Autumn: Was the Anglo-Saxon period really a Dark Age? Week 1: Who were the Anglo-Saxons and why did they choose to settle in England?

Learning objective

• To know who the Anglo-Saxons were and why and when they chose to settle in England

Develop a chronologically secure knowledge and understanding of British and world history Develop the appropriate use of historical terms Understand how our knowledge of the past is constructed from a range of sources

Success criteria • I can explain who the Anglo-Saxons were

• I can give valid reasons why they settled in England

• I understand what archaeological evidence can tell us about the Anglo-Saxons

Key vocabulary Invasion, settle, reconstruction, Dark Ages, pagan, plunder, Scandinavia

Activities 1. Display the image of the Sutton Hoo helmet. Discuss in pairs. Ask: Who do you think would have worn this helmet and why? Share ideas. Introduce the term Anglo-Saxons and our key enquiry question for the unit. Ask: Does this helmet tell us anything about the Anglo-Saxon people? Share and save ideas. Expected responses should relate to warlike, skilled craftsmen. Stretch and Challenge: potential here for discussing how the materials and the design provide clues about trade routes. (http://www.teachinghistory100.org/objects/a_bigger_picture/sutton_hoo_helmet will provide further information for example the garnets are thought to be from India or Ceylon (Sri-Lanka) and then prepared in the area now known as Germany. The design of the helmet is similar to those found in Sweden. There is also a link to the Romans in the image on the helmet plaque.)

2. Place the Anglo-Saxons in time using a human timeline activity. Create cards of the other units studied and the present day. If possible, use hats or other props as prompts. Add Anglo-Saxons to the class timeline of topics covered in years 3 and 4. Create class/personal Anglo-Saxon timelines. Stretch and Challenge: to understand that the Roman period did not abruptly finish, and the Anglo-Saxon period begin. Recap why the Romans left Britain. Link to 4/2 week.

3. Display the map showing the routes taken by the Anglo-Saxons and where they invaded and began

to settle. Ask for initial ideas about awhy this may have happened.

4. Ask: Why do you think they left their home and chose to settle in Britain? Could discuss reasons why

people leave countries today and settle in a new place. Recap reasons why the Romans chose to invade Britain. Link to 4/2 week. Card sort activity: Look at the reasons carefully and rank them in order of importance. Discuss findings from different groups. Ask: Would the reasons for leaving home and settling in England be the same for all the Anglo-Saxons?

5. Ask: Did the Anglo-Saxons settle in our locality? Will there be any clues to help us find out? Work in

groups looking at maps of locality to see if there are any Anglo-Saxon place-names in the region. The Anglo-Saxon place-name sheet will support pupils in identification. Ask: Do the place-names provide any clues as to the type of places the Anglo-Saxons choose for settlements? Are these the locations you would choose for a settlement? Stretch and Challenge: some groups could use the Historic England databases to see if there are any Anglo-Saxon sites in their area (e.g. cemeteries, churches etc). Show the film clip of a reconstruction Anglo-Saxon village to show what these settlements may have looked like. Ask: How did the people reconstructing the site know what it would look like?

6. Return to the Key Question: Was the Anglo-Saxon period really a Dark Age? Ask: What do they think is meant by a Dark Age? Possible prompt will be to ask them about the Roman period that went before. Collect ideas. Ask: Is there anything we have studied in this week’s lessons that support or reject this idea? Add ideas to the Dark Ages template (this is going to be used throughout the series of lessons to collect ideas).

Core knowledge Around AD410 the Romans left Britain. At this time the army was needed elsewhere as the city of Rome and the borders of the Empire in mainland Europe were facing attack. Although army and most officials governor left many Romano-British people decided to stay. They wanted to carry on their life as they had done before. The Saxons had begun to carry out pirate raids even before the Romans had gone. Now they began to settle in the area. In some areas the Britons lived alongside the Anglo-Saxons while in others they were forced out and moved to the South-West, Cumbria and Wales. The three invading tribes of Angles, Saxons and Jutes became known as the Anglo-Saxons. They came from Holland, Germany and Denmark. At this time Britain became known as England ‘the land of the Angles’. The Anglo-Saxon settlements

became small kingdoms and by AD600 there were seven of these Northumbria, Mercia, Wessex, East Anglia, Sussex, Essex and Kent. Anglo-Saxon place-names include ‘ton’, ‘ham’, ‘Den’ (woodland), ‘ing’ (important place).

