daily life such as village life, clothing, religion, the Saxon Army, famous Saxon leaders, famous Saxon stories and the archaeological finds at Sutton Hoo.

Chronological understanding

To place events, people and changes into correct periods of time

Use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade

Knowledge and understanding of events, people and changes in the past:

To know the characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past

To know about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.

Historical interpretation and enquiry

To recognise that the past is represented and interpreted in different ways, and to give reasons for this.

How to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources [for example, documents, printed sources, CD-ROMS, databases, pictures and photographs, music, artefacts,

Organisation and communication

Recall, select and organise historical information

Use dates and historical vocabulary to describe the periods studied

Communicate their knowledge and understanding of history in a variety of ways [for example, drawing, writing, by using ICT].

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historic buildings and visits to museums, galleries and sites] To ask and answer questions, and to select and record information relevant to the focus of the enquiry.

Key Learning Objectives

Learning Opportunities ICT links/Recourses

Lesson 1

Understand where the Saxons fit within British history, making connections with Year 3 prior learning about WW2 and Medieval period.

Show printed out A4 sheets of the Timeline and explain that we will be brainstorming what we know about British History. Put 2 sheets on each table with lined paper scraps and ask children to spend 5 minutes at each table before moving on. They should discuss what they know about each time period and write on the lined paper facts to put with each heading. (Neat writing, using capitals throughout).

Mini plenary: - put these in timeline order, weeding out any incorrect statements or misconceptions.

Then as a class read the Britannia play script, giving out parts. This will help bring the timeline to life.

British history timeline sheets blown up and cropped to A4 size.

Britannia British history overview in play form.

Lesson 2

Understand who the Saxons were.

Show slide with arrows on showing where Anglo-Saxons came from, (North Germany, Holland, and Denmark.) In table groups ask children to find these countries in an atlas.

Why do they think the Anglo-Saxons came to Britain? Watch the clips on Why The Anglo-Saxons Came To Britain and thenThe Journey to Britain

http://www.bbc.co.uk/schools/primaryhistory/anglo_saxons/ (under Videos if you scroll down).Ask a confident child to hot seat as a typical

http://www.bbc.co.uk/schools/primaryhistory/anglo_saxons/

Picture of invasion map.

Put these questions up as prompts for the 50 word challenge:

Where did the Anglo-Saxons come from? Why did they come? How did

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Anglo-Saxon. Then in pairs complete a 50 word challenge titled Anglo-Saxons –

What We know So Far.

HA/MA to use full sentences – concise information based upon what they have learn during the lesson.

LA to have some support to complete writing as a whole group

they get here? What was Britain like then (roads? cars?)

Lesson 3

What is an archaeologist? What have archaeologists found out about Anglo-Saxons in Wessex?

What is an archaeologist? What other ologists have children heard of (palaeontologist, cardiologist etc).

Watch power point on archaeology. Make a reconstruction drawing as shown on power point.

Take it in turns to play the Anglo-Saxon dig it up game from BBC site.

Power point on what is an archaeologist?

http://www.bbc.co.uk/schools/primaryhistory/anglo_saxons/

Lesson 4

Understand where and how the Anglo-Saxons lived.

Build and construct a small Anglo-Saxon Village

Begin to plan and create a model village

(Trips to Cranborne Ancient Technology centre this week for Year 4)

Explain to the children that over the next two sessions the children will be designing and creating a 3d Saxon village.

Children to observe and discuss images of village pictures. What can they say about the images, who lives there, what was life like and what materials were used to build homes, shelter? Engage in whole class discussions.

Explore a Saxon village for more information and to clarify whole class discussions. Watch the video on An Anglo-Saxon village on the BBC primary history website.

Give the children time to design in their sketch books, a Saxon home based upon what they have seen. Decide on features and allow the children to use their imagination on what materials to use. Make a list of potential materials to use for next

Photos of Saxon homes and villages.

Explore a Saxon village:

http://www.pastexplorers.org.uk/village/

http://www.bbc.co.uk/schools/primaryhistory/anglo_saxons/

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week. Cardboard boxes, card board, straw.

Lesson 5

Build and construct a small Anglo-Saxon Village

Recap on previous lesson/finish designs.

Children to use their designs to begin creating/assembling a model village. Children to work in small groups, working together to create a model, decorate the village and begin painting –

Teacher to take photos to show evidence in children’s books.

Camera

Explore a Saxon village:

http://www.pastexplorers.org.uk/village/

Photos of Saxon villages and homes

Lesson 6

Anglo-Saxons in Wessex

What evidence do we have that Anglo-Saxons were in Wessex? Relief road 2009, burial barrow, Anglo-Saxon place names.

