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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