What is meant by ’the Dark Age’? English Heritage provides the quotations below on their website, though this has led to debate among academics who believe that the term is simplistic and outdated.

‘The six and a half centuries between the end of Roman rule and the Norman Conquest are among the most important in English history. This long period is also one of the most challenging to understand –

which is why it has traditionally been labelled the ‘Dark Ages’.’

‘The 5th and 6th centuries are certainly wrapped in obscurity. Records are few, difficult to interpret, propagandist, or written long after the events they describe.’

The term is thought to have been introduced in the 14th century by Petrarch, who was dismayed at the lack of good literature from the period. However, the Anglo-Saxon period can also be viewed as one of change and development, with the introduction of Christianity and the development of trade seen as key features of the era. There are a number of reasons why the term ‘Dark Age’ has become so widely used:

• Dark can be interpreted as a period with a lack of written records and evidence, in contrast to the Roman or Norman periods. We will review written sources from the period throughout this unit.

• Dark can describe a time of fewer achievements as opposed to what went before and after. During the unit the children will study the achievements of the Anglo-Saxons particularly in relation to craftsmanship, settlement and trade.

• Dark can mean a time of isolation, insecurity and barbarism. This view can be challenged now by looking at developments in travel, trade and culture etc. Also, other time periods studied had the same issues.

• Dark can refer to the Anglo-Saxons being originally pagan, although Christianity became established during the era.

Resources needed

Teaching slides Map of the locality Cards for human timeline activity

Autumn: Was the Anglo-Saxon period really a Dark Age? Week 2: What can we learn about the Anglo-Saxons from the Sutton Hoo ship burial?

Learning objective

• To discover how the Anglo-Saxons lived using archaeological evidence

Curriculum links Develop the appropriate use of historical terms 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

Success criteria • I understand what archaeological evidence can tell us about the Anglo-Saxons

• I understand the limitations of using archaeological evidence

• I understand why the discovery of the Sutton Hoo ship burial was so important

Key vocabulary Grave goods, reconstruction, archaeologist, excavation, function, sceptre, garnet, millifori

Activities 1. Display image of the helmet from session 1. Tell the story of the discovery at Sutton Hoo using the powerpoint (with accompanying notes). While telling the story pause and ask them to think about how Basil Brown (archaeologist) or Edith Pretty (landowner) would have been feeling. Use the powerpoint for images of the excavation and the finds. Ask: Why would the grave goods be placed in the tomb? Stretch and Challenge: children should identify a link to work in 4/1 week on Egyptians.

2. Give out copies of the description of Sayld Scefing’s funeral from Beowulf Ask: Does this help to

explain how the goods at Sutton Hoo came to be buried there and in this way?

3. In groups look at the images of the finds. Ask: What is the function of the object? What are they made from? Is there anything you find particularly interesting or surprising about the object? Can you classify and group the objects? (groups could be related to strength and skill as a warrior/leadership/feasting/entertainment) Look at the reconstruction image of the inside of the tomb. Ask: What do you notice about how the objects are placed in the tomb? (Objects for everyday use on one side, weapons on the opposite side and items for personal use in the centre.) Ask Stretch and Challenge: How would the artist know what the inside of the tomb looked like? Opportunity here to discuss potential limitations of reconstructions and link to previous work on reconstructions in

LKS2.

4. Ask: What do these objects tell us about the Anglo-Saxon people? Stretch and Challenge: Do the finds from the ship burial tell us about everyone that lived in Anglo-Saxon times? (Many of the objects just relate to the rich and nobility but some of the everyday items would give us information. Unfortunately, most everyday items are the ones that have decayed.) Originally the grave was thought to have been that of one of four Saxon East Anglian kings possibly Raedwald (AD590-625/6). However, archaeologists now think it is the grave of a nobleman. Ask: Why do they think ideas like this change over time? (further discoveries e.g. the discovery of the Staffordshire Hoard., advances in archaeology etc).