Give out copies of the place names sheets and maps of Wessex. Ask children to find Anglo-Saxon place names in Dorset and list these for the working wall. Can they find photos of those villages to put beside the place name?

Vikings power point, showing the Viking pit of doom from Weymouth relief road.

Place names doc.

Maps of Wessex, large scale showing the small villages (OS?)

Lesson 7

Understand the Anglo-Saxon Religion and beliefs.

Explain to the children that Anglo-Saxons were pagans (believing in many gods) use the power point to aid children’s learning to cover the following:

Pagan religion Pagan beliefs and facts Images of Anglo-Saxon gods

(We could during this week walk up to Maiden Castle because there are burial mounds there)

Power point- Saxon religion and beliefs

Worksheet (based on ability)

Religion: http://www.earlybritishkingdoms.com/kids/index.html

Lesson 8

Vikings

Who were the Vikings, where did they come from?

Using atlases find Scandinavia.

Using the “Daily Briton Newspaper” as an example, use Hackosaurus to make a newspaper front page about Viking attacks.

Viking attacks on Anglo-Saxon England started at the end of the AD700s. The Vikings came by sea in their long ships. They attacked monasteries and churches to steal gold and other treasures. By the 800s, great armies of

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Vikings roamed England. In AD869, they killed King Edmund of East Anglia.

After King Alfred of Wessex fought the Vikings, he made peace with them. He built ships and walled towns to defend his kingdom against Viking attacks. However, fighting between the English and the Vikings went on into the AD1000s.

Lesson 9Read and show any of the following online BBC

articles:-

“Decapitated bodies – were they Vikings?”

http://news.bbc.co.uk/1/hi/england/dorset

/8250295.stm = 17.9.2009

“Weymouth ridgeway skeletons 'Scandinavian Vikings'”

http://news.bbc.co.uk/1/hi/uk/8565524.stm = video clip from BBC dated 12.09.2010

Skeletons found in Dorset mass grave’ were mercenaries'

http://www.bbc.co.uk/news/uk-england-dorset-16708401= 25.1.12

“Dorset's Viking mass grave skeletons on display in London”

http://www.bbc.co.uk/news/uk-england-dorset-26453621 = 6.3.2014

Ask the children to take notes in their English books as they watch these, aiming to get 2 facts minimum from each page.

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These notes will be useful when they create their book outcome. Discuss how the thinking has moved on over the last 5 years as the scientists and archaeologists have done their work.

Lesson 10 Watch Longships presentation ppt. Draw and label a Viking longship on plain paper to stick into English books (this may later be used in the end of project outcome in Book Creator.) Write underneath further information connected with long ships and how they reflect Viking life and thinking, ie, sails made by women out of wool. These 2 slides are part of that powerpoint.

Remainder of term

Using Book Creator app, pretend you are a team of history researchers and have been commissioned by the BBC to do the background research for a book to answer the question

Organisation and communication

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Lesson 11

What does the Ridgeway tell us about the Viking and Anglo-Saxon struggle for the Kingdom of England?

It doesn’t have to have this title – how about Bones On The Ridgeway?

Recap information covered this term (with teacher help) by in groups brainstorming and jotting on an A3 sheet what they can recall either about Saxons or Vikings.

Teacher prompt with headings such as: Timeline/Where did Saxons come from? /Why did they come? /What does an archaeologist do? /Anglo Saxon village life (Cranborne ATC)/house design/belief and burials/place names/Where did Vikings come from?

Suggest to children they aim to have pictures (could be photos from sketch books, the LOOS or the houses), drawings, stories (legends of the Viking pit of doom), poems, videos (could be acting out an aspect of Viking life), speculations about the Pit of Doom using what we know about burial practices,

Recall, select and organise historical information

Use dates and historical vocabulary to describe the periods studied

Communicate their knowledge and understanding of history in a variety of ways [for example, drawing, writing, by using ICT].

Lesson 12

Fine tune plan, each group to plan their input so all are occupied creating something for the Book.

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Appendix 1

Year 4; Home Learning.

Each term we like to give the children the freedom to interpret their home learning in any way that they choose.

Our topic this half term we are looking at the VIKINGS

Your challenge is to create a piece of work to show.

You can present your work in any way you choose:

A booklet

Model

Poster

Art work

ICT

The choices are endless

Q. What shall I do?

A. It is up to you! What about Viking homes or Clothing or Jewelry? Then there are the Warriors, Viking Gods and Beliefs, Raiders, Viking exploration and Ships, Stories, Families, Towns, What the Vikings left behind….phew…. and these are just a few ideas!

Whatever you do, have fun. We will share towards the end of term.

These web sites might help

http://www.bbc.co.uk/schools/primaryhistory/vikings/

http://www.primaryhomeworkhelp.co.uk/vikings.html

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