Download invaders from the sea - St.Michael`s Junior School

HOOK: Archaeological dig in the school
grounds
MID HOOK: Theatre Exchange Invaders
workshop
OUTCOME: Museum
Displays of children’s learning
Saga videos
DT & Art exhibition
Demonstrations e.g. of dying, how a boat
moves etc
ART
Clay coil pots
DT
Textiles – functional product
GEOGRAPHY
Locational Knowledge
Where did the invaders come from?
Human & Physical Geography
Describe & understand key aspects of
human geography, including: types of
settlement and land use, economic activity
including trade links, and the distribution
of natural resources including energy,
food, minerals and water
PE
Netball
Gymnastic sequences
Tennis
Indoor games – multi skills
RE
God
Suffering
Year 5: SPRING TERM
INVADERS FROM THE SEA
RATIONALE:
The children will learn why and how the Anglo-Saxon people settled in England.
They will learn who King Alfred was and why he is important to the birth of
England. We will look for evidence of Anglo-Saxon England in laws, place
names and stories.
HISTORY
BRITAIN’S SETTLEMENT BY ANGLO-SAXONS AND SCOTS
This could include:




Roman withdrawal from Britain in c. AD 410 and the fall of the western
Roman Empire
Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon
invasions, settlements and kingdoms: place names and village life
Anglo-Saxon art and culture
Christian conversion – Canterbury, Iona and Lindisfarne
THE VIKING AND ANGLO-SAXON STRUGGLE FOR THE KINGDOM OF
ENGLAND TO THE TIME OF EDWARD THE CONFESSOR
COMPUTING
Searching internet
Accuracy of information
LITERACY
Non chronological reports – Roman
#
army organisation
Recount
Narrative – saga
Explanation – How do boats move?
SCIENCE

This could include:
Viking raids and invasion
Resistance by Alfred the Great and Athelstan, first king of England
Further Viking invasions and Danegeld
Anglo-Saxon laws and justice
Edward the Confessor and his death in 1066
Pupils should continue to develop a chronologically secure knowledge and
understanding of British, local and world history, establishing clear narratives
within and across the periods they study. They should note connections,
contrasts and trends over time and develop the appropriate use of historical
terms. They should regularly address and sometimes devise historically valid
questions about change, cause, similarity and difference, and significance. They
should construct informed responses that involve thoughtful selection and
organisation of relevant historical information. They should understand how our
knowledge of the past is constructed from a range of sources.
OUTDOOR LEARNING:
Archaeological dig in the school grounds
Natural dyes – collecting materials
Sailing boats - air resistance/water resistance



Identify the effects of air resistance,
water resistance and friction, that
act between moving surfaces (linked
to boats)
Recognise that some mechanisms,
including levers, pulleys and gears,
allow a smaller force to have a
greater effect. (discrete)
know that some materials will
dissolve in liquid to form a solution,
and describe how to recover a
substance from a solution
demonstrate that dissolving, mixing
and changes of state are reversible
changes (linked to dying cloth)
PERFORMANCE OPPORTUNITIES:
Theatre Exchange workshop
Recording sound effects & performing saga
Working Scientifically
See link belowfor national curriculum –
identify & add working scientifically
areas to be taught in this topic – add here
https://www.gov.uk/government/publications/nation