5. Using the evidence provided in the PowerPoint slides the pupils will write an eyewitness account of

the discovery of the ship burial either from the perspective of Basil or Edith. This should include specific information about some of the finds. This could be written as a diary entry, letter or newspaper interview. Within their account they should consider if the evidence found at Sutton Hoo helps to support or reject the idea of the Anglo-Saxon period being a ’Dark Age’.

6. Is there anything we need to add to our Dark Ages template based on the information from this

week’s sessions? (Pupils are encouraged to enter their own ideas supported by evidence but they could include the quality of the design of the finds as evidence against Dark Age, also that they indicated trade links, again against a Dark Age. Mode of burial would support pagan practice and could be used in evidence for a Dark Age etc).

Core knowledge For background information about the burial and excavation see the power-point slide notes. It is important that the pupils realise that not everyone was buried this way!

Resources needed

Teaching slides Dark age template Pupil resource: Story of Sutton Hoo Pupil resource: Sayld Scefing’s funeral from Beowulf Pupil resource: Tomb reconstruction

Autumn: Was the Anglo-Saxon period really a Dark Age? Week 3: How significant was the Staffordshire Hoard in telling us about the Anglo-Saxons?

Learning objective

• To be able to explain why the Staffordshire Hoard was so significant.

Curriculum links Note connections, contrasts and trends over time Develop the appropriate use of historical terms Regularly address and devise historically valid questions about significance Understand how our knowledge of the past is constructed from a range of sources

Success criteria • I can reach conclusions about the Anglo-Saxons from using archaeological evidence

• I understand the limitations of using just archaeological evidence

• I can explain why the discovery of the Staffordshire Hoard was so significant

Key vocabulary Hoard, metal detecting

Activities 1. Either role-play with the metal detector making a discovery or show an image of a metal detectorist looking for finds. Explain how Terry Jones found a huge quantity of gold pieces and show an image of the finds. Ask: What would you have done if you were Terry? Either get them to discuss various options and reach a decision or, if required, provide the option cards. Then explain what Terry actually did. Ask: Did he act in the same way as you planned to do? It may be possible to get a metal detectorist to talk to the pupils about their hobby and responsible metal detecting. Introduce the pupils to the Portable antiquities scheme site

2. Look at objects in more detail. List the types of materials used (gold, silver, glass, garnets).

Explain about how the advances in archaeology help us to identify the geographic origin of materials. (including x ray fluorescence, electron microscopes, digital reconstruction etc. See Staffordshire Hoard website if you want to know more about the processes) Explain to the pupils where the materials came from. (gold- thought to be recycled from earlier time periods- there is no evidence of the Anglo-Saxons mining gold, garnet from Czechoslovakia or Indian subcontinent, silver Britain or Europe, glass is recycled Roman glass or from earlier Anglo-Saxon objects) Ask: Do the origins of these materials tell us anything about the Anglo-Saxons? Use links to the British Museum website and Staffordshire Hoard for more information. Reference to the map showing potential trade

routes. Ask: What does this tell us about the Anglo-Saxons? (That they had trading links with other parts of the world and were not as insular as many people thought. Pupils may also link into idea of recycling materials). Do we want to add any information to our Dark Ages template? Ask: What else can we find out about the Anglo-Saxon people from looking at the objects?(possible answers could be skilled craftsmen, liked to display their wealth, appreciated design, importance of fighting). Ask: Is their anything it doesn’t tell us? (absence of objects related to women, people in all ranks of Anglo-Saxon society, life in the home etc)

3. Ask: What is a hoard? Link back to any hoards you may have studied in prehistoric units. Over 300

Anglo-Saxon hoards have been found across Britain. Ask: Why do you think the hoard was buried? Either individually or in pairs make a list of some ideas. Explain that the weapon pieces were in fragments and there was nothing belonging to women. Ask: Are these clues about why it was buried? Pupils may want to change their original ideas. Provide the ideas sheet. If their own ideas are not included, then these can be added. In the right hand column write a comment on the validity of the theory – if possible make a reference to specific evidence. Stretch and Challenge: the children will understand that some of the reasons may be interlinked. Have a class vote. What is the most popular theory about why the hoard was buried? Read the passage from Beowulf. Ask: Does this account change our ideas or confirm your viewpoint? (this refers to the objects looted after a battle and then buried to be offered as a reward to the gods for victory). Ask: Will we ever know exactly what happened? Explain about new ideas being developed. Show them the link to the Staffordshire Hoard website information about the helmet. Write a conclusion at the end of the Ideas sheet as to whether we will ever know the truth.

Core knowledge The Hoard was discovered by the metal-detectorist Terry Herbert in 2009 near Lichfield in Staffordshire and it was estimated to be worth over £3.5 million. However its value goes far beyond monetary value as it gave historians a better insight into the Anglo-Saxon period and challenged the viewpoint of it being a ‘Dark Age’. We have fewer finds from this period in contrast to others due to the type of materials they usually used and that they generally owned fewer possessions than people in other civilizations. There are many theories as to why the hoard was buried at this site but a key piece of evidence is the lack of any signs of Anglo-Saxon settlement close by. This appears to be a

wild area with no evidence of battles or burials. The 4,000 items are mainly focused on war and include a large number of sword fittings. These have been torn from the weapons and are mainly the sword pommel caps. (the part that anchors the hilt to the blade). Usually finds from this period would include brooches and pendants. Yet here there are no items related to women that strengthens the view that the hoard is related to a battle. A third of the fragments found were also thought to be part of a vey elaborate helmet and archaeologists have made a reconstruction copy of what they think this would have looked like. The quality of the items with regard to the materials and craftsmanship lead us to believe that these objects clearly belonged to the rulers of the time. They may have belonged to one or more of the Kings of Mercia possibly Penda, Wulfhere or Aethelred. The hoard is thought to have been buried between 650 and 675AD as archaeologists have been able to make links with finds from other sites from the same period that can be accurately dated. The Staffordshire Hoard website will provide you with further information. The Portable Antiquities Scheme was established in 1998 by the British Museum and the National Museum of Wales. Its aim to encourage the public to record any archaeological objects they find. It was set up mainly in response to finds made by metal detectorists going unrecorded and vital information being lost. It is not just metal detectorists who find these objects but also people out walking, gardening or carrying out their jobs. There are now around one and a half million objects listed on the site. It is possible to search the database to find out what has been discovered in your area. There is also an area for children to encourage them to treat finds responsibly.

Resources needed

Optional: Metal detector Optional: visit from a metal detectorist Teaching slides Pupil resource: Staffordshire Hoard images Pupil resource: trade map Pupil resource: Ideas sheet Pupil resource: Passage from Beowulf The Staffordshire Hoard website

Autumn: Was the Anglo-Saxon period really a Dark Age? Week 4: How useful is written evidence in finding out about the Anglo-Saxons?

Learning objective

• To know about some of the key documents related to Anglo-Saxon times and their limitations

Curriculum links Note connections, contrasts and trends over time Develop the appropriate use of historical terms Regularly address and devise historically valid questions about significance Understand how our knowledge of the past is constructed from a range of sources

Success criteria • I understand the importance of the Lindisfarne Gospels, Beowulf and Bede’s History

• I can provide some information obtained from these sources related to the Anglo-Saxon people.

• I can explain some of the limitations of this evidence.

Key vocabulary Saga, chronicle, illuminated manuscript, ecclesiastical, conversion, monastery, Old English

Activities 1. Explain that we have been focusing on archaeological evidence to find out about the Anglo-Saxons and now we will look at the written evidence available. Show them the image of the First page of St Matthew’s gospel from the Lindisfarne Gospels. Explain that it is a page from the gospels that contained the accounts of the life of Jesus Christ according to Matthew, Mark, Luke and John. It was written some time between 680 and 720 AD. Draw their attention to the fine details in the way it is written. Ask: Who do you think wrote this document? (pupils will probably suggest monks as they were educated and would want to record this information as part of their devotion to God). How do you think it was produced? (it is written on vellum (calf skin) using a quill or reed and in dark brown ink, there are many different pigments used in the ink for illustrations some obtained from as far away as the Mediterranean and even lapis lazuli from the Himalayas)Why do you think they spent so much time writing and decorating it? (the illustrations helped people to understand the contents of the text) How do you think the book was used?(for worship and display) Share information and then decide if it provides us with any information to add to our Dark Ages template (it tells us about the Anglo-Saxons’ conversion to Christianity).

2. Display a page from Bede’s History of England. Explain that it is an Ecclesiastical History of England from the Roman invasion in 55 BC through to AD 731 (this was a period in which the Anglo-Saxons were converting from Paganism to Christianity). Display image of Bede. Pupils read 2 sections of the History Ask: What does this tell us about Bede and his work? (tells us about his

devotion to god and how he wants to record history to help people to be good.) Discuss the possible limitations of using these documents. (Bede himself writes a warning that he is writing in good faith that he is recording the truth. It is also giving his version of history based on lots of other sources so there is the opportunity for bias and error).

3. Link to week 3 and the study of the excerpts from Beowulf. Ask: What is the key difference between Beowulf and the manuscripts (Lindisfarne Gospels and Bede’s History)? Explain that Beowulf was spoken/performed rather read. It was passed down and the earliest surviving written manuscript is from cAD 1000. It is not known who created the story and the poet/s are just referred to as the ‘Beowulf author’. Read the story from Beowulf or the show film clip. Ask: What does this tell us about the Anglo-Saxons? Are there any limitations to this evidence?

4. Return to the key question. Ask: Is there anything else to add to our template from looking at this week’s evidence?

Teacher guidance/subject knowledge

The Lindisfarne Gospels was written between AD 680 and 720 at Lindisfarne an island off the coast of Northumberland. It is thought that both the text and illustrations are the work of Bishop Eadfrith, the leader of the monastery. Historians think it would have taken him about 5 years maybe even longer to write the 516 pages. It contains the gospels of Matthew, Mark, Luke and John and tells us about the early life of Jesus. It was originally written in Latin and an Old English translation was added underneath probably around AD970. It is elaborately and skilfully decorated. Follow the link if you want to know more. https://www.bl.uk/collection-items/lindisfarne-gospels Bede’s Ecclesiastical History of England was constructed from existing books and chronicles. Bede was given the title ‘Venerable’, meaning great during his lifetime. This shows how highly regarded he was by the people. He spent most of his life at the monastery in Jarrow in the North-East of England and then moved to Monkwearmouth also in the area. The monasteries in this area were very important as a consequence of the missionary work of St Columba. Over time the kingdoms gradually converted to Christianity, but many pagan beliefs were still followed alongside. https://www.bl.uk/anglo-saxons/articles/who-were-the-anglo-saxons will give you further information about Bede’s document.

Beowulf is an epic poem set in Scandinavia. It is the story of three battles fought by Beowulf: the first was against the monster Grendel, the second was against Grendel’s mother and the third against a dragon. It was performed at the time but was not written down until much later, probably cAD 1000. https://www.bl.uk/collection-items/beowulf contains information about this copy written in Old English. Although the poem is not set in England it gives us a great deal of information about the people, including how much they liked stories (particularly scary ones), how they regarded their warriors as heroes and how their heritage was important to them. It provides information about their weapons and many things they did in everyday life. It helps us to interpret some of the finds made for example at Sutton Hoo or within the Staffordshire Hoard.

Resources needed

Teaching slides Pupil resource: St Matthew’s gospel Pupil resource: Bede’s History Pupil resource: Story of Beowulf Film clip – Story of Beowulf

Autumn: Was the Anglo-Saxon period really a Dark Age? Week 5: Was the Anglo-Saxon period really a ‘Dark Age’?

Learning objective

• To produce a valid argument on whether this period deserves to be called ‘a Dark Age’.

Curriculum links Develop the appropriate use of historical terms Regularly address and devise historically valid questions about significance 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

Success criteria • I can provide reasons why the period could be called the Dark Ages and also present a counter-argument.

• I can use a variety of evidence to support my viewpoint

• I can present my thinking clearly as a balanced argument

Key vocabulary Proof, evidence, counter argument

Activities 1. Recap the reasons for calling the period the Dark Ages as introduced in week 1. Recap any features from the Roman period that contrasts with the Anglo-Saxon times. Ask: Who would consider it to be dark? (later historians writing about the time period) Would the people at the time? (No because they would not be comparing it with other time periods – term was not used until the 14th century). It is important to understand that the term was introduced later. Stretch and Challenge: To understand that there are changing viewpoints over time as to the use of the term. Discuss what they have recorded in their Dark Ages template.

2. Using the Dark ages template added to over the sessions pupils will answer the question: Does the Anglo-Saxon period deserve to be called the Dark Ages? They should produce an argument both for and against the Anglo-Saxon period being called the Dark Ages. They should provide specific evidence to support a particular viewpoint and if possible use all the different types of evidence they have gathered over the weeks. They also have the opportunity to undertake some further research (use how to research guidelines) using the recommended websites and reading materials. Some pupils may wish to use the template to record their argument. You may wish to use the template in the PowerPoint to model how to answer the question. If you feel it is appropriate encourage the pupils to accompany their account with relevant images with captions.

3. At some point during this session the pupils should complete the Rising Stars History – The Anglo-Saxons quiz to assess and consolidate knowledge and learning from this unit.

Core knowledge See week 1

Resources needed

Teaching slides Pupil resource: Research guidelines Rising Stars History – The Anglo Saxon Quiz

Autumn: Was the Anglo-Saxon period really a Dark Age? Week 6: How can we find out about the past from a study of archaeology? Dig it!

Learning objective

• To understand what can be discovered about the past from archaeological remains

Curriculum links Develop the appropriate use of historical terms Regularly address and devise historically valid questions about significance Understand how our knowledge of the past is constructed from a range of sources

Success criteria • I know how archaeologists work and can utilise their approaches

• I understand the importance of archaeological evidence in our study of history

• I understand that differing interpretations of the past may be reached based on the evidence found

Key vocabulary Decay, excavate, preserved, deduction, interpretation, stratigraphy, classification, cataloguing, strata, shard, site, trench

Activities 1. Recap the discoveries at Sutton Hoo in week 2 and why archaeology is so important in helping us to find out about the past, particularly the more distant past. As a group make a list of the qualities needed to be an archaeologist. (pupils could refer to physical strength as archaeologists have to dig, also fit and healthy as need to be outdoors for long periods of time, patient as have to dig for long periods without finding anything, clever especially knowing a lot about history to be able to identify objects and reach conclusions, have knowledge of science, mathematics, artistic could also be qualities, good communicator to tell others…) Check the list: Ask: Could you be an archaeologist? This audit may identify that they need some support from someone with expert knowledge. They can discuss where that help may be obtained. Pupils need to consider the diversity of work that needs to be carried out in the role. Potential here for a visit from an archaeologist. Introduce the aim of carrying out our their own excavation in the school grounds to find out about our locality in the past. If an outside area is unavailable a simulated excavation could be carried out in the hall.

2. Ask: What do we think we will find? Pupils work in groups and mind map ideas. They need to consider which types of evidence will be preserved and those that have decayed. Introduce stratigraphy. Ask: Is there anything that will help us to know where to dig or what we might find? Study old maps of the grounds. Look for evidence of building on the site. Old photographs would also be helpful. Decide where is a safe place to dig.

3. Ask: What tools will we need? Pupils may need to look at images of excavations. Ask: Where can we obtain the tools? Ask: Why should you record your finds? How will you record your finds and what information will be recorded? Sketching, photographing and a recording sheet need to be discussed and a sheet devised.

4. While on site pupils need to be allocated roles and avoid pupils digging for too long as they may lose motivation. Set up an area adjacent to the excavation or in the classroom to clean and classify the finds.

5. Make sure you build in time for discussion and to reach some conclusions based on the finds. Return to your predictions and review these considering what you have found. The findings could be presented in a number of ways such as: Children can choose to write a job advert for an archaeologist detailing the skills they need, what they could find and how their work could change our understanding of the past. Children could write a non-fiction piece explaining what archaeologists do and why their work is important for our understanding of the past.

Core knowledge To add links to the websites listed.

Resources needed

Optional: Visit from an archaeologist (contact local universities with archaeology departments, local history/archaeology groups, local museums, the Council for British Archaeology http://new.archaeologyuk.org and also ask members of the school community if they have any personal knowledge or contacts). Volunteer to support surveying the area for excavation (see above) Old maps and photographs of the area. Ordnance survey maps of the area. An area where you can dig- ideally 2.0 x 2.0 m. squares laid out in a line with a gap of 2.0 metres in between. Volunteers to support you with the excavation. Think carefully about your pupil to adult ratio. You should limit the number of pupils engaged in excavating at any one time. Tools for the excavation: small trowels, shovels, buckets, paintbrushes, string and pegs, If pupils are digging they will need proof of anti-tetanus injections. A full risk assessment will be required. See http://www.wyjs.org.uk/archaeology-advisory/educational-activities/archaeological-activities-for-teachers/ for an example. Simulated excavations can be undertaken in the classroom or school hall using containers (e.g. plastic trays) with sand added and objects buried. Pupils will use small trowels, paintbrushes to find objects. They

will record finds as if they were working on an outdoor excavation but here you will bury the objects.

Key assessment opportunity for the Anglo-Saxons unit: Key area assessed in the Rising Stars Progression Framework: Historical Enquiry: Planning and carrying out a historical enquiry Construct informed responses that involve thoughtful selection & organisation. Develop appropriate use of historical terms. Task in Week 5: Using the Dark Ages template for information pupils will answer the question: Does the Anglo-Saxon period deserve to be called the Dark Ages?

• They should produce an argument both for and against the Anglo-Saxon period being called the Dark Ages.

• They should provide specific evidence why they have a particular viewpoint and if possible use all the different types of evidence they have gathered over the weeks.

• They also have the opportunity to undertake some further research using the recommended websites and reading materials. They can also use evidence from any of the takeaways.

• Some pupils may wish to use the template to record their argument.

• Pupils could accompany their account with relevant illustrations. Features of the work of pupils working towards expectations: PF: The child can reach a valid conclusion based on devising and answering questions related to a historical enquiry

• The work contains evidence of an understanding of the use of the term ‘Dark Ages’

• The work will make reference to several sources of evidence studied within the sessions.

• There will be an overall conclusion on the use of the term ‘Dark Ages’ with some reference made to the preceding arguments

• A limited number of historical terms relating to the Anglo-Saxon period are used.

• The pupil may need some support in structuring their work, possibly using the provided template.

Features of the work of pupils working at expectations: PF: The child can reach a valid and substantiated conclusion to an independently planned and investigated enquiry with suggestions for development or improvement.

• The work contains evidence of a good understanding of the use of the term ‘Dark Ages’

• The work will make reference to evidence from a range of varied sources studied within the sessions.

• There will be an overall conclusion on the use of the term ‘Dark Ages’ with clear reference made to the preceding arguments

• The work will contain a number of historical terms from this unit and from studies throughout the key stage.

• The work will follow a clear structure appropriate for presenting an argument

• With support the pupil may achieve some of the aspects of pupils working at greater depth/beyond expectations.

Features of the work of pupils exceeding expectations/working at greater depth: PF: The child can plan and produce quality responses to a wide range of historical enquiries requiring the use of some complex sources and different forms of communication with detailed ideas on ways to improve or develop responses.

• The work contains evidence of a sound understanding of the use of the term ‘Dark Ages’. They will make some reference to changing attitudes to the use of the term. They will make connections to other societies studied.

• The work will make reference to appropriate evidence from a wide range of varied sources studied within the sessions and also from their own research

• There will be a valid overall conclusion on the use of the term ‘Dark Ages’ with clear reference made to the preceding arguments and evidence.

• Throughout their writing they confidently employ a range of historical vocabulary from this and as appropriate other units studied at KS2

• Work will be completed independently following their chosen